This unit has been refreshed for 2024/25
We hope you enjoy the new, improved lessons. If you have based your planning on the previous version of this unit, access the original lessons here.
Unit outcomes
Pupils who are secure will be able to:
- Explain how the Britons felt when the Romans left Britain.
- Suggest reasons for the Anglo-Saxon invasion of Britain.
- Name the key features of Anglo-Saxon settlements.
- Identify changes and continuities in settlements from prehistoric Britain.
- Make inferences about artefacts.
- Describe how Anglo-Saxon beliefs changed.
- Explain how missionaries spread Christianity.
- Explain the threat the Vikings posed to the Anglo-Saxons.
- Identify the qualities needed to be a monarch in 1066.
Suggested prior learning
New for 24/25: British history 2: Why did the Romans invade and settle in Britain?
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Lessons
Lesson 1: Who were the Anglo-Saxons and the Scots?
Lesson 3: What does Sutton Hoo tell us about Anglo-Saxon life?
Lesson 4: How did Christianity arrive in Britain?
Lesson 5: Was King Alfred really great?
Lesson 6: How did Anglo-Saxon rule end?
Key skills
- Sequencing events
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Key knowledge
- To know that significant
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Key vocabulary
Angles
Britons
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Unit resources
Assessment – History Y4: How hard was it to settle in Britain?
Assessment resources for this unit. Use
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Knowledge organiser
Use this Y4 knowledge organiser alongside
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Unit vocabulary
Subject resources
Policy support
This document outlines the intent and
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History: Long-term plans
A standard and mixed-age version of
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National curriculum mapping
This document shows each of the
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History: Pupil progression of skills
Progression documents showing how skills and
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Mixed-age | Assessment
A downloadable spreadsheet to record teacher
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Equipment list
A list of essential and optional
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Mappingㅤ
This document shows schools how Kapow's
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Cross-curricular opportunities
Geography: Human and physical geography
Design and technology: Make
English: Spoken language
Art and design:
Build on the learning
British history 5: What was life like in Tudor England?
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