What difference have the Vikings made to the UK today?
During the topic we will be answering these questions-
- How and why did the Vikings invade Britain?
A2 - I use maps, atlases, globes and digital computer mapping to locate countries and describe features.
A3 – I can name and locate the countries of Europe.
B2 – I can name and locate countries and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics including hills, mountains, cities, rivers, and understand how some of these aspects have changed over time.
D1 – I can use the eight points of a compass, four figure grid references, symbols and a key to communicate knowledge.
- What did the Vikings trade?
C2 – I can describe the social, ethnic, cultural or religious diversity of past society.
C3 - I can describe the characteristic features of the past, including beliefs, attitudes and experiences of men, women and children
- How did Viking beliefs change during their time in Britain?
B2 – I can understand the concept of change over time, representing this, along with evidence, on a timeline.
B3 - I can use dates and terms to describe events. (from 0 onwards)
- Why do you think the Vikings made good warriors?
- What was a Viking longboat?
- What were Viking houses made of?
C3 – I can describe key aspects of human geography, including settlements and land use.
- What was life like living in a Viking longhouse?
E4 – I can explore how stimuli can be used as a starting point for 3D work with a particular focus on form, shape, pattern, texture & colour.
E5 - I can experiment with making life-size models
- What was the Anglo-Saxon Chronicle?
- What can we learn from artefacts found in York?
A1 – I use evidence to find answers to questions about the past.
A2 – I can suggest suitable sources of evidence for historical enquiries
A3 - I can use more than one source of evidence for historical enquiry to gain a more accurate understanding of history.
- Were the Vikings invaders or settlers?
- Were all Vikings warriors?
D2 – I can recognise that people seek to improve and sustain environments.
A5 - I can suggest causes and consequences of some of the main events and changes in history.
D1 - I use appropriate historical vocabulary to communicate, including: dates, time period, era, change, chronology.