LKS2 Topic: Invadersandsettlers:Vikings

LKS2 Topic: InvadersandSettlers:Vikings

Children develop their knowledge of the Viking invasion and settlement in Britain, through a series of practical and informative blocks that have imaginative outcomes such as a Viking Quest board game, a group model of a longhouse, a Viking feast, a Dragon’s Den trade drama, a mythological creature and a Viking celebration event.

• Understand how knowledge of the past is constructed from a range of sources.Ask historically valid questions.
• Learn about Viking raids and invasion.Learn about the success of the Viking invasion.
• Retrieve and record information from non-fiction. Use dictionaries to check the meaning of words that they have read. Discuss and record ideas.Create a non-narrative information poster using simple organisational devices such as headings, sub-headings and labelling.
• Locate the some of the world’s countries using maps to focus on Europe, particularly Scandinavia.

• Develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within the periods they study.
• Understand how our knowledge of the past is constructed from a range of sources.
• Understand the Viking and Anglo-Saxon struggle to the time of Edward the Confessor
• Use research and develop design criteria to inform the design products that are fit for purpose.
• Generate, develop, model and communicate their ideas through discussion, annotated sketches, and cross-sectional diagrams.
• Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately.
• Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
• Choose relevant information to create a non-fiction fact file.
• Adopt, create and sustain a range of roles, responding appropriately to others in role.
• Become more familiar with and confident in using language in a variety of situations.

• Develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within the periods they study.
• Understand how our knowledge of the past is constructed from a range of sources.
• Begin to understand changes in an aspect of social history from the Anglo-Saxon to today.
• Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
• Select, use and combine a variety of software on a range of digital devices.
• Use research and develop design criteria to inform the design products that are fit for purpose.
• Generate, develop, model and communicate their ideas through discussion, annotated sketches, and cross-sectional diagrams.
• Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.
• Understand and apply the principles of a healthy and varied diet.
• Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.
• To choose relevant information to create a non-fiction non-chronological report.
• Adopt, create and sustain a range of roles, responding appropriately to others in role.
• Become more familiar with and confident in using language in a variety of situations and for a variety of role-play situations.

• Develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within the periods they study.
• Understand how our knowledge of the past is constructed from a range of sources.
• Begin to understand changes in an aspect of social history from the Anglo-Saxon to today.
• Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
• Use search technologies effectively; appreciate how results are selected and ranked, and be discerning in evaluating digital content.
• Use digital media for recording.
• Adopt, create and sustain a range of roles, responding appropriately to others in role.
• Become more familiar with and confident in using language in a variety of situations and for a variety of role-playsituations.
• Organise and adjust what they say, including the use of spoken language, the needs of their listeners and any communication technology being used.
• Produce creative work, exploring their ideas and recording their experiences.
• Evaluate and analyse creative works using the language of art.

• Develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within the periods they study.
• Understand how our knowledge of the past is constructed from a range of sources.
• Begin to understand changes in an aspect of social history from the Anglo-Saxons to today.
• Gain historical perspective by placing their growing knowledge into different contexts.
• Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: How people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
• Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
• Select, use and combine a variety of software on a range of digital devices.
• Generate, develop, model and communicate their ideas through discussion, annotated sketches and cross-sectional diagrams.
• Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.
• Understand and apply the principles of a healthy and varied diet.
• Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.
• Choose relevant information to create a non-fiction non-chronological report.
• Adopt, create and sustain a range of roles, responding appropriately to others in role.
• Become more familiar with and confident in using language in a variety of situations and for a variety of role-play situations.
• Produce creative work, exploring their ideas and recording their experiences.
• Evaluate and analyse creative works using the language of art.
• Be proficient in the techniques of sculpture.
• Develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
• Perform dances using a range of movement patterns.

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

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