History

Year 5

Module 6

Vikings

Pupils should be taught:

the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor

Children presented their inquiry homework to the rest of the class. Each child was asked one question and received feedback through two stars and a wish. Children presented with confidence and it was evident how much fun was had completing these self-selected projects.

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Children researched Viking longboats and we created our own on the school field. We rowed until we reached our destination and ran to commence the pillage!

Module 4

Where were early settlements created and why?

Linking into our rivers topic this module, we have explored the question 'Why were settlements created around rivers?' by looking the four earliest ancient civilisations: Ancient Sumer, Ancient Egypt, Indus Valley and Shang Dynasty. By identifying the ancient civilisations on the maps of the world, it was clear to see that they all began by being set up along the river. We discussed the reasons for this and understood the need of being close to the river being primarily due to th basic needs such as food and water. This allowed us to conclude the importance of settling near to a river and were then able to compare and contrast how the needs of settling near a river is very different in the modern day.

human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Module 3

Historical Inquiry: Partition of India

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. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.

This module, we linked our History to the Partition in India to help us to understand how key events in the past impacted people . We looked at a range of primary and secondary sources to help us understand what happened, how things changed for people, how this impact the future and how this made people feel. Next, we listened to some first-hand account audio clips from people who experienced the partition and also looked at a telegram that was sent during this time. This enabled us to compare these sources with our class novel (a secondary source) to gain a more holistic understanding of the event.

Module 1 & 2

A non-European society that contrasts with British history

Ancient Maya

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. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.

a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.

Lesson 1: Chocolate

Pupils discovered the relationship the Ancient Maya had with chocolate and how it was an important part of their life - even used as currency!

Children explored different priamry and secondary sources of information.

Lesson 2: Understanding who the Maya were and when they lived using chronological understanding

We started our Inquiry by finding out who the Ancient Maya civilisation were and look at some key dates within their era. We used chronological knowledge and language to be able to place these key events onto a timeline, including terms such as BC and AD. We also explored other names that can be given to AD and BC.

Lesson 3: During this lesson, we identified key features of the Ancient Maya cities using photo images of old ruins that have been discovered by historians. We identified each feature along with its image and then gave a short explanation about what it was ad how it was used.

Lesson 4:

Today we explored the Maya religion, focussing on the different deities they had and what they believed about these. After researching and recording our findings, we considered whether people still take part in these today.

Lesson 5:

During this lesson, we conducted our own research into the Ancient Maya and produced a double page spread to record the information.

Lesson 5:

Today we worked in time team groups to explore different possibilities of the decline of the Ancient Maya. We researched different hypotheses regarding how and the Maya declined and offerent some of our own thoughts on the topic. Once we had researched the different theories, we presented out ideas with the rest of the class and debated why we felt that this was the most accurate idea.