Vikings Curriculum Coverage and Assessment (Please also use the Descriptors for English and Maths) Curriculum areas of focus – History: Main KS1: A Viking Raider, KS2: Viking architecture, archaeology and Viking life, Science: Floating/Sinking andUpthrust, Design Technology, IT (Research, CAD, 3D Printer and Simple Animation) and PHSE. PE: Gymnastics.

Curriculum Area / Progression Statements / Assessment activity
History / P Scales
P4 recognises himself and other people in pictures of the recent past.
links the passage of time with a variety of indicators. for example, weekend activities, summer holidays or seasonal changes.
uses single words, signs or symbols to confirm the function of everyday items from the past. for example, 'cup', 'bed', 'house'.
P5
knows he took part in past events and listens he responds to familiar stories about their own past.
communicates about activities and events in the past. for example, saying or signing 'baby toys', in response to personal items from their own early childhood.
With some prompting or support, answers simple questions about historical artefacts and buildings.
P6
recognises and makes comments about himself and people they know in pictures of the more distant past.
recognises some obvious distinctions between the past and the present in their own lives and communicate about these. for example, noting their attendance at a different school in the past.
can pick historical artefacts out from collections of items. for example, identifying old plates, items of clothing or hand tools.
P7
recognises some distinctions between the past and present in other people's lives as well as their own and communicate about these in simple phrases and statements.
listens to and follows stories about people and events in the past as well as events in their own lives.
sort objects to given criteria. for example, old toys and new toys.
P8
can indicate whether personal events and objects belong in the past or present.
uses some common words, signs or symbols to indicate the passage of time. for example, now/then, today/yesterday.
can recount episodes from their own past and some details from other historical events with prompts. for example, past school or local events.
answers simple questions about historical stories and artefacts.
Stage 1.
Historical Knowledge
Constructing the past
H.1.1.1. Know where people and events fit within a chronological framework.
Pupils study historical periods, some of which they will study more fully later.
Sequencing the past
H.1.2.1. Know where people and events fit within a chronological framework.
H.1.2.2. Develop awareness of the past, using common words and phrases relating to the passing of time.
Historical Concepts
Change and development
H.1.3.1. Identify similarities and differences between ways of life in different periods.
Study changes within living memory.
Significance and interpretations
H.1.5.1. Understand some of the ways in which they find out about the past and identify different ways in which it is represented.
Historical Enquiry
Planning and carrying out a historical enquiry
H.1.6.1. Ask and answer questions.
Choose and use parts of stories and other sources to show that they know and understand key features of events.
Use a wide vocabulary of everyday historical terms.
Using sources as evidence
H.1.7.1. Understand some of the ways in which they find out about the past and identify different ways in which it is represented / P4 Pupil can select an everyday item from the past and state what it is, such as a toy or game.
P5 Identify an object from the past.
P6 Select an artefact related to history. E.g. which object might you find a Viking soldier using?
P7Identify Vikings from a story from the past.
Sort objects/artefacts into old and new.
P8Identify events from the past and now. E.g. sort them into now and then.
Almost The child can identify relevant features of particular historical themes, events and people from family, local, national and global history. E.g. Recall some events and people associated with the Vikings.
MetThe child can briefly describe features of particular themes, events and people from family, local, national and global history. E.g. Retell the story of Eric Bloodaxe. Exceeded The child can explain a range of features covering family, local, national and global history and draw a range of conclusions. E.g. Recall the more significant events and people associated with the Vikings and the achievements they brought for us.
Almost The child can depict on a timeline the sequence of a few objects and/or pieces of information.
MetThe child can sequence independently on an annotated timeline a number of objects or events related to particular themes, events, periods, societies and people. E.g. Select a range of events and artefacts to place on a timeline.
Exceeded The child can give a valid explanation for their sequence of objects and events on timelines or narratives they have devised. E.g. Select independently a range of objects and information associated with the Vikingsover different time periods and explain the reason for their sequence.
AlmostThe child can use a number of everyday time terms, such as 'now', 'then', 'yesterday', 'week', 'month', 'year', 'nowadays', 'old' and 'new'. E.g. Use some common words and phrases relating to the passage of time, such as 'now', 'then', 'new', 'old', 'when' and 'before'.
MetThe child can understand securely and use a wider range of time terms. E.g. Use some common words and phrases relating to the passage of time, such as 'nowadays', 'in the past', 'previously'.
Exceeded The child can use more complex time terms, such as 'BCE'/'AD' and period labels and terms. E.g. Use and understand a wider range of words and phrases relating to the passage of time
AlmostThe child can identify a few similarities, differences and changes occurring within a particular topic. E.g. Identify differences and similarities between Roman times and modern times
Met The child can identify independently a range of similarities, differences and changes within a specific time period. E.g. changes over time from ancient times to modern times
ExceededThe child can describe independently and accurately similarities, differences and changes both within and across time periods and topics.Eg. Identify and describe several changes, similarities and differences that have occurred in language, shipbuilding, grooming and sagas.
Almost The child can consider one reason why an event or person might be significant. E.g. Explain why Viking reign was important.
Met The child can identify a range of significant aspects of a theme, society, period or person and offer some comments on why they have selected these aspects.
Exceeded The child can provide some valid reasons for selecting an event, development or person as significant.
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Almost The child can ask and answer a few valid historical questions. E.g. Ask a few questions about Vikings, locate relevant information and communicate the answers as sentences.
Met The child can plan questions and produce answers to a few historical enquiries using historical terminology. E.g. Plan and find information needed to write a paragraph about the Vikings.
ExceededThe child can pose independently a series of valid questions for different enquiries and produce effective responses using appropriate vocabulary confidently.
Almost The child can extract information from several different types of source including written, visual and oral sources and artefacts. E.g. Extract some relevant information about Vikingse.g. from pictures, artefacts or a story.
Met The child can select information independently from several different types of source including written, visual and oral sources and artefacts to answer historical questions. E.g. Choose several different sources to select information about the key features of Vikings developments.
Exceeded The child can critically evaluate the usefulness of sources and parts of sources to answer historical questions. E.g. Choose from a range of sources, such as artefacts, different written accounts, oral and visual evidence, which are most useful for telling us
Science
Design Technology / P4 Pupil causes movement by a pushing or pulling action.
P5anticipates and joins in activities focused on enquiry into specific environments.
engages in experimentation with a range of equipment in familiar and relevant situations.
responds to simple scientific questions.
P6
is beginning to make generalisations, connections and predictions from regular experience.
consistently sorts materials according to given criteria when the contrast is obvious.
P7
understands some simple, scientific vocabulary and can communicate related ideas and observations using simple phrases.
is beginning to make suggestions for planning and evaluating his work.
P8
Describe the changes when questioned directly.
explores and observes similarities, differences, patterns and changes in features of objects, living things and events.
Pupil makes observations of changes in movement that result from actions.
is beginning to make his own contributions to planning and evaluation and to recording his findings.
Stage 1
1.2.1 Observe changes across the four seasons
1.2.2 Observe and describe weather associated with the seasons and how day length alters
1.1.a.1 Ask simple questions when prompted.
1.1.b.1 Suggest ways of answering a question.
1.2.a.1 Make relevant observations
1.1.a.2 Conduct simple tests with support
1.3.a.1 With prompting, suggest how findings could be recorded.
1.4.a.1 Recognise findings.
1.5.a.1 Gather and record data.
1.5.b.1 Use observations to suggest answers to questions.
P4With help, pupils begin to assemble components provided for an activity, for example, placing bricks together. They contribute to activities by coactively grasping and moving simple tools, for example, a glue spreader. They explore options within a limited range of materials,
P5 Pupils use a basic tool, with support, for example, pushing a roller. They demonstrate preferences for products, materials and ingredients, for example, selecting a preferred filling for a sandwich.
P6 Pupils recognise familiar products and explore the different parts they are made from. They watch others using a basic tool and copy the actions, for example, preparing a surface with a glass paper block. They begin to offer responses to making activities, for example, suggesting the colour or shape of a product.
P7 Pupils operate familiar products, with support, and explore how they work. They use basic tools or equipment in simple processes, chosen in negotiation with staff, for example, in cutting or shaping materials. They begin to communicate preferences in their designing and making, for example, adding selected felt shapes to fabric.
P8 Pupils explore familiar products and communicate views about them when prompted. With help, they manipulate a wider range of basictools in making activities, for example, joining components together to make their intended product. They begin to contribute to decisions about what they will do and how, for example, communicating their approval of certain features of a process.
Rising Stars NC 2014 Key Stage 1
Design Pupil can tell someone about his/her design ideas.
Design Pupil can make a mock-up of his/her design and discuss it.
Design Pupil can create a drawing of his/her idea and templates for his/her design.
Design Pupil can use IT to explore his/her design ideas. e.g. Use the internet to research design ideas or use a basic paint program to draw his/her design.
Make through exploring and assembly Pupil can find ways to
make his/her structures more stable so they are freestanding. e.g.the use of a base, overlapping joints.
Make Pupil can cut along straight lines, curved lines and shapes marked out by a template.
Make Pupil can use tape and glue to create temporary joins, fixed joins, & moving joins.
Make Pupil can roll, fold, tear and cut paper and card.
Evaluate Pupil can say what they like and do not like about existing products.
Evaluate Pupil can say how well his/her designs and product met the given design criteria. / P4 Pupil is able to explore different objects/materials relating to Roman rule ie tools, clothing, artefacts.
P5 Pupil can match objects that sink and those that float.
P6 Pupil can recognise distinctive features of materials and make predictions e.g. if I drop it into water it will sink/notsink.
P7 Pupil can sort objects into those that float and those that sink.
P8 Identifies which objects move the furthest when pushed down a ramp.
1.2.1 Almost Recognise that there are seasonal changes
1.2.1 Met Describe seasonal changes
1.2.1 ExceededRecognise changes within seasons as well as between seasons
1.2.2 Almost Recognise that day length alters in different seasons
1.2.2 Met Relate weather patterns and day length to seasons
1.2.2 Exceeded Make and test predictions relating to changing day length and weather patterns
1.1.a.1 Almost Pupils can understand that questions can be answered by testing.
1.1.a.1 Met Pupils can, with prompting, ask simple questions that can be tested.
1.1.a.1 Exceeded Pupils can ask simple questions that can be tested.
1.1.b.1 Almost Pupils can, with prompting, offer way of gathering ways of answering a question.
1.1.b.1 Met Pupils can gather ways of offering evidence to answer questions.
1.1.b.1 Exceeded Pupils can suggest different ways of answering questions.
1.2.a.1 Almost Pupil can examine objects when prompted.
1.2.a.1 Met Pupil can examine objects to note key features.
1.2.a.1 Exceeded Pupil can examine carefully
1.1.a.2 Almost Pupil can recognise a simple scientific test
1.1.a.2 Met Pupils can, with support, conduct simple tests.
1.1.a.2 Exceeded Pupil can conduct simple tests.
1.3.a.1 Almost Pupil can recognise the purpose of an experiment
1.3.a.1 Met Pupils can, with prompting, identify what might usefully be recorded.
1.3.a.1. Exceeded Pupils can, with assistance, draw and label diagrams.
1.4.a.1 Almost Pupils can, with prompting, identify key findings from an enquiry.
1.4.a.1 Met Pupils can identify key findings from an enquiry.
1.4.a.1 Exceeded Pupils can identify and group key findings from an enquiry.
1.5.a.1 Almost Pupil can collect data, when prompted.
1.5.a.1 Met Pupils can collect data.
1.5.a.1 Exceeded Pupils can collect data relevant to the answering of questions.
1.5.b.1 Almost Pupils can, with prompting, suggest answers to enquiry questions, using data.
1.5.b.1 Met Pupils can suggest answers to enquiry questions using data.
1.5.b.1 Exceeded Pupils can answer enquiry questions using data and ideas.
P4 Preparation of items – collecting equipment ready to make pottery, longboats or jewellery to create with it.
P5 Creating images using Viking type objects.
P6 Create an image or sculpture using Viking type objects and suggesting how they want them to fit together for example a longboat, pottery or jewellery.
P7 Design a piece such as a longboat, pottery using clay or materials joined together or jewellery.
P8 Design a piece of pottery, jewellery or a Viking longboat using materials. They identify how they will join parts together.
Design a model involving Viking jewellery, pottery or a longboat; communicate their ideas with others.
Make a mock-up of their design and talk about it.
Use a template to draw out an initial design of their piece.
Use the internet to research pieces of artwork etc.
Make a model of their artwork.
Use tape and glue to create temporary joins, fixed joins, & moving joins on their artwork.
Use techniques to create a piece that is in typical Viking style.
Evaluate their product and say what worked well and what they could improve.
PSHE
PHSE / P4 Pupils express their feelings, needs, likes and dislikes using single elements of communication (words, gestures, signs or symbols). They engage in parallel activity with several others. Pupils follow familiar routines and take part in familiar tasks or activities with support from others. They show an understanding of ‘yes’ and ‘no’, and recognise and respond to animated praise or criticism. They begin to respond to the feelings of others, for example, matching their emotions and becoming upset.
P5 Pupils take part in work or play involving two or three others. They maintain interactions and take turns in a small group with some support. Pupils combine two elements of communication to express their feelings, needs and choices. They join in discussions by responding appropriately (vocalising, using gestures, symbols or signing) to simple questions about familiar events or experiences, for example, ‘What does the baby need?’
P6 Pupils respond to others in group situations, playing or working in a small group cooperatively, for example, taking turns appropriately. They carry out routine activities in a familiar context and show an awareness of the results of their own actions. They may show concern for others, for example, through facial expressions, gestures or tone of voice, and sympathy for others in distress and offer comfort.