DROXFORD JUNIOR SCHOOL Upper School: Autumn Term (Cycle B) Medium Term Plan ‘Anglo-Saxons’ Overview: Britain’s settlement by Anglo-Saxons and Scots This includes: Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire Anglo-Saxon invasions, settlements and kingdoms: place names and village life Anglo-Saxon art and culture Christian conversion – Lindisfarne, Corhampton Church and Winchester Cathedral The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor This includes: Viking raids and invasion Resistance by Alfred the Great and Athelstan, first king of England Further Viking invasions and Danegeld Anglo-Saxon laws and justice Edward the Confessor and his death in 1066 ‘A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgment. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.’ National Curriculum 2014 DEVELOPING HIGHER LEVEL THINKING – ENQUIRY BASED LEARNING (This skills / learning journey may repeat several times within a topic unit) Outcome to be Introduction chosen each time Stimulate and Compare, sift Create, refine, generate and sort evaluate Knowledge Gather, organise Evaluating Harvest Finish ideas, identify study Planning/ Refining implementation (purpose, audience, structure/ research Implementing study ‘The Hook’ and publishing genre and form) generate/ decisions Next steps findings … 8 way thinking KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Steps to success Lower level thinking Higher level thinking Structured/ Teacher led enquiry Open enquiry Shallower learning Deeper learning Key Stage 2 History Vocabulary: Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. Evaluation / Future learning: They should note connections, contrasts and trends over time and develop the Assessment criteria can be selected from the NC aims: appropriate use of historical terms. They should regularly address and sometimes understand historical concepts such as continuity and devise historically valid questions about change, cause, similarity and difference, and change, cause and consequence, similarity, difference and significance. significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions They should construct informed responses that involve thoughtful selection and and create their own structured accounts, including written organisation of relevant historical information. They should understand how our narratives and analyses knowledge of the past is constructed from a range of sources. understand the methods of historical enquiry, including In planning to ensure the progression teachers should combine overview and depth how evidence is used rigorously to make historical claims, studies to help pupils understand both the long arc of development and the complexity and discern how and why contrasting arguments and of specific aspects of the content. interpretations of the past have been constructed Level 3 (NC pre 2014) Pupils recognise some of the similarities and differences between periods. They Organisation / points to note show knowledge and understanding of some of the main events, people and Check for local events: Saxon festival / family talks etc changes studied. They are beginning to give a few reasons for, and results of, the main events and changes. Level 4 (NC pre 2014) Pupils describe characteristic features of past societies and periods to identify change and continuity and to identify some causes and consequences of the main events and changes. They identify and describe different ways in which the past has been interpreted. Level 5 (NC pre 2014) Liaise with Meonstoke Infant school; Saxon Day Pupils begin to recognise and describe the nature and extent of diversity, change and continuity, and to suggest relationships between causes. They Test pit in school grounds suggest some reasons for different interpretations of the past. Field walk around Corhampton Lane Farm / Corhampton Church We Learning Objectives Key questions Bloom's Teaching Activities Resources ek taxonomy Roman withdrawal Why did such a powerful Knowledge Recap chronology of British History BBC Timeline from Britain in c.AD 410 Empire decline? Understanding and fall of the western - Timeline Roman Empire - Discuss concept of transition; buildings and can be a mix of historical periods. The Anglo-Saxons - Reasons for decline of Roman Empire started to arrive in Britain sometime Application Simulated archaeological dig using trays representing different Winchester between AD425-450. historical periods. Children find artefacts within each tray. They Museum / Droxford 1 Bede wrote in AD731 then order trays based on their knowledge. Fact sheets are then Junior School trays. about the arrival of the used to deepen knowledge and sequence chronology. Anglo-Saxons. Anglo- http://www.winche Saxons objects found by Meon Valley from the air; drone project. A video showing the ster.gov.uk/heritage archaeologists also archaeological sites along the Meon Valley can be used as a - indicate they arrived at stimulus. conservation/museu about this time. The ms/educational- Anglo-Saxon period resources-visits/ lasted from AD450 to AD1066. Anglo-Saxon invasions, Who were the Meonwara? Synthesis ‘Knowledge harvest’ about the Saxons; Meonstoke Saxon Festivals – www.saxonsinthem settlements and children from Meonstoke Infant School will have experienced Saxon eonvalley.org.uk kingdoms; place names Days. and village life Push or Pull? Analysis What were the real reasons why the Saxons invaded? www.Keystagehistor The British were raided Evaluation A thinking skills activity in which pupils infer from visual clues before y.co.uk by people from the moving on to analyse a range of influence cards and evaluate a video north, the Picts and before coming up with their own explanation. 2 Gaels (These ethnic groups became the Scots). Groups of Saxon How did people survive? Technology http://learning.sout pirates also raided the (food, shelter and trade) a) Blacksmiths; making tools and weapons out of metal. hdowns.gov.uk/cult east and south coast. b) Mills; flour and bread making / fire making ure-and- Droxford and Winchester water powered mills heritage/saxons-in- There were three groups the-meon-valley of Anglo Saxons; Jutes Demonstrations using video clips (Local visits could be arranged) Angles and Saxons What did the Anglo Saxons Anglo Saxon Life – pupils use Ashmolean museum website to wear? research aspects of village life. What did they eat and drink? http://anglosaxondiscovery.ashmolean.org/Life What sorts of things did the Questions are linked to archaeological finds. A quiz is available to Anglo Saxons do? assess knowledge and understanding. (Worksheets on website) What trade routes were South Downs NP along the River Meon? Meon valley place names – research origins Anglo-Saxon art and What evidence is there for Application The mystery of the empty Saxon grave www.Keystagehistor culture the Saxons? Synthesis This lesson places pupils in the role of detectives. After a briefing y.co.uk they work out the significance of the various clues found in the bodiless ship burial. They ten deduce work which of 4 suspects is most likely to have been the owner. All this is interspersed with a British Museum slideshow and video clips. Pupils annotate an image of the Saxon king showing how they arrived at their conclusion. Sutton Hoe DVD – Show extracts of discovery British Museum – extracts from DVD Sutton Hoe helmet on Sutton Hoe How has archaeology Analysis Staffordshire Hoard 2009 http://www.stafford unlocked the past? Show images of the hoard from website shirehoard.org.uk/ Children discuss different theories and justify which are plausible. (worksheets on website) Staffordshire Hoard Application Carenza Lewis; Ex Time Team - Director of archaeology at Archaeology PPT – Cambridge University – Into to archaeology PPT Carenza Lewis - Children take on role of archaeologists and generate 3 questions and hypothesis. Synthesis - Evidence gradually revealed Evaluation - Speculation as to what had happened to the skeleton - Evidence of Christianity. - Who might have killed the person? Vikings? Christian conversion What religious beliefs did the Knowledge Link the archaeology PPT (above) to Lindisfarne gospels, origins of Winchester Saxons have? Understanding Corhampton Church and Winchester Cathedral. What evidence is Museum Lindisfarne – also Pagan gods to Christianity there of Christianity in Saxon times? known as Holy Island – How important was was the site of one the Winchester? Cuthbert died in 687 and was buried in a stone coffin inside the main http://winchester- church on Lindisfarne. Eleven years later the monks opened his tomb. cathedral.org.uk/his earliest Christian To their delight they discovered that Cuthbert’s body had not tory- monasteries. Irish decayed, but was ‘incorrupt’ – a sure sign, they argued, of his purity treasures/royal-