Recap chronology and what this means and use of timeline to date
Provide a range of sources of the Viking period (eg. dates, images, pictures etc.) and place Vikings onto a timeline, justifying reasons
Use a range of sources to investigate the Viking period and answer historically-valid questions (eg. Where did come from? Why did they arrive in Britain? How did they travel?
Introduce specific vocabulary eg. invader, settler, agriculture, warrior etc.
Generate questions from sources provided about various aspects of Viking life (eg. boats, diet, house, clothing, jobs etc.)
Create a Viking fact file to record information found, using pictures and text
Use stories and sources to explore the Viking invasion from two different perspectives: 1) the view of a Viking invader 2) the view of a monk on Lindisfarne
Record the similarities and differences of this invasion after a class debate
Compare different types of Viking boats eg. warship (langskip) and merchant ship (knorr)
Record the differences / similarities (eg. streamlined structure, length of ship, size of sail, number of oars etc.)
Provide the challenge of creating the fastest Viking longship
Create design criteria for longship with focus on speed / streamlined
Use different materials to create the longship (eg. wood, dowel, card etc.)
Test the different boats (adapting as necessary) and record findings
Evaluate materials used that were most successful and explain why
As archaeologist, excavating a site, come across different rocks
Define what a rock is
Sort different types of rocks according to their properties
Suggest ways to test properties of rocks eg permeability, fizziness, hardness etc and decide how to record this
Investigate 3 main types of rock: igneous, metamorphic and sedimentary
Use diagrams of rock formation to help explain using scientific language
Associate different rocks with their uses, based on properties
Research different types of fossils and how these are formed
Understand that soil is made from tiny particles of rock
Categorise different soil types based on their properties and use this understanding to explain uses of different soils eg clay, chalky, loamy, peaty etc.
Read The Dragon’s Hoard to children (preferably round a makebelieve campfire outside to recreate the oral Viking saga)
Discuss characters, plot and language – what do you notice? Draw out features
Share a number of other sagas with children both online and in writing eg. Odin Creates The World, Freya and the Goblins
Generate a list of features of sagas eg, gods / goddesses / shapeshifters and key language to draw on eg. bold, valiant, mystical etc.
Explore characters in more depth - Guess Who games, writing character description using key grammatical features taught (expanded noun phrases, verbs, adverbs, preposition phrases, similes, alliteration etc.)
Take key parts / images from The Dragon’s Hoard and encourage children to use their descriptive skills eg Fafnir the dragon lying on pile of gold etc. ‘Paint a picture’ in the reader’s mind
Role-play interaction between characters focusing on dialogue (a Y4 skill though children may want to incorporate speech in their own saga)- what might they say?
Introduce speech bubbles and then inverted commas, exploring the conventions of speech
Children transpose speech bubbles into dialogue
Model variety of sentence openers and types of sentence (simple, compound and complex) and discuss effect of each
Children plot their own saga, either independently or using The Dragon’s Hoard as a basis and changing key elements of it eg. characters, setting, ending
Draft, edit and upskill to produce final version
Read to class orally
Diary to reflect different perspectives
Recap features of diary writing- what do children already know?
Encourage children to imagine they are Viking warriors crossing the sea to Britain – what do you think it was like?
Watch class clip about Viking invasions and take notes as watching to gather ideas eg. wild, stormy weather; huge, crashing waves etc.
Generate ideas together using class clip and images, drawing on skills taught eg expanded noun phrases, effective verbs and adverbs, figurative language (alliteration, similes, collective nouns)
Take some mediocre examples of descriptive words and phrases and upskill to reflect ambitious vocabulary (could use thesaurus to support). Ensure words and phrases are in a context and children can explain meaning
Model how to use the children’s ideas to create a range of sentences with a variety of sentence openers eg. wild, storm becomes The wild waves whipped the storm up into a frenzy, tossing the ship up into the air
Children plan orally then draft their diary entry using skills taught
Edit and upskill to produce final draft
Children carry out an in-depth study of the Vikings including the invasions, longboats, houses and sagas. Children explore the themes of sagas and draw on this understanding to write their own version of The Dragon’s Hoard. In Science, children investigate different types of rocks. In History, children use range of sources to compare different eras / understand different representations of past. In D&T, research features of, design and create a Viking longboat