Literacy
Art and Design
Explanations
Milestone Indicator
Diary Writing
AD1.1-Develop ideas from starting
points throughout the curriculum.
Reports
Descriptive writing
Collins Maths 5B
Medieval Art Study
AD1.2-Collect information, sketches
and resources.
AD1.3-Adapt and refine ideas as
they progress.
Numeracy
Activities
Celtic patterns/printing
AD1.4-Explore ideas in a variety of
ways.
Milestone Indicator
AD2.15• Use tools to carve and add
shapes, texture and pattern.
AD2.21• Show precision in techniques.
AD2.22• Choose from a range of
stitching techniques.
AD2.23• Combine previously learned
techniques to create pieces.
Materials and their properties.
ICT
PE
E-safety
Programming
Data Handling
Year 5 Spring 2 - The Vikings
Geography
AD2.12• Combine visual and tactile
qualities
Science
Creative Curriculum
Create own Viking painting inspired by
Seascapes
AD1.5-Comment on artworks using
visual language.
Milestone Indicator
Activities
Stoke City
G1.6• Name and locate some of the
countries and cities of the world and
their identifying human and physical
characteristics, including
hills, mountains, rivers, key topographical features and land-use
patterns; and understand how some
of these aspects have changed over
time.
G2.1• Identify and describe the
geographical significance of latitude,
longitude, Equator, Northern Hemisphere, Southern Hemisphere, the
Tropics of Cancer and Capricorn,
Arctic and Antarctic Circle, and time
zones (including day and night).
G2.2• Understand some of the
reasons for geographical similarities
and differences between countries.
G2.3• Describe how locations around
the world are changing and explain
some of the reasons for change.
G2.4• Describe geographical diversity
across the world.
G2.5• Describe how countries and
geographical regions are interconnected and interdependent.
G3.2• human geography, including:
settlements, land use, economic
activity including trade links, and the
distribution of natural resources
including energy, food, minerals, and
water supplies.
G3.3• Use the eight points of a
compass, four-figure grid references,
symbols and a key (that uses standard Ordnance Survey symbols) to communicate knowledge of
the United Kingdom and the world.
Activities
Where did the Vikings invade?
Study of maps/land invaded by
the Vikings around the world
and in Britain.
Multimedia
Music
Role Play Areas
A Viking ship
Display ideas
Viking Shields
Viking longboats
Celtic pattern prints
RE
Design and Technology
Milestone Indicator
Milestone Indicator
DT9.1• Combine elements of design
from a range of inspirational designers throughout history, giving reasons
for choices.
DT9.2• Create innovative designs
that improve upon existing products.
DT9.3• Evaluate the design of
products so as to suggest improvements to the user experience.
How does a Christian
follow Jesus?
Activities
Design and create a Viking
Believing and Belonging—Christianity.
shield
Make and evaluate a Viking
longboat.
History
Milestone Indicator
H1.1• Use sources of evidence to
deduce information about the past.
H1.2• Select suitable sources of
evidence, giving reasons for choices.
H1.3• Use sources of information to
form testable hypotheses about the
past.
H1.4• Seek out and analyse a wide
range of evidence in order to justify
claims about the past.
H1.5• Show an awareness of the
concept of propaganda and how
historians must understand the
social context of evidence studied.
H1.6• Understand that no single
source of evidence gives the full
answer to questions about the past.
H1.7• Refine lines of enquiry as
appropriate.
H2.5• Describe the characteristic
features of the past, including ideas,
beliefs, attitudes and experiences of
men, women and children.
H4.1• Use appropriate historical
vocabulary to communicate, including:
• dates
• time period
• era
• chronology
• continuity
• change
• century
• decade
• legacy.
H4.2• Use literacy, numeracy and
computing skills to a exceptional
standard in order to communicate information about the past.
H4.3• Use original ways to present
information and ideas.
Activities
Children write questions they
would like answered (or are
given true false statements)
about the past, research to
find out.
SMSC
What was it really like to be a
Chinese New Year
Viking? How are they portrayed? What do you think the
reality of the situation is?
What did a Viking look like?
What were they like as people?
How were they perceived in
England?
Languages
French greetings
and numbers
Notes
Activities
Educational Visits