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Barnburgh Primary School

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Sports Day

This week is when we were supposed to be holding our Sports Day. During the week, I would like all of you to complete a set of challenges - these can be done at home or in school (if you come to childcare or our Outdoor Learning hour). It would be amazing if you could then send me any videos and photos to share on the PE page and your results.  

For details of the events please head over to the PE section of the website. This can be accessed via the link below. If you are competing from home, you will also find an at home scorecard below.

PE page

Name
 KS2 Sportsday from home scorecard.docxDownload
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Home Learning - Topic

Summer Term Topic

Our Summer Term Topic is Tribal Tales. Below is a document containing lots of examples of home learning challenges you could complete.

Engage Lessons

These lessons are designed to introduce you to our new topic...

Activity 1

Complete the prepared table (see file list below) to show how life in the Palaeolithic, Mesolithic, Neolithic, Bronze and Iron Ages evolved over time. Make notes to describe each period under the headings tools, settlements and use of materials. You could use the information sheets below to find out about the different ages or do your own research.

Activity 2

Watch a video (https://www.bbc.co.uk/teach/class-clips-video/archaeologist/zmqg92p) or read an article (see file list below) about an archaeologist speaking about the importance of their work in finding out about ancient civilisations. Find out about how archaeology helps us find out about the past. 

Activity 3

Find a site in your garden suitable for an exploratory dig. Make sure any site is away from human features, so as to cause the least disruption. Work as a family at the site, measuring out a 30cm² area with tent pegs and string. Use spades, hand trowels, hand forks, small rakes or spoons to dig a pit up to 30cm deep. Transfer all soil and plant material onto trays or a large plastic sheet for examination. Remove and collect any items found in the pit and soil, including natural and man-made objects. Release any unearthed creatures into the pit and backfill it with all the soil and firm down. Carefully clean your finds with warm water and soft brushes. Lay out your discoveries and share with others. Discuss what your finds reveal about human activity and how the land is used.

Activity 4

Look at a range of aerial images (see file list below) and consider which of these places an archaeologist would consider worth investigating and why. Sort the aerial images into two groups: locations that seem worth investigating and those that do not. Discuss what kind of evidence an aerial photograph reveals to help an archaeologist decide where to excavate. Look for traces of boundaries, shapes and patterns in the landscape and suggest what they might be. Label images to show your ideas.

Name
 Table - Comparing Features of the Stone, Bronze and Iron Ages.pdfDownload
 The Iron Age.pdfDownload
 The Neolithic (New Stone Age).pdfDownload
 The Palaeolithic (Old Stone Age).pdfDownload
 Interview with an archaeologist.pdfDownload
 Setting up an archaeological dig.pdfDownload
 Aerial images.pdfDownload
 Aerial images information for parents.pdfDownload
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Develop lessons

These lessons are designed to develop the children's knowledge, skills and understanding of the topic area. This fortnight's focus is the Stone Age.

Activity 1

Use a range of historical source materials, including books, websites and films, to find out about the roles of men and women in Stone Age families. Collate your research under headings, such as food, work, children, settlements, tools and weapons. Make a short digital presentation with text and images to summarise your findings. See below for suggested websites for research and a sample blank presentation document. 

https://www.bbc.co.uk/bitesize/topics/z82hsbk/articles/z34djxs

https://www.bbc.co.uk/programmes/p00dtrcn

http://www.ancientcraft.co.uk/Archaeology/stone-age/stoneage_living.html

https://www.historicenvironment.scot/visit-a-place/places/skara-brae/

Name
 Sample blank presentation.pptxDownload
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Activity 2

Look at images of stone and bone tools from across the Stone Age, including hammerstones, hand axes, stone awls, flint blades, burins, needles, scrapers and harpoon points. Explain how they might have been made and used, and how effective they were for the tasks they had to do. Explore cutting, scraping, sharpening, grinding and mark making with different types of stone, and describe what is difficult or easy about using stone for these tasks. Design and make an ancient hunting tool that meets the needs of a Stone Age hunter-gatherer, explaining your ideas. Carefully consider what your tool's purpose will be, what materials would have been available at the time to make your tool and which materials are effective choices. Use found materials, including stone, wood, wool and raffia, to create your tool or weapon.

http://www.stoneagetools.co.uk/stone-age-tools-galleries.htm

Name
 Stone Age Tools.pdfDownload
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Activity 3

Look at examples of patterns and symbols carved, by Neolithic people, into rocks, boulders, panels and monuments, describing how patterns are similar or different between the examples. Consider how the carvings might have been created and what tools might have been used to make them. Copy examples of carvings, then design your own using a black marker pen on clean, smooth pebbles.

https://www.bbc.co.uk/news/uk-scotland-highlands-islands-26366644

http://www.stone-circles.org.uk/stone/rombaldsmoor.htm

Name
 Tribal Stone Age patterns.pdfDownload
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Activity 4

Make woven baskets or fishing nets for hunting and gathering. Weave easy baskets using newspaper or card strips and make nets with string and knotting techniques. After creating your woven items, construct strong shelters in the outdoors using found materials. Send photographs of your shelter and woven item. You could follow instructions available online. There are lots of very simple methods to try.

Activity 5

Use a range of different source materials, including the web, to find out how and why Stone Age people evolved from hunter-gatherers to farmers. Make suggestions as to whether you think this improved or damaged the environment and use the information gathered to create an imaginary advert for the sale of a small settlement and farm, which highlights the benefits of a more modern way of life.

Name
 Hunter Gatherers to Farmers.pdfDownload
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Activity 6

Find out about life during the Bronze Age. Research things such as: clothing, homes, diet, farming, work and weather. Choose an attractive way to present your findings. Think about the availability of materials in this period compared to earlier times. Perhaps you could have a tasty Bronze Age meal of apples, berries, grains, nuts, milk and cheese. Use the links below to help you.

Name
 Life During the Bronze Age.pdfDownload
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Activity 7

Use a variety of historical resources to find out about the designs and pottery of the Beaker folk. Use a range of drawing materials to copy and draw the distinctive shapes and patterns of Beaker pottery and then design and make clay beakers. Use clay tools to add Beaker-style pattern work OR you could use the Let’s Create! Pottery HD app (iOS) to create highly decorated pots. Patterns could include dots, circles, zigzags, vertical and horizontal lines. 

Name
 Beaker Folk Clay Coil Pot.pdfDownload
 Example of Beaker Pots.pdfDownload
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Activity 8

Plant a selection of the grain crops that Bronze Age farmers would have grown, such as wheat, barley and oats, in pots or raised beds. Draw labelled pictures to show the stages in a flowering plant’s life cycle, including germination, flower production, pollination, seed formation and seed dispersal. Relate this to one of your grain crops. Find out what foods Bronze Age people made from these crops.

Name
 Life Cycle of a Dandelion.pdfDownload
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Activity 9

Build a small model of a Bronze Age monument in a builder’s tray filled with earth. Search outdoors for stones and pieces of wood of suitable shape and size, then follow a given building plan or create your own. In a darkened room, explore the shadows created by your monuments when torches are shone from different heights and distances. Take photographs of the shadows and discuss patterns observed. You could search online for aerial images to use as a pattern. Use the links below to help.

Activity 10

Find out how the rise of wealth and trade created tensions between neighbouring settlements. Discover why this changed the ways that people lived and farmed and led to the raiding of rival settlements by opposing warriors. Choose one of the two settlements made up of warriors, homemakers, farmers and children. Can you become the leader and act out what you would say in a dispute between the neighbouring settlements over cattle and other valuable goods?

Name
 Bronze Age Tensions Settlement Inventory Scenarios.pdfDownload
 Bronze Age Tensions.pdfDownload
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Activity 11

Use a selection of historical source materials to find out about the tribal life of Iron Age people. Discover how tribes were led and ruled, where they built their homes and how they worked together to defend them. Find out about the jobs done by women, what life was like for an Iron Age child and how the land was farmed. Use the links below to help you with your research. Investigate the tools and weapons that they made. Create dramatic scenarios with dialogue to showcase what you have learned and understood.

(Iron Age people are sometimes referred to as Celts and you may find this term used when searching for Iron Age facts and information. Scenarios to act out might include an attack from a neighbouring tribe, making weapons, farming the land, a tribe leader addressing his people about an imminent danger, or the building of a hillfort. Can you think of your own?)

 

Activity 12

Find out about the properties of iron, if possible, handling examples of contemporary and traditional iron work and describing their characteristics. Watch videos showing the process of iron smelting and find out how iron can be shaped, what its melting temperature is and how iron has been used in everyday life, both in the past and present.

Why do you think iron was used more than bronze?

Can you plan your own investigation around iron? Investigations could take the form of: grouping and classifying different metals, observing nails made from different metals rusting over time when submerged in water, or carrying out a fair test to identify which factors influence the rusting of iron nails.

Name
 Iron.pdfDownload
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Activity 13

Look at evidence of Iron Age jewellery and the pins, brooches and other ornaments worn by Iron Age people. Describe their style and how they think they were made. Design an Iron Age brooch, pin or piece of jewellery. Consider the purpose of your piece of jewellery, the examples that you have looked at and how elaborate or decorative you want your piece to be when drawing out your design.

You could...make it from a modelling material, such as air drying clay. Paint dried items with bronze or silver paint, using different colours to represent any glass beading or detailing. Write signage to go with your piece as if it were being shown in a museum exhibition.

(Evidence from burials of this period indicates that Iron Age people generally wore very simple brooches. Other jewellery was far rarer. Brooches were usually very simple – little more than pins for holding clothes together. However, some people owned brooches decorated with special materials, such as coral or red glass. Occasionally, necklaces with one or two glass beads were also worn, or bangles around the wrists or ankles.)

Activity 14

Look at a range of maps and aerial images to find and observe Iron Age hillforts. Make diagrams and plans of an Iron Age hillfort and describe its features. Imagine you are a local chief deciding where to build a new hillfort. Identify a suitable location on a local map and draw a plan of it.

(Many Iron Age hillfort images are available online. Look at plenty of maps and plans to investigate, including online maps of the local area. Add labels to your hillfort diagrams and drawings to explain the different features. Maiden’s Castle in Dorset is a good example.)

Name
 Iron Age Hillforts pictures.pdfDownload
 Iron Age Hillforts.pdfDownload
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Activity 15

Find out about the Lindow Man using the links below. Act as historians, gathering gruesome evidence about him and identify the cause and effect of this amazing discovery. Who do archaeologists believe he was and what they think happened to him? Answer the question, ‘Why is the Lindow man so well preserved?’ Write a short article for the fictitious magazine The Weekly Historian, telling readers some of the details of this important find.

(The Lindow Man is one of Britain’s most significant archaeological finds because his body was so well preserved. Some of the evidence is brutal so please use the suggested links below rather than the children accessing them directly. The common factor of the bog bodies is that they have been found in peat and are partially preserved. Other bog bodies of interest are the Tollund Man and the Grauballe Man, found in 1952 in a small bog in Jutland, Denmark.) 

Be aware of subject sensitivity.

Innovate Lessons

This is a stage of learning that challenges children’s ability to work creatively, exploring possibilities and
finding solutions. Using and applying previously learned skills, knowledge and understanding children usually work collaboratively to innovate, managing their own learning to achieve given success criteria. 

Express Lessons

A stage of learning that empowers children to share, celebrate and reflect with a range of partners and audiences. Children cement their learning through shared reflection with peers and other adults and are able to suggest next steps of learning. 

Lesson 1

Use a range of information sources to find out about Celtic culture, particularly their love of storytelling and poetry. Explain how the Celts shared their stories and poems and describe what they liked to compose stories and poems about.

Name
 Celtic Stories.pdfDownload
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Lesson 2

Find out about Celtic beliefs, including the many gods and goddesses who were believed to take care of different aspects of the natural world. Alator, Brigantia, Saitada and Nuada are all interesting to research. 

Note: The Celts had religious leaders called druids, who were in charge of sacred ceremonies in which valuable items, and even human sacrifices, were offered to the gods.

 

BBC Bitesize - Life in Celtic Britain

Lesson 3

Imagine stepping into a time machine. Discuss which era you would prefer to visit and explain why. Prepare a mini presentation to pitch your choice, referring to the era’s key features. 

Note: Explain your choices clearly, giving your reasons. Ensure that you use historical vocabulary learned through the topic when discussing your ideas and opinions.

Lesson 4

Continue to grow and care for your planted grain crops. Take photographs of key stages, such as flowering, bearing fruit or seed production. Dissect flowers and seed heads, identifying common features. Draw diagrams to record your observations. When seeds are ripe, harvest and assess the success of the crop.

Note: You could grind wheat seeds between two stones or use a pestle and mortar to extract flour. Flour was first produced in this way in approximately 6000 BC. However, the Romans were the first to produce flour in mills.

Lesson 5

Evaluate your structures made during the Innovate stage, describing how they were made, any challenges that were encountered and how you overcame them, how successful they were and whether you could or would improve them in any way. Consider the views and opinions of others when producing your evaluations. Use photographs taken during the making process to illustrate your work.

Name
 Monument Evaluation.pdfDownload
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Lesson 6

Compare life in prehistoric times to your lives today. Describe the similarities and differences. Consider what people living in those days would have worried about and compare these to modern people’s worries. Explain which you think matter most.

Note: People in prehistoric times would have worried about basic needs, such as food, survival, shelter and warmth. Are there some people in the world who still have to worry about these basic needs?