Year 78 Subject History/Art – Anglo Saxons Autumn 1st Half Term Week Learning Objective I am learning to Whole class learning activity Differentiation Impact on learning/Assessment of pupil achievement/Points for future action 1 L.O. I am learning to identify who the Anglo-Saxons were and where they came from I can identify the Anglo-Saxons place in history I can identify places on a map I know that the names of places have changed over time I can identify reasons why people move to new places Display the term Anglo-Saxons on the board. What do we already know? What do we want to find out? Children to fill in their title page for their books including their questions that they would like answered during the topic. Draw attention to timeline on display- examine AS place in time, discuss the chronology of this e.g. other key time periods, how long ago this was, length of time. Children to look through the ppt as a whole class. Tell the children to look at the map of Europe handout and work out what the land is known as today this corresponds to the picture on the PowerPoint with link to map website. Discuss where AS came from (Denmark, Germany, and Netherlands) Can children relate/compare this to the map and find past and present locations and what these countries are called today? (task1) Use the ppt to show who the Saxons were. Display an array of pictures of appearances. Allow for children to discuss with partners who they think the Saxons were – feedback ideas. Ask a confident child to hot seat as a typical Anglo-Saxon. Secure (Rowling and Dahl) Using atlases children to colour in the areas of Europe on the blank map where the angles, jutes and Saxons came from. Labelling with the tribe names and the modern place names. Children to fill in passport using full sentences and detail based upon what they have learned about the Anglo-Saxons. Borderline (Walliams) Using atlases children to colour in the areas of Europe on the blank map where the angles, jutes and Saxons came from. Labelling with the tribe names and the modern place names. Give children the name Denmark to help them. Children to fill in passport using full sentences and detail based upon what they have learned about the Anglo-Saxons. Less Able (Morpurgo and Wilson) Using atlases children to colour in the areas of Europe on the blank map where the angles, jutes and Saxons Saxon Saxon
evidence and my own inference objects and what they might have been used for. Chn will be come detectives and chose from an array of images placed on their tables. in their burial mound – the children must decide what the items suggest about the person buried in SH the items belonged to – soldier, king, monk and form a conclusion based upon this Less Able (Morpurgo and Wilson) Using the pictures of the items found in their burial mound – the children must decide what the items suggest about the person buried in SH the items belonged to – soldier, king, monk and form a conclusion based upon this 7 L.O. I am learning about Anglo-Saxon defence I understand what a Hillfort is and what is was used for Identify and understand the use of Anglo-Saxon Amour I can identify ways in which the Anglo-Saxons defended their territory Ask the children if they know what a Hillfort is? Can they describe it? Recap by asking who invaded and settled in Britain. (prior knowledge from previous lessons) Allow confident children to use a dictionary to find the definition of ‘invade’ and ‘settle’. Children to look through Powerpoint with teacher of hillforts What common features do they have? Use hard copies of Anglo-Saxon Armour pictures- allow children time to observe a variety of photos on each table. Secure (Rowling and Dahl) To draw an example of a hillfort labelling common features Chn to create mind maps using smaller images to describe the materials, what it was used for, who might have worn these items? Borderline (Walliams) To draw an example of a hillfort labelling common features Chn to create mind maps using smaller images to describe the materials, what it was used for, who might have worn these items? Less Able (Morpurgo and Wilson) To draw an example of a hillfort labelling 3 common features Chn to create mind maps using smaller images to describe the materials, what it was used for, who might have worn these items? 8 L.O. I am learning to read and create Anglo-Saxon runes I know that communication has Explain that like us, Anglo-Saxons communicated in a written form using runes. Secure (Rowling and Dahl) Children to write their name using runes and see if they can decode the