Rowan Gate Primary
School Creative
Curriculum
Class_______Limes__________
Term________1 and 2 ______
Group 1-TW JW JS
Group 2-AW HA
Group 3- CN LB
To begin to use signs and symbols in their work;
combine lines, shapes, colours and textures to
create simple patterns; use basic art vocabulary to
explain their ideas and work
To begin to explore ideas about journeys; collect
information about signs and symbols for their
work; investigate lines, shapes, colours and
textures to produce work on the theme of
journeys; combine a variety of painting, printmaking and collage techniques to enhance their
work; comment on ideas, methods and approaches
used in their own and others’ work; adapt and
improve their work
To begin to use different methods and techniques
to explore their ideas and communicate
experiences.
To explore ideas about journeys; collect
information about signs and symbols for their
work; investigate lines, shapes, colours and
textures to produce work on the theme of
journeys; combine a variety of painting, printmaking and collage techniques to enhance their
work; comment on ideas, methods and approaches
used in their own and others’ work; adapt and
improve their work
To use different methods and techniques to
explore their ideas and communicate experiences.
To continue to learn about their own past. They
experience aspects of the lives of people in the
past from different places and periods of history.
They have opportunities to experience a range of
historical sources and communicate views and
feelings about the past.
To continue to learn about their own past. They
experience aspects of the lives of people in the
past from different places and periods of history.
They have opportunities to experience a range of
historical sources and communicate views and
feelings about the past.
To have opportunities to sequence some key
events from historical stories and begin to learn
about significant people and different periods.
To have opportunities to sequence some key events
from historical stories and begin to learn about
significant people and different periods.
To learn about different periods and places in the
past and make distinctions between life now and
then. They have opportunities to answer questions
about the past using a range of sources.
To be supported to begin to describe different
moods and extend their range of sound vocabulary;
make sound effects.
To begin to describe different moods.
To begin to extend their range of sound
vocabulary.
To make sound effects.
To describe different moods.
To extend their range of sound vocabulary.
To make sound effects.
To experience different methods & techniques to
explore their ideas & communicate experiences.
Key Skills Focus
Communication/
Application of
literacy focus
number
ICT focus
focus
http://www.bbc.co.uk/schools/primaryhistory/vikings/viking_raiders/ BBC
Primary History: Viking raiders
http://www.bbc.co.uk/schools/primaryhistory/vikings/viking_settlements/
BBC Primary History: Viking settlements
http://www.bbc.co.uk/schools/primaryhistory/vikings/trade_and_exploration/
BBC Primary History: Viking trade and exploration
http://www.bbc.co.uk/schools/primaryhistory/vikings/who_were_the_vikings/
map of Viking settlements in pictures section BBC Primary History
http://www.rmg.co.uk/sites/default/files/media/pdf/Viking_routes.pdf map
of Viking trade routes from the Royal Museums Greenwich website
Working
Improving own
Problem
with others
performance
solving focus
focus
focus
Week 1 Theme: Meet the Vikings-Introduction
Group 1
Group 2
Group 3
Children to make a ‘Viking Postcard’ in
Watch PPT ‘Vikings’ (creative curriculum folder CCF) &
Children to make a ‘Viking Postcard’ in which
which they give their reasons for leaving
their homes-cold, can’t grow crops-CIP
http://www.bbc.co.uk/schools/vikings/invasion/index.shtml
they give their reasons for leaving their
homes-cold, can’t grow crops-CIP word bank
Geography
History
symbols
Discuss name Viking comes from Old Norse language
meaning ‘pirate raid’. Vikings were invaders and settlers,
available use of phonics encouraged.
active during the period 793 – 1066. Locate period on
timeline (see Weblinks for ideas). In what century does
the period start and finish? Note period comes after
Anglo-Saxons have settled in Britain. Vikings were also
known as Norse (meaning ‘from the North’) people. Does
this give a clue to where they came from? On globe
identify Northern hemisphere. Vikings came from
Scandinavia in Europe. Use interactive Espresso Map to
locate Viking homelands: Denmark, Sweden and Norway.
Children to make a ‘Viking Postcard’ in which they give
their reasons for leaving their homes-cold, can’t grow
crops-CIP word bank
Art and
design
Children to make a Viking Warrior puppet
using paper & materials-adult supported.
Children to make a Viking Warrior puppet using paper &
materials-independence encouraged
Children to make a Viking Warrior puppet
using paper & materials-independent.
Template-CCF
Design
Technology
Music
Music Express Our Land 6-7-watery
myths
Music Express Our Land 6-7-watery myths activities 1 & 2
Music Express Our Land 6-7-watery myths
Week 2 Theme: Where were the Vikings from? -Introduction
Group 1
Group 2
Group 3
Activity:
Ask chn Where did the Vikings come from? Recap that they came from a number of
Activity:
Geography
History
Provide chn with
the invaders and
settlers CIP cards.
Challenge chn to
sort the CIP
symbols according
to whether they
apply to invaders
or settlers-house
Art and
countries known collectively as Scandinavia: modern Denmark, Norway and Sweden. Ask
chn What do you know about Scandinavia? Show chn the map of Europe and point out the
location of Scandinavia. Encourage sharing of any geographical, historical or cultural
knowledge chn may have. Ask chn Why might so many Vikings want to leave their homes in
Scandinavia? Take suggestions and encourage discussion. Read the information sheet:
‘Why Did the Vikings Leave Scandinavia?’ Ask chn What is an ‘invader’? Recap that
invaders enter a country by force with the intention of conquering it. Ask chn What are
‘settlers’? Take suggestions and clarify that settlers build homes and establish
Provide chn with the invaders and
settlers word cards-CCF-hamilton trust.
Challenge chn to sort the CIP symbols
according to whether they apply to
invaders or settlers-house build fight
raid settle attack.
communities on land that is new to them.
build fight raid
settle attack.
Activity:
Adult supported
Children to make a Viking mask-print & colour, then laminate-preparation for week 3 roleplay-adult support offered
Independence encouraged
Music Express Our
Land 6-7-watery
myths
Music Express Our Land 6-7-watery myths activities 1 & 2
Music Express Our Land 6-7-watery
myths
design
Provide chn with the invaders and settlers CIP cards. Challenge chn to sort the CIP
words according to whether they apply to invaders or settlers-house build fight raid
settle attack.
Design
Technology
Music
Week 3 Theme: What made the Vikings successful? -Introduction
Group 1
Group 2
Group 3
Activity:
Children to watch BBC clips of Viking Invasions. Find pictures of
Activity:
Geography
History
Children to re-enact landing their
Viking ships & raiding the island-recreate using PE mats & fabric.
Video/photographic evidence-adult
supported-use of switches to
support language.
Lindisfarne on interactive map and trace the Viking’s journey.
Discuss how this would have been an easy target for the Vikings
as the Monks would not have fought back. Discuss how the
Vikings made good invaders because they were really good at
making ships & were fearless warriors!
http://www.bbc.co.uk/schools/primaryhistory/vikings/
Children to re-enact landing
their Viking ships & raiding the
island-re-create using PE mats &
fabric. Video/photographic
evidence. Independence
encouraged.
Activity:
Children to re-enact landing their Viking ships & raiding the
island-re-create using PE mats & fabric. Video/photographic
evidence. Adult support offered.
Art and
design
Design
Adult supported
Technology
Music
http://www.craftsforkids.com/projects/viking_longboat.htm
Independence encouraged
Children to make a Viking longboat-support available
Music Express Our Land 6-7watery myths activities 1 & 2 & 3
Music Express Our Land 6-7-watery myths activities 1 & 2 & 3
Music Express Our Land 6-7watery myths activities 1 & 2 & 3
Week 4 Theme: Viking Raiders-Viking warriors
Group 1
Group 2
Group 3
Activity:
Children to annotate a picture of a
Viking soldier using CIP symbols.
Watch;
https://www.youtube.com/watch?v=EkfszEvK6Nw
And
https://www.youtube.com/watch?v=K5n_5y2XhSI
Discuss Viking warriors clothing-what was their
clothing made from? What made them so good at
fighting?
Activity:
Children to annotate a picture of a Viking soldier
using CIP word bank.
Activity:
Children to annotate a picture of a
Viking soldier using CIP word
bank/phonic knowledge.
Adult supported
Making a Viking Shield-see ideas CCF-detailed
instructions, including design template.
Support available.
Independence encouraged
Music Express Our Land 6-7-more
myths activities 1
Music Express Our Land 6-7-more myths
activities 1
Music Express Our Land 6-7-more
myths activities 1
Geography
History
Art and
design
Design
Technology
Music
Week 5 Theme: Viking Raiders-were all Vikings warriors?
Group 1
Group 2
Group 3
Activity:
Children take turns to sit in the ‘Hot Seat’
Watch: http://www.youtube.com/watch?v=kBEzNPrWihI
Discuss the other trades/jobs that Vikings undertook.
Activity:
Children take turns to sit in the ‘Hot Seat’
pretending to be the ‘King’. (props-cloaks,
crown…) Children to choose who they want to be
in their kingdom-other children have a object
Explain that as a Viking King you wouldn’t just want fightersyou needed other skills-builders, blacksmiths, farmers,
cooks.
pretending to be the ‘King’. (props-cloaks, crown…)
Children to choose who they want to be in their
kingdom-other children have a object that
that signifies their ‘role’-cooking pots, farm
animals, fire, sword/shield….
Child in the hot seat to choose who they want &
give reasons.
Activity:
Children take turns to sit in the ‘Hot Seat’ pretending to be
the ‘King’. (props-cloaks, crown…) Children to choose who
they want to be in their kingdom-other children have a
signifies their ‘role’-cooking pots, farm animals,
fire, sword/shield….
Child in the hot seat to choose who they want &
give reasons.
Photo evidence & annotation
CIP symbol choice board to support language.
object that signifies their ‘role’-cooking pots, farm animals,
fire, sword/shield….
Child in the hot seat to choose who they want & give reasons.
Photo evidence & annotation
Photo evidence & annotation
Differentiation in task required & adult
questioning.
Making Viking Bread:
http://www.yac-uk.org/activity/bake-viking-flatbread
Using website-create a CIP recipe for Viking flatbread to
make & taste as a group.
Differentiation in task required & adult
questioning.
Music Express Our Land 6-7-more myths
activities 1 & 2
Music Express Our Land 6-7-more myths activities 1 &2
Music Express Our Land 6-7-more myths activities
1&2
Geography
History
Art and
design
Design
Technology
Music
Week 6 Theme: Viking Raiders-can I become part of the Viking Invasion?
Group 1
Group 2
Group 3
As group 2
Children access BBC
Children to play the ‘Viking Quest Game’
http://www.bbc.co.uk/scotland/education/sysm/vikin
Discuss what is meant by a ‘quest’ & give examples.
gs/flash/
http://www.bbc.co.uk/history/ancient/vikings/launch
Laptop between 2, adult to support-children can build
_gms_viking_quest.shtml
Geography
History
a longboat, sail to countries to raid….& play a game
sailing across the sea!
You will need a laptop between 2 & adult support to
read the instructions & discuss decisions.
Art and
design
Design
Challenge children to make a boat to race against
Technology
Music
each other in an ‘invasion’
Music Express Our Land 67-more myths activities 1 &
2&3
Music Express Our Land 6-7-more myths activities 1 & 2 & 3
Music Express Our Land 6-7-more myths activities 1 & 2 & 3
Week 7 Theme: Viking way of life-homes
Group 1
Group 2
Group 3
Adult supported
Differentiation through
questioning
Watch BBC
http://www.bbc.co.uk/schools/primaryhistory/vikings/vikings_at_home/teachers_resources.shtml
& PPT (CCF)
We have learnt all about the Vikings as ‘raiders’ invading lands & fighting, this term we are going
Independence encouraged.
Differentiation through
questioning
Geography
History
to learn about how & where they lived-settled. Introduce the term ‘settlement’ comparing to our
own towns/homes.
Activity:
Using CIP symbols to prompt, children role-play a family-mixed ability groups of 4-mum dad &
children, each character listing what they need to live in a settlement-as a Viking! Mum-food,
clothes.. dad-land to grow crops, job, children-bed, clothes, games…..
Art and
design
Children to design & make collage of a long house
Design
Technology
Music
https://www.youtube.com/watch?v=8qSkaAwKMD4Horrible Histories Viking song
Music Express: 7-8; Geography (to link with work on settlements)
Week 8 Theme: Viking way of life-a longhouse
Group 1
Group 2
Group 3
Activity:
Children to complete w/s placing key
items/features inside longhouse template-CIP
Children to explore what is inside a Viking
Longhouse.
Watch ppt & BBC clips.
Activity:
Children to complete w/s placing key
items/features inside longhouse template-CIP
labels & symbols
Activity:
Children to complete w/s placing key
items/features inside longhouse template-CIP
labels word bank & symbols
labels word bank .
Geography
History
Art and
design
Design
Technology
Children to use
cereal/tea boxes to design & make a longhouse.
Music
https://www.youtube.com/watch?v=8qSkaAwKMD4Horrible Histories Viking song
Music Express: 7-8; Geography (to link with work on
settlements)
Week 9 Theme: Viking way of life- farming & food
Group 1
Group 2
Group 3
Adult supported
Differentiation through questioning
Watch; http://www.bbc.co.uk/learningzone/clips/vikingfarms/3741.html
Ask the chn where most of their food comes from – supermarkets,
green grocers, bakeries. Where do all these places get this produce
Geography
History
from? Factories and farms. Ask what would’ve happened in Viking
times. Chn will have some knowledge of Viking farming by now. Ask
why farming was so important to the Vikings?
Watch ppt –what did the Vikings eat? (HT)
Activity:
Taste test typical Viking foods- cumin seeds, plain boiled cabbage,
soaked then cooked dried beans and peas, goats cheese, strawberries,
blueberries, oat cakes, chicken and leek casserole (cooked in a
cauldron of course), smoked fish and brown bread)
Children to complete differentiated w/s to create a Viking Menu
Art and
design
Design
Children to make oatcakes:
Technology
http://www.bbc.co.uk/food/recipes/oatcakes_74180
Make CIP recipe card & symbols to support.
Music
https://www.youtube.com/watch?v=8qSkaAwKMD4Histories Viking song
Horrible
Music Express: 7-8; Geography (to link with work on settlements)
Differentiation through questioning
Week 10 Theme: Viking way of life-fashion week
Group 1
Group 2
Group 3
Activity:
Ask the children to describe the clothes they
Activity:
To make an accessory to go with the costume.
Children may have noticed that Vikings carry a
purse over their belts. We are going to make
consider to be fashionable today, include fabric – is
it natural or man-made, colour, style, boys/girls
fashions. Ask the children to describe any of the
To make an accessory to go with the costume.
Children may have noticed that Vikings carry a
purse over their belts. We are going to make one in
one in the style of one that was unearthed by
archaeologists in Denmark-give children
template to begin their design
clothes they have seen in the film clips and photos,
etc. that were typical of the Viking period. Show
the children a selection of fabric that would have
been used for Viking clothes: leather, flax (linen),
the style of one that was unearthed by
archaeologists in Denmark-give children template
to begin their design.
Geography
History
hessian, wool, fur, sheepskin-watch ppt (CCF)
Activity:To make an accessory to go with the
costume. Children may have noticed that Vikings
carry a purse over their belts. We are going to
make one in the style of one that was unearthed by
archaeologists in Denmark-give children template
to begin their design-detailed instructions in CCF
Art and
design
Design
Viking purse-as history
Viking purse-as history
Technology
Music
https://www.youtube.com/watch?v=8qSkaAwKMD4Horrible Histories Viking song
Music Express: 7-8; Geography (to link with work on
settlements)
Viking purse-as history
Week 11 Theme: Viking way of life-myths & legends
Group 1
Group 2
Group 3
Activity:
Children to re-create asgard &
midguard with the rainbow bridge
We are going to learn how the Vikings created their world-Viking creation Myth
Watch:
http://www.bbc.co.uk/learning/schoolradio/subjects/english/viking_sagas/episodes/part_1
Activity:
Children to re-create asgard &
midguard with the rainbow bridge
using clipart symbols & templates.
Children to create storyboard to
represent the myth using CIP
symbols.
Activity:
Children to re-create asgard & midguard with the rainbow bridge using clipart symbols &
templates. Children to create storyboard to represent the myth using CIP sentence strips
to match to pictures.
using clipart symbols & templates.
Children to create storyboard to
represent the myth using CIP w/b to
record sentences to match to
Geography
History
pictures.
Art and
design
Design
Making Viking jewellery –threading painted pasta onto wool.
Technology
Music
https://www.youtube.com/watch?v=8qSkaAwKMD4Horrible Histories Viking song
Music Express: 7-8; Geography (to link with work on settlements)
Week 12 Theme: Viking way of life-myths & legends-How to train your dragon!
Group 1
Group 2
Geography
History
Children to watch film: ‘How to train your dragon’
Discuss lifestyle-homes, clothing, characters &
compare with all that we have learnt.
Art and
Dragon crafts: http://www.woojr.com/dragonpaper-craft/
Children to make their own dragon!
design
Design
Technology
Music
https://www.youtube.com/watch?v=8qSkaAwKMD4Horrible Histories Viking song
Music Express: 7-8; Geography (to link with work on
settlements)
Group 3