Invasion of the Angles and the Saxons and the Jutes. Anybody else?
It’s 450 AD. Your villagers are in a muddy field with nowhere to live. How would you make a house?
A cross-curricular project using: Literacy, Science, History, DT, ICT, Maths in context, RE and PSHE
ICT environment
To be a writer I will need to:
Project specific Bloom’s taxonomy questions will be printed and displayed in the ICT area with a list of useful age
Video clips and design software (sketchup8) for use with DT. Information websites with relevant pictures and videos will be displayed.
people about how to build a Saxon house.
Igniting and Inspiring
appropriate websites for the project.
Write an instruction text, instructing
Project question: It’s 450AD. How would you make a house to save your people?
SC and learning behaviours can be recorded and kept as a
Project product: We will create a detailed set of instructions for how to
bank for children to refer to.
build a self-build Saxon style house with the finished article. These will
Write a historical narrative.
Prove its 3 pieces including: an instruction text, narrative and ??????.
then be displayed for other children to view.
Blooms questions to guide stage of your project
To be a good Speaker and Listener: The children will be able to clearly and concisely explain their understanding and information, considering their audience and the purpose of the
Science, DT and History C
E
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communication. The children will be able to adapt their communication and information dependant on their audience. The children will be able to listen to others and give constructive feedback where appropriate.
The children will require opportunities to verbalise their ideas before being able to internalise their understanding. Questions will be vital to progress learning.
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Learning environment Create an investigation corner with different materials on the wall and floor that could be used for construction. Use pictures to demonstrate what the Anglo Saxon’s could have seen. The children will also have the resources that they will require to learn accessible including: Blooms project questions, maths resources, literacy ladders and resources and project books.
What will a successful learner be like?
The learners will:
Be engaged, motivated and inspired
Learn in a level 4 or 5 learning zone
Ask deep questions and reflect
Take ownership of their learning
Use talk as an effective learning tool
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Can you design and create a self-build Saxon house? Is there a better solution to the materials and processes the Anglo-Saxons used to build their houses? Can you compare the Anglo-Saxon houses and settlements to those in other periods of history that you have previously studied, e.g. Roman, Egyptian? From a selection of materials (these could be modern day materials or only those that would have been available to the Anglo-Saxons), can you test and decide on the best ones to be used to build an Anglo-Saxon house? Can you place the time of the Anglo-Saxons on a timeline? Can you draw a bird’s eye view representation of a typical Anglo-Saxon village? Can you produce a piece of cloth or tapestry like the Anglo-Saxons would have produced? Can you give some examples of things that were an important part of Anglo-Saxon culture? What sorts of diets and lifestyles did the Anglo-Saxons have? Did the genre and age of the person decide what sorts of lives they had? Who were the Anglo-Saxons? When in British history did the Anglo-Saxons live? What types of settlements did Anglo-Saxons live in?
Maths
Can you create and design a model Saxon house to scale? Can you asses what would be a good scale to use when designing a house?
Can you explain how a plan has used scale in order to show a whole building on a small piece of paper?
Can you demonstrate how to use different measurements effectively by measuring an object?
Can you convert your units of measure to higher or smaller units? Can you describe other similar situations where you might use your chosen units of measure?
What would be the most efficient tools to use to measure different objects? What units of measure would be most efficient to use?
Be clear and easy to follow. Be the product of several evaluations and reflections.
Be constructed to a high quality using a variety of materials and processes.
Be historically accurate.
Children can complete research about the way that Anglo Saxons lived, what their leisure time was used for and how they defended themselves. They can draw out model Anglo Saxon towns and act out how the people would have acted towards a leader and each other, focussing on hierarchy and religion.
To be a scientist: Properties and changes of materials. How do different materials suit their different purposes? What properties affect selection of materials? To be a Historian: Anglo Saxon settlements and culture. What was the culture and life like during the Anglo Saxon period? How did they develop their settlements? To be a designer and creator: Designing and making a self- build Saxon house using a variety of tools and processes. What materials would be the best to use? To be a mathematician: Cross curricular maths using measures and problem solving within a design and technology context.
What does a quality Saxon house and set of instructions look like? The house and instructions will:
Home learning The home learning for maths and reading will be personalised based upon the children’s needs.
To be a reader… Core texts:
National Curriculum coverage for Anglo-Saxon settlements Statutory requirements for Literacy, Science, History, ICT, DT, Maths in context, RE and PSHE
ICT – Internet research about history learning: settlements, art and culture % of children achieved the statements
Literacy outcomes: two week project so limiting outcomes to one plus one poetry block day. Using history learning about Anglo-Saxon settlements and Science learning about properties of materials, write an instruction texts to advice Anglo-Saxons on what materials to choose when building a house. Poetry – The Sound Collector Science – to be discretely taught
Maths in context – measurements for houses and within design technology
History – Anglo-Saxon settlements and art& culture
DESIGN & TECHNOLOGY – produce an Anglo Saxon style self build house. This will link to Maths in Context with measurements and problem solving. Design Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computeraided design Make Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately 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 Evaluate Investigate and analyse a range of existing products Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Technical knowledge Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
RE – Behaving in Christianity (taken from Brooklands Entitlement) Possible questions about Behaving in Christianity 1)Why and how are people influenced and inspired by others? How does Jesus influence and inspire Christians? What has made some Christians inspirational? How have Christians been inspired by others?
Behaving and Christianity Possible Content
Level 3 Can I statements from LA syllabus Pupils working at level 3 will be able to use some religious words and phrases to do some of the following 1)level 3 will Can I describe how some influential Christians have inspired others Can I make identify the impact Christian beliefs have had on the lives of some people Can I make identify what/who influences them making links with any impact on their own attitudes and behaviour
Level 4 Can I statements from LA syllabus Pupils working at level 4 will be able to use some religious words and phrases to do some of the following Pupils working at level 4 will be able to use a developing religious vocabulary to Can I describe and Can I show understanding of the impact of Christian beliefs on the lives of some people; how influential Christians have inspired others Can I describe what/who influences themselves and others; the difference these influences have on their lives
1) Exploration of the influence of some key people, local and more widely known, past and present, who have inspired Christians through their teaching and/or example eg - Jesus – friend, saviour, Lord - Saints eg Mary, Paul - local people including religious leaders - well-known Christians of influence eg John Wesley, George Fox, Martin Luther King, Nicky Cruz, Terry Waite, Billy Graham, Edith Cavell, Gladys Aylward, Mary Seacole, Joan of Arc Exploration of the influence of some mission and caring organisations eg - St John’s Hospitalers - St Thomas’ Hospital - World Vision - Scripture Union - Toybox (Bletchley) - Bridgebuilder Trust.
2) What influences the ways people behave and what is expected of a person in following a religion or belief? How do Christians express their beliefs (eg about their relationship with Jesus) through the ways they live their lives? By what rules, codes and traditions do Christians believe they should live their lives? What difference does it make to try to live by these rules, codes and traditions? Level 3 Can I statements from LA syllabus Pupils working at level 3 will be able to use some religious words and phrases to do some of the following level 3 Can I make identify the impact Christian beliefs, rules, codes and traditions have on people’s lives Can I describe some similarities/differences between the rules/teachings of Christianity and those of other religions Can I make identify what influences their conduct
2) Christian rules, codes and traditions and their implications for day to day life eg The Ten Commandments The Sermon on the Mount (Matthew 5-7) including the Golden Rule (Treat others as you would like them to treat you) Teaching about forgiveness charitable works
3)How do religious families and communities practise their faith, and what contributions do they make to local life? What might it mean to grow up in a Christian family? How do Christian beliefs about life after death influence the way life is lived? How do Christians work together with others to live out the teachings of their faith locally? 4)How and why do religions and beliefs respond to global issues of human rights, fairness, social justice and the importance of the environment? How and why do Christians respond to global issues of human rights, fairness, social justice and the importance of the environment? Level 3 Can I statements from LA syllabus Pupils working at level 3 will be able to use some religious words and phrases to do some of the following 3)Pupils working at level 3 will be able to use a developing religious vocabulary to � Can I describe ways in which being part of a Christian family might affect a person’s life � Can I make links between their home experiences and their values, attitudes and behaviours
3& 4) importance to Christians of Bible study and prayer. If possible speak with members of Christian families about how they practice their faith at home � Work of local churches and Christian groups for the benefit of the community. If possible speak with members of local churches about what their church does in the community and why � Exploration of the work of Christian charities and groups that work on global issues of human rights, fairness, social justice and environmental issues eg - Christian Aid, Oxfam, Tear Fund, Leprosy Mission, CAFOD; Christian Declaration Assisi in 1986 Level 4 Can I statements from LA syllabus Pupils working at level 4 will be able to use some religious words and phrases to do some of the following Pupils working at level 4 will be able to use a developing religious vocabulary to � Can I describe and Can I show understanding of ways in which being part of a Christian family might affect a person’s life Can I raise, and suggest answers to, questions about the impact of family life on their own and other people’s values, attitudes and behaviours
Level 4 Can I statements from LA syllabus Pupils working at level 4 will be able to use some religious words and phrases to do some of the following level 4 Can I describe and Can I show understanding of the impact Christian beliefs, rules, codes and traditions have on people’s lives Can I show understanding of some similarities /differences between the rules /teachings of Christianity and those of other religions Can I describe what influences their conduct
PSHE – Healthy and safer lifetstyles (taken from Cambridgeshire scheme) unit 24 ‘Sex and Relationships Education’ Section A: The Human Lifecycle 1. To know about the facts of the human lifecycle, including sexual intercourse. Section B: Growing up 2. To be able to recognise their changing emotions with friends and family and be able to express their feelings and concerns positively. Section C: Personal Responsibilities 3. To consider how they have some responsibility for the feelings and wellbeing of others.
Section D: Parents, carers and families 4. To consider the need for trust and love in marriage and established relationships. 5. To have a basic awareness of responsible parenting choices. 6. To understand and respect a wide range of family arrangements e.g. second marriages, fostering, same sex partners and extended families. Section F: Processing the learning (no section E on scheme planning) 7. To understand what they have learned and be able to share it with others. At the end of this unit most pupils will: • be able to describe the main stages of how a baby is made, using some scientific vocabulary. • be able to describe some emotions associated with the onset of puberty and have strategies to deal with these positively. • understand that puberty affects people in different ways both physically and emotionally. • understand that the way they behave affects others and that they have some responsibility to others to make sure they are not hurt needlessly. • describe some characteristics of a loving trusting relationship. • understand some basic reasons why a couple might choose to have children. • show awareness of some family arrangements which are different from theirs. Some pupils will not have made so much progress and will: • be able to describe some elements of the reproductive cycle, and may need support to use scientific vocabulary and to order the stages. • have a solely negative or solely positive view of the emotions associated with puberty. • display a basic understanding of the different ways puberty affects different people. • show some understanding of how their behaviours and actions affect others, and need support to put this in practice. • have an understanding of adult relationships and emotions, based solely on personal experience. • show limited understanding that couples can choose to have children. • show an understanding of the nature of different family arrangements, based on personal experience. Some pupils will have progressed further and will: • be able to describe in detail the main stages of reproduction using mainly scientific vocabulary. • be able to describe a range of positive and negative emotions associated with the onset of puberty. • understand a wide range of ways that puberty affects people differently, both physically and emotionally. • understand that the way they behave, physically and socially, affects others and that they have some responsibility to others to make sure they are not hurt needlessly. • describe a wide range of characteristics of a loving, trusting relationship. • understand several reasons why a couple might choose to have children. • show awareness of a range of family arrangements which are different from theirs and value them equally. Brooklands Farm entitlement Anglo-Saxon settlements – To be scientist, the children must be able to: Level 3 Considering Evidence and Evaluating.
Level 4 Considering Evidence and Evaluating.
Can I give reasons for my observations? Can I look for patterns in my data and try to explain them? Can I suggest how I can make improvements to my work?
Can I use my data to interpret patterns in my data? Can I consider how changing one variable can alter another and use the convention of ‘er’ words to describe this (e.g. The heavier the load, the longer the spring)? Can I relate my conclusions to these patterns?
% of the children achieved this statement Level 3 Level 4
Ideas and Evidence In Science. Can I recognise why it is important
Can I use appropriate scientific language? Can I suggest improvements to my work and give reasons.
Ideas and Evidence In Science. Can I recognise that scientific ideas
to collect data to answer questions?
are based on evidence?
Obtaining and Presenting Evidence
Obtaining and Presenting Evidence
Can I use scientific vocabulary to describe my observations? Can I record my observations, comparisons and measurements using tables, charts, text and labelled diagrams?
Can I make observations using materials and equipment that are right for the task? Can I record my observations using tables and bar charts? Can I plot points to make line graphs?
Scientific Enquiry: Planning.
Scientific Enquiry: Planning.
Can I act on suggestions and put forward my own ideas about how to find the answer to a question? With help can I carry out a fair test and explain why it was fair? Can I predict what might happen before I carry out any tests? Can I measure length, mass, time and temperatures using suitable equipment?
Can I decide on the most appropriate approach to an investigation (eg. a fair test) to answer a question? Can I describe how to vary one factor while keeping others the same? Can I make predictions? Can I select which information to use from sources provided for me (print and screen)?
Anglo-Saxon settlements – To be an historian, the children must be able to: Level 3 Level 4 Knowledge skills and Understanding • Can I use words and phrases such as era, period, century, decade, Before Christ, AD, after, before, during to describe the passing of time? • Can I use a time line to place events I have found out about? • Can I name the date of any significant event from the past that I have studied and place it in approximately the right place on a time line? Can I use words and phrases such as century, decade, before Christ, after, before, during to describe the passing of time? Knowledge and understanding of events people and changes in the past Can I use documents, printed sources (e.g. archive materials) the Internet, databases, pictures, photographs, music, artefacts, historic buildings, visits to museums and galleries and visits to sites to collect evidence about the past? Can I ask, “What was it like for a... (child, rich person, etc) during… Can I suggest sources of evidence to help me answer questions?
Knowledge skills and Understanding Can I use a time line to place events I have found out about both in this country and abroad? Can I describe the main changes in a period in history? (Using words such as ‘Social’, ‘religious’, ‘political’, ‘technological’ and ‘cultural’. Can I name the date of any significant event from the past that I have studied and place it in the right place on a timeline?
Knowledge and understanding of events people and changes in the past Can I use documents, printed sources (e.g. archive materials) the Internet, databases, pictures, photographs, music, artefacts, historic buildings, visits to museums and galleries and visits to sites to collect evidence about the past? Can I choose reliable sources of evidence to help me answer questions, realising that there is often not a single answer to
% of the children achieved this statement Level 3 Level 4
Historical Interpretation Can I give clear reasons why there may be different accounts of history? Have I looked at two versions of the same event in history and have identified differences in the accounts? Can I give reasons why there may be different accounts of history?
Historical Enquiry • Can I use evidence to describe the --houses and settlements of people in the past. • Can I use evidence to describe the culture and leisure activities from the past. • Can I use evidence to describe the clothes, way of life and actions of people in the past. • Can I use evidence to describe buildings and their uses of people from the past. • Can I use evidence to describe the things people believed in the past (attitudes and religion) • Can I use evidence to describe what was important to people from the past. • Can I use evidence to show how the lives of rich and poor people from the past differed. • Can I use evidence to find out how any of the above may have changed during a time period. • Can I use evidence to give reasons why changes may have occurred. • I show on a time line, the changes that I have identified. • Can I describe some similarities and differences between some people, events and objects (artefacts) I have studied. • Can I describe how some of the things I have studied from the past affect life today.
historical questions? Historical Interpretation Have I looked at different versions of the same event in history and have identified differences in the accounts? Do I know that people both now and in the past represent events or ideas in a way that persuades others? Do I know and understand that it is important to know that some evidence from the past (and present) is propaganda, opinion or misinformation, and that this affects interpretations of history? Historical Enquiry With help, can I choose reliable sources of factual evidence to describe: -the houses and settlements of people in the past? - the culture and leisure activities from the past? -the clothes, way of life and actions of people in the past? -buildings and their uses of people from the past? - the things people believed in the past (attitudes and religion) - what was important to people from the past. -the lives of rich and poor people from the past differed. With help, can I choose reliable sources of factual evidence to find out how any of the above may have changed during a time period? Can I give my own reasons why changes may have occurred, backed up by evidence I have researched. Can I show on a time line, the changes that I have identified? Can I describe similarities and differences between some people, events and objects (artefacts) I have studied? Can I describe how some of the things I have studied from the past affect life today?