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

Lesson 1: Who were the Vikings and where did they come from?

As part of the introduction to our new topic, we had a look at who the Vikings were and where they came from before the invaded Britain. We identified their countries on a world map and then located where they invaded and settled in Britain. As part of their invasion, we learnt about how they travelled across the North Sea so labelled parts of the longships they designed and built to make the long journey across the sea to Britain.

Module 5: 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.

This module we continued our Maya topic where we studied the decline of the Maya civilisation. We explored all the possible reasons that the Maya could have declined by being part of a time team and researching a particular reason this could have happened. Once we had explored the possible reasons, we used our own predictions and knowledge based on the evidence we had studied to decide the reason we believed to be true.

Module 4: Historical Inquiry

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. We listened to some first audio clips from people who experienced the partition and also looked at a telegram that was sent during this time. We were able to compare these sources with our class novel (a secondary source) to gain a more holistic understanding of the event.

Module 3: Thomas Fuller

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.

As part of Number Day, Kestrel class explored the life of Thomas Fuller and mapped out his chronology.

Module 1: Ancient Maya Civilisation

Lesson 1: Locate the Ancient Maya Civilization

Children explored current political maps of North America and located which modern countries now occupy the Maya region. Next, children labeled the area on a map of North America.

the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China

Lesson 2: Chronology of an Ancient Civilization

Children worked in groups to order all of the different ancient civilizations and compare their place in time. Next, children explored major events during the Ancient Maya period and ordered them chronologically on a timeline.

the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China.

Lesson 3: Religion and Gods

Children learned about the Ancient Maya religion, beliefs and gods, and created video about what they had found out.

the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China.

Lesson 4: Number system

Children explored the Ancient Maya number system and converted numbers into modern day numerals system.

Lesson 5: Exploration and discovery

A variety of different paintings of Ancient Maya Civilizations were explored and children recorded information about what could be seen and deduced information about the time period.

Lesson 6: Daily life

Children researched what daily life was like for a 'commoner' living during the Ancient Maya period.

Module 2: Why were settlements created around rivers?

During module 2, 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