i’m the king of the castle! - greensted · castle project pack – medieval themed ideas and...
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I’m the King of the Castle!
Medieval themed teaching ideas and resources
Castles project pack
© www.teachitprimary.co.uk 2014 i
Contents
Finding your way around the project pack ...............................................................................ii
Curriculum overview .............................................................................................................. iii
History
Curriculum coverage ............................................................................................................ 1
Teaching ideas bank ............................................................................................................. 3
Resource listing .................................................................................................................... 5
Resource printouts ............................................................................................................... 6
Science and DT
Curriculum coverage .......................................................................................................... 28
Teaching ideas bank ........................................................................................................... 30
Resource listing .................................................................................................................. 31
Resource printouts ............................................................................................................. 32
Geography
Curriculum coverage .......................................................................................................... 44
Teaching ideas bank ........................................................................................................... 46
Resource listing .................................................................................................................. 47
Resource printouts ............................................................................................................. 48
Literacy
Teaching ideas bank ........................................................................................................... 59
Resource listing .................................................................................................................. 61
Resource printouts ............................................................................................................. 62
Display
Resource listing .................................................................................................................. 61
Resource printouts ............................................................................................................. 74
Overview
© www.teachitprimary.co.uk 2014 ii
Finding your way around the project pack
This project pack is a cross-curricular collection of creative teaching ideas and resources around
the theme of Castles. Our aim is to bring together different resources from Teachit Primary into
a cohesive whole, giving more support and structure than we can offer with stand-alone
resources. The pack contains teaching activities linked to History, Science, Design, Geography
and Literacy. Where appropriate, each subject has links to the new 2014 curriculum.
The pack lends itself to being used in different ways. It could form the basis of a whole week’s
project, or you could dip in and out of it over the course of a term, or even the whole school
year.
The project is broken down into individual subject areas. Each section of the pack includes a
set of teaching ideas, followed by accompanying resources. Wherever a teaching idea has a
supporting resource we’ve indicated this and explained how the resource is relevant: for
example, as a means to acquire background knowledge for the activity, to facilitate the
recording or presentation of the activity or as an extension task related to the activity.
The ideas and activities in this pack are open and therefore accessible to a wide age range. The
resources are all available in adaptable formats, making it easy to differentiate the tasks by
ability.
We’ve included links to each separate resource included in this pack so that you can access the
resources directly on www.teachitprimary.co.uk. We’ve also included the file number for each
original resource – just pop this into Teachit Primary’s search engine. Most of the resources in
this pack are Word documents, but we’ve also included links to PowerPoints and interactive
activities. Please log in first in order to access any of these resources on Teachit Primary.
We hope you enjoy using this pack. If you have any questions, please get in touch: email
support@teachitprimary.co.uk or call us on 01225 788851. Alternatively, you might like to
give some feedback for other Teachit Primary members – you can do this by adding a comment
on the Castles Project Pack page on Teachit Primary (please log in to access this!).
Overview
© www.teachitprimary.co.uk 2014 iii
Castle project pack – Medieval themed ideas and resources
Castles and knights are a winning combination in the imagination of most primary aged children
(and their teachers!), so for this project pack we've headed off to explore not only the castles but the
people who lived there. From the early motte and bailey structures to later stone castles, these
historic buildings can provide us with some fantastic insight into how people once lived.
So few people were educated in the Medieval period that it is often referred to as the Dark Ages.
However, education at the time was highly valued and it's great to remind ourselves how lucky we
are to have access to it.
Kick things off with an event!
Hold a jousting competition to get into the medieval swing of things! Requires old
white t-shirts and swimming woggles to use as lances. Horses can be either
piggybacks - health and safety issues obviously limit this to older children - or hobby horses, in
which case you can use a simple brush with the addition of a cardboard horse's head. Dip the lances
in watered down paint and charge! Messy but lots of fun!
Web links
To save you time exploring the web we've picked out a couple of our favourite sites.
Use English Heritage Explorer for a virtual tour of Porchester castle complete with notes for each
image and an aerial view map. Or take a trip round the imaginary Kids' Castle.
For some interactive maps showing details of events and changes in the medieval period check out
Worldology for some background research.
A great site for children to gain some background information is Imaginon Medieval vs Modern.
History
© www.teachitprimary.co.uk 2014 1
History
Discover more about castles and the people who lived there
Lords and ladies, knights and castles; they all conjure up images of banquets, battles
and beautiful buildings. Taking a closer look at what life was actually like at this
time reveals a little more about why and how the castles were built and how they
catered for the needs of the people who lived there.
2014 curriculum links:
History aims met within this project
Know and understand the history of these islands as a coherent, chronological
narrative, from the earliest times to the present day: how people’s lives have
shaped this nation and how Britain has influenced and been influenced by the
wider world.
Gain and deploy a historically grounded understanding of abstract terms such as
‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’.
Gain historical perspective by placing their growing knowledge into different
contexts, understanding the connections between local, regional, national and
international history; between cultural, economic, military, political, religious and
social history; and between short- and long-term timescales.
History KS1 subject content covered within this pack
History
© www.teachitprimary.co.uk 2014 2
Events beyond living memory that are significant nationally or globally.
The lives of significant individuals in the past who have contributed to national
and international achievements. Some should be used to compare aspects of life
in different periods.
Significant historical events, people and places in their own locality.
History KS2 subject content covered within this pack
A study of an aspect or theme in British history that extends pupils’ chronological
knowledge beyond 1066.
History
© www.teachitprimary.co.uk 2014 3
Teaching ideas
Take a journey back in time by sequencing key events. Ask children to step aboard
your time machine and list events back through their own lives before you lead them
back through significant world events, landing at the Middle Ages.
An Englishman's home is his castle, or so they say. Ask children to consider their own
homes: what facilities do they need every day?, how do they keep it safe?, in what ways
do they choose to personalise it? Nothing much has changed since medieval times – or
has it? Begin by asking children how medieval homeowners would have answered the
questions as a way to demonstrate their knowledge. Resource 21156: ‘Castle
comparisons’ helps children to record their ideas.
The Normans began constructing flat pack style 'Motte and Bailey' castles in around
AD950, way before Ikea had the idea! Using an old school tray as a base, construct a
mound or motte out of sand and a flatter area for the bailey, with a simple ditch.
Wooden fences can be created using card or match-sticks and buildings can be marked
with simple wooden blocks. This will give an idea of the layout but not the scale. To
do that, head outside and create a circle of children approximately 30 metres in diameter
to show the size of the average motte. Resource 21151: ‘Motte and bailey word search
quiz’ is a fun way for children to consolidate their understanding.
Castles were built for two purposes: to keep some people out and to keep other people
in! During a siege these castle defences were tested to the limit. Children imagine they
are a news-hound at the scene of a siege with access to both sides of the castle walls.
Create a TV style news report outlining what is happening, complete with interviews
from the attacking army and the people trapped inside. Resource 21162: ‘Siege snakes
and ladders’ is a great game for helping children to understand the sort of things that
went on in a siege! In addition, resource 21153:’Attacking a castle’ and resource:
21154 ‘Castle defences glossary’ are useful interactives to support the theme of the
castle in times of conflict.
Castles were complex communities with lots of people working there to ensure the
smooth running of the castle. Ask children to consider the roles people have within
other large modern working communities such as schools and hospitals. Ask them to
consider the importance of the roles and the impact of that role not being carried out.
Resource 20859: ‘Ranking castle jobs’ works well as either an introduction or a plenary
to this activity.
All work and no play… toys and play equipment were limited so children would make
use of what they could find to create simple games. Explore a selection of medieval
games and challenge children to develop their own simple playground games. Children
will love trying out the games featured in resource 21784: ‘Medieval fun and games’!
Becoming a knight was a long process and began when boys were quite small. Ask
children to consider what they would like to be when they are older. Then get them to
draw up a list of skills they would need to acquire to achieve their goal, breaking them
down into basic steps – if you want to be a Premiership footballer you need to start with
first controlling the ball! Challenge them to complete one of the initial steps towards
their dream job. Resource 21150: ‘Becoming a knight’ is a useful worksheet for
directing children’s research.
History
© www.teachitprimary.co.uk 2014 4
The final stage of becoming a knight ends with a grand ceremony. Take a look at
internet videos of modern day people receiving awards to compare how the ceremonies
have changed - or not - since the Middle Ages. Use Playmobil figures to create a short
stills animation of a traditional ceremony.
Once you have become a knight it is essential that you are well protected to save you
from injury during battle. Using an action figure, drag out the 'action men' type dolls
from the play cupboard and dress the doll in armour created from tin foil and card.
Encourage the children to create each separate piece of armour and to place them on the
figure in the correct place. Resource 20828: ‘Labelling a knight’ supports the teaching
of this activity.
A knight's helmet was a key piece of armour; after all you don't want to lose your head!
Take an inflated balloon and challenge groups to create a helmet to protect their balloon
head using card and tin foil. Ask the children to devise tests for the armour to see which
is the most protective.
The Medieval period was governed by a system of hierarchy. Ask children to discuss
the hierarchy within a school; just who is in charge – the lunchtime supervisor or the
head teacher? Explain the system of The Four Alls: the peasants who worked for all, the
knights who fought for all, the priests who prayed for all and the kings who ruled all.
Give groups a different set to work with: peasants, knights, priests or kings and, using
shoe boxes, create dioramas to depict their 'All' – these make great displays.
Explore the role of punishment within societies, starting by considering the rules and
sanctions the children have within their homes and at school. Medieval societies
thought the best way to discourage people from breaking the rules was to humiliate
those who did! Ask the children to develop a set of class sanctions that fit the crime.
Resource 21187: ‘A fit punishment – medieval crime and punishment’ is an interesting
and amusing introduction to this discussion.
As communities grew so did names to include a surname. The origin of these names
can be linked to a parent's first name, job, hobby or even to a characteristic or physical
feature. Ask children to create a new surname for themselves based on some or all of
these categories. Resource 20860: ‘Match the surname to the job’ is a useful starting
point. They could then create a family crest based around their new name. Resource
21152: ‘Heraldic symbols’ supports this idea.
History
© www.teachitprimary.co.uk 2014 5
Resources contained within the History section of this project pack
Castle comparisons .............................................................................................................. 6
Motte and bailey word search quiz ...................................................................................... 7
Siege snakes and ladder ....................................................................................................... 9
Attacking a castle ............................................................................................................... 14
Castle defences glossary .................................................................................................... 15
Ranking castle jobs ............................................................................................................ 16
Medieval fun and games .................................................................................................... 18
Becoming a knight ............................................................................................................. 20
Labelling a knight .............................................................................................................. 23
A fit punishment – medieval crime and punishment ......................................................... 24
Heraldic symbols ............................................................................................................... 26
Matching the surname to the job ........................................................................................ 27
Castle comparisons
© www.teachitprimary.co.uk 2014 21156 6
Most of us live in a house or flat not a castle.
Think about how your house is similar and different to a castle.
Think about: My home A stone castle
Doors: Does your front door
have a window?
How does a castle door help keep
enemies out?
Windows: How many windows
does your house have? What are
they made from?
Walls: How thick are the walls
of your house? What are the
walls of your house made from?
Defences: How do you keep
people out of your home? What
ways were castles defended?
Bathrooms: How many do you
have in your house? Do you
have running water?
Lighting: How do you light your
home?
Heating: How did they keep
warm in medieval times?
Home sweet home: How do you
decorate your home? Do you
have carpets?
Bigger is better: How many
rooms do you have in your
house? How many people live
there?
Motte and bailey word search quiz
© www.teachitprimary.co.uk 2014 21151 7
This is a word search with an added challenge! Find the
answers to the quiz hidden within the word search grid.
A N I M A L S A F F
A M I O M L S I R I
W A W A T E R W A T
M M O T T E T T E E
W O O O D E N F E N
O O D F E N C K D E
A N E I I R E N R G
K N N D Y E L I A B
K I F G H W C G W B
A N E A S O T H B L
E M N O T T E T R B
A I C E Y N T S I O
W E E F I E R E D R
A W B R I D G E G M
W A T S T O N E E R
K I N I G O S Q U E
N O R M A W N S N E
Quiz questions:
1. What is the name of the mound of earth with steep sides and flat area on top?
2. Where was the safest place within the castle?
3. The best way to attack the castle was with … what?
4. What surrounded the castle to protect it from attack? It could be wet or dry.
5. For whom were the castles a safe base?
6. The bailey was surrounded by a … what?
7. Protected by a ditch, what was the flat area at the base of the castle?
8. Which material was used to build later castles?
9. Besides people, what else lived within the safety of the castle?
10. What was raised and lowered to allow or prevent access to and from the castle?
Motte and bailey word search quiz
© www.teachitprimary.co.uk 2014 21151 8
Word search solution:
A N I M A L S A F F
A M I O M L S I R I
W A W A T E R W A T
M M O T T E T T E E
W O O O D E N F E N
O O D F E N C K D E
A N E I I R E N R G
K N N D Y E L I A B
K I F G H W C G W B
A N E A S O T H B L
E M N O T T E T R B
A I C E Y N T S I O
W E E F I E R E D R
A W B R I D G E G M
W A T S T O N E E R
K I N I G O S Q U E
N O R M A W N S N E
Quiz questions:
1. What is the name of the mound of earth with steep sides and flat area on top? Motte
2. Where was the safest place within the castle? Wooden tower
3. The best way to attack the castle was with … what? Fire
4. What surrounded the castle to protect it from attack? It could be wet or dry. Moat
5. For whom were the castles a safe base? Knights
6. The bailey was surrounded by a … what? Wooden fence
7. Protected by a ditch, what was the flat area at the base of the castle? Bailey
8. Which material was used to build later castles? Stone
9. Besides people, what else lived within the safety of the castle? Animals
10. What was raised and lowered to allow or prevent access to and from the castle? Drawbridge
Siege snakes and ladders
© www.teachitprimary.co.uk 2014 21162 9
11 12 14
9
7 6
Start 2 3 4
Siege snakes and ladders
© www.teachitprimary.co.uk 2014 21162 10
22 23 24
Finish
20 18 17 16
Siege snakes and ladders
© www.teachitprimary.co.uk 2014 21162 11
Castle people run out of food so
eat rats and mice instead!
Move back 1 space Your army throw dead animals
over castles walls to cause
diseases amongst castle people.
Move on 2 spaces Castle people send a messenger
to get help.
Move back 1 space You bribe some of the castle
people to help you.
Move on 2 spaces Castle people run out of clean
drinking water so drink horse
blood instead!
Move back 1 space You capture a castle messenger.
Move on 2 spaces Castle people manage to
smuggle in food.
Move back 1 space You discover people smuggling
food into the castle.
Move on 2 spaces Castle people store rainwater.
Move back 1 space You poison the castle water
supply.
Move on 2 spaces The castle people harvest their
crops before your army arrives.
Move back 1 space Your army feeds on the crops
left in the fields.
Move on 2 spaces
Siege snakes and ladders
© www.teachitprimary.co.uk 2014 21162 12
Castle people use a mattress to
protect the castle gatehouse
from the battering ram.
Move back 1 space You attack the castle with a
battering ram.
Move on 2 spaces Heavy rain washes out your
camp and the mud spreads
diseases.
Move back 1 space You attack the castle with a
trebuchet.
Move on 2 spaces Castle archers attack your army.
Move back 1 space Your army sappers undermine
the castle walls.
Move on 2 spaces The castle army set fire to
your camp whilst you sleep.
Move back 1 space You send a solider up the
garderobe chute (the lavatory!)
Move on 2 spaces The castle put dummies on the
battlements to fool you they
have more people.
Move back 1 space You use a siege tower to attack
the castle.
Move on 2 spaces The castle holds out for forty
days and help arrives.
Move back 1 space Castle people agree a surrender
date.
Move on 2 spaces
Siege snakes and ladders
© www.teachitprimary.co.uk 2014 21162 13
Prior to the lesson cut out and laminate the two parts of the board and a set of shield counters. Print out a set of
jeopardy cards. These would last longer if printed on card and/or laminated. These need to be stacked and placed
near the board. You will also need a dice.
Each child must choose one of the shield counters to represent their army. Each player roles the dice. The
player with the highest number goes first.
Explain to the children that the object of the game is to be the first army to capture the castle under siege. If
they land on a castle square they must turn over a jeopardy card. If the card is in favour of their attack on the
castle they will move forward two spaces. However if it favours the castle under siege they must move back
one space.
The winner is the first player to storm the castle!
Attacking a castle - interactive activity
© www.teachitprimary.co.uk 2014 21153 14
To access this resource please log in to the Teachit Primary website and type 21153 into the search bar.
Castle defences glossary - interactive activity
© www.teachitprimary.co.uk 2014 21154 15
To access this resource please log in to the Teachit Primary website and type 21154 into the search bar.
Ranking castle jobs - interactive activity
© www.teachitprimary.co.uk 2014 20859 16
To access this resource please log in to the Teachit Primary website and type 20859 into the search bar.
Ranking castle jobs - interactive activity
© www.teachitprimary.co.uk 2014 20859 17
To access this resource please log in to the Teachit Primary website and type 20859 into the search bar.
Medieval fun and games
© www.teachitprimary.co.uk 2014 21784 18
Nine Man Morris
A game for two players using a board as set out
opposite. Each player needs nine coloured counters.
Players take it in turns to place their counters on
the board, anywhere they choose!
When all counters are placed, players take it in
turns to move their counters. A counter can be
moved from one circle to another along the lines
but may not move into a ‘slot’ already occupied.
When a player gets three tokens in a row (a mill)
they can take any of their opponent’s counters
which are not in a mill.
If all the opponent’s counters are in mills then a
player can take any counter.
The game is over when a player cannot move or only
has two counters left.
Oranges and lemons
Say the bells of St.Clements
You owe me five farthings
Say the bells of St.Martins
When will you pay me?
Say the bells of old Bailey
When I grow rich
Say the bells of Shoreditch
When will that be?
Say the bells of Stepney
I do not know
Says the great bell of Bow
Here comes a candle to light you to bed
Here comes the chopper to chop off your
head!
Oranges and Lemons
Four players, two with orange bands and two
with yellow bands, form an arch.
Remaining players line up and pass under the
arch as the song ‘Oranges and lemons’ is
sung.
The player who passes under the arch when
the words ‘chop off your head’ are sung is
taken prisoner. They must then choose
which team to join, oranges or lemons?
They then line up behind their chosen team.
When all players have been taken prisoner the
two teams hold a tug of war. The winners are
proclaimed the ‘Spring team’ and the losers the
‘Winter team’.
Bocci
Requires two sets of coloured balls (tennis balls work well) and a small Bocci ball (a golf ball is
fine).
Played as two teams on an area of flat clear grass.
The youngest player from either team rolls the Bocci.
All other players have two chances to roll their ball to get closest to the
Bocci.
The nearest ball gains a point for their team.
Medieval fun and games
© www.teachitprimary.co.uk 2014 21784 19
Prisoner’s base
The object of the game is to be the
team with the most prisoners at
the end of the time limit. You
need at least ten players on each
team and a large marked out
playing area with a chalked line
across the middle. A prisoner
area is also marked out for each
team about 10 metres behind the
middle line.
Each team picks a person
to be the prisoner for the
opposing team, normally
their fastest runner!
The teams try to free the
prisoner by sending a team
member through enemy
lines and trying to run
back without being
captured. Both teams can
attempt this at the same
time.
If caught, the team
member joins the original
prisoner in prison.
Further team members are
sent to rescue prisoners.
They can choose which
prisoner to rescue. Note:
the rescuer is safe whilst in
the prison.
The winning team is the team with the most prisoners at the end of play.
How many miles to London?
One player is chosen as ‘it’ and is then blind folded.
Other players stand at a starting line and ask ‘it’ for directions. ‘It’ tells them how many
steps to take forward, backwards, left and right they must go. Players must follow these
directions.
‘It’ is then taken to the starting line and then follows his own directions. When ‘it’
reaches the final destination he must try to touch another player. Players can duck and
sway to avoid being touched but must not move their feet.
If a player is tagged they then become ‘it’.
Becoming a knight
© www.teachitprimary.co.uk 2014 21150 20
Any free man could become a knight but the cost of owning a horse and
providing your own armour meant that they mainly came from wealthy
noble families. Using the internet and library books, do some research to
help you discover the steps to knighthood!
At what age did a boy begin training to become a knight?
What was a boy training to be a knight called?
Why did the boys training to be a knight play wrestling and tag?
What other duties did the boys have to do?
What skills would a boy learn?
Becoming a knight
© www.teachitprimary.co.uk 2014 21150 21
At what age would a boy become a squire?
What were the duties of a squire?
At what age would a squire become a knight?
What happened at the ceremony when a squire became a knight?
What do you think were the advantages and disadvantages of being a knight?
Advantages Disadvantages
Becoming a knight
© www.teachitprimary.co.uk 2014 21150 22
A set of simple suggested answers are provided below.
At what age did a boy begin training to become a knight?
7
What was a boy training to be a knight called?
Page
Why did the boys training to be a knight play wrestling and tag?
To make them strong
What other duties did the boys have to do?
Serve at the lord’s table, look after his clothes, help him dress and act as a servant
to the lord’s lady
What skills would a boy learn?
Reading and writing, horse riding, hunting, games such as chess
At what age would a boy become a squire?
14
What were the duties of a squire?
To learn the rules of Heraldry and to practise the skills needed for a knight; horse
riding and fighting
At what age would a squire become a knight?
21
What happened at the ceremony when a squire became a knight?
Squire would be dubbed (a sword tapped on each shoulder) and the words ‘arise
Sir…’were spoken!
Labelling a knight – interactive activity
© www.teachitprimary.co.uk 2014 20828 23
To access this resource please log in to the Teachit Primary website and type 20828 into the search bar.
A fit punishment: medieval crime and punishment
© www.teachitprimary.co.uk 2014 21187 24
Humiliating people in public was thought the best way to punish people for
minor crimes – and also the best way to discourage others! The punishment
would relate back to the crime so if you were a baker who sold bad bread you
may be dragged around your village with a loaf tied to your head.
Think of common classroom crimes and see if you can devise a fitting punishment. An example is
done for you.
Classroom crime Medieval style punishment
chewing pencils
You have to eat a bowl of pencil shavings. Yuk!
A fit punishment: medieval crime and punishment - interactive activity
© www.teachitprimary.co.uk 2014 21187 25
To access this resource please log in to the Teachit Primary website and type 21187 into the search bar.
Heraldic Symbols – interactive activity
© www.teachitprimary.co.uk 2014 21152 26
To access this resource please log in to the Teachit Primary website and type 21152 into the search bar.
Match the surname to the job – interactive activity
© www.teachitprimary.co.uk 2014 20860 27
To access this resource please log in to the Teachit Primary website and type 20860 into the search bar.
Science
© www.teachitprimary.co.uk 2014 28
Science and DT
Building castles and testing weapons
An opportunity to play with bows and arrows is sure to grab the attention of your
class and sneaking in some key principles of scientific testing along the way ensures
that learning objectives are met. Plus getting out the building blocks for some castle
construction will not seem like work at all!
2014 curriculum links:
Science aims met within this project pack
Develop scientific knowledge and conceptual understanding through the
specific disciplines of biology, chemistry and physics.
Develop understanding of the nature, processes and methods of science through
different types of science enquiries that help them to answer scientific questions
about the world around them..
Science KS1 subject content covered within this pack
Working scientifically:
asking simple questions and recognising that they can be answered in different
ways
observing closely, using simple equipment
Science
© www.teachitprimary.co.uk 2014 29
performing simple tests
using observations and ideas to suggest answers to questions
gathering and recording data to help in answering questions.
Science KS2 subject content covered within this pack
Working scientifically:
setting up simple practical enquiries, comparative and fair tests
planning different types of scientific enquiries to answer questions, including
recognising and controlling variables where necessary
making systematic and careful observations and, where appropriate, taking
accurate measurements using standard units, using a range of equipment
using results to draw simple conclusions, make predictions for new values,
suggest improvements and raise further questions
using straightforward scientific evidence to answer questions or to support their
findings
Forces:
identify the effects of air resistance, water resistance and friction, that act between
moving surfaces
Science
© www.teachitprimary.co.uk 2014 30
Teaching ideas
Castles began as simple wooden constructions but soon developed into the stone structures we
still see evidence of today. It is those structures that we think of when we picture a castle. Use
simple building blocks and explore how 3d shapes can be used to create a classic castle
construction. Create nets for the shapes used or use packaging to build a model of a castle.
Refer back to these as children discover more details about how castles were constructed.
Use a shoe box as a starting point for constructing a model to show the internal layout of a
simple stone keep. Use cardboard to create three floors and add either trap doors and ladders or
cardboard tubes for spiral staircases to link the floors. Add details such as arrow slits or
windows by either drawing them on or using a craft knife to cut out. The lower floor would
have been used as storage so add simple bags made from cloth and modelling clay to create
barrels and jars. A simple fireplace can be constructed for the kitchen using a cardboard tube
as the flue. The upper floor was used as living quarters so add junk models for simple beds and
storage boxes. Resource 21787: ‘Building a Norman castle’ provides detailed instructions for
building the model.
Archery was a highly regarded skill in medieval times. Test your class’s skills with an archery
tournament using toy bows and arrows. Ask the children to consider how much they pull back
on the bow and how the angle at which they hold the bow affects the accuracy of the flight of
the arrow. A simplified version is to use bean bags and hoops as a test of accuracy. Resource
21157: ‘Archery investigation’ provides a frame for children to record ideas and findings.
Knights needed protection against the archers' arrows so armour was vital, but moving around
encased in armour is no easy task! Use stiff sheets of cardboard and large plastic drainpipes to
'dress' up a willing knight. Challenge them to carry out simple tasks, such as walking, to see
just how difficult it was. To add a greater degree of movement the armour was divided into
separate pieces which left areas of the body exposed; these were then covered with chainmail.
Use lengths of thin wire to create samples of chainmail with rings of about 1.5cm in diameter –
each one needs to be a perfect circle! Children will also enjoy the task from resource 21149:
‘Designing a shield for a knight’.
Modelling toys such as Lego, Kinex, Meccano or a combination of all three can be used to
create the hugely effective medieval weapon, the trebuchet. Once constructed, ask the children
to explore the effects that using different amounts of counter weights has on the distance a
missile/rock/marble will travel. Discuss where the force of gravity is working on the trebuchet.
Resource 21155: ‘Trebuchet investigation’ supports the teaching of this activity.
Ready steady cook! Hold a medieval themed banquet, great for an end of project celebration.
Be sure to observe the correct table etiquette such as: no spitting, no dipping meat in the salt
dish, no picking of teeth – these could make for some interesting signs around your banqueting
hall. Children could also make and decorate their own petal bread for the occasion. Resource
20861: ‘Medieval recipes’ tells you how!
It’s always useful to provide children with opportunities to review their work. Resource 14060:
‘Time to evaluate’ is a useful self-assessment tool for children’s design work.
Science
© www.teachitprimary.co.uk 2014 31
Resources contained within the Science and DT section of this project pack
Building a Norman castle ................................................................................................... 32
Archery investigation ......................................................................................................... 35
Designing a shield for a knight .......................................................................................... 37
Trebuchet investigation ...................................................................................................... 39
Medieval recipes ................................................................................................................ 41
Time to evaluate ................................................................................................................. 43
Building a Norman castle
© www.teachitprimary.co.uk 2014 21787 32
How to build your motte
What you need:
large sheet of cardboard
small cardboard box
newspaper
masking tape
tissue paper
glue
green paint
straw (optional)
Fact file:
The motte is a large earth mound with steep
sides and a flat top. Mottes can be man-made
or a natural mound. Sometimes mottes were
created by building over older structures. The
motte could vary in size from 3 metres to 30
metres high and 30 metres to 90 metres in
diameter. A motte was protected by a ditch
around it which was often where the earth that
built it came from! The ditch could be filled
with water or spikes for defence.
1. Choose a large piece of stiff
cardboard to use as a platform to
build on.
2. Draw out a figure of eight onto the
cardboard to create the baseline
shape for your motte and bailey.
3. Glue a small box to form a platform
for your motte onto the card.
4. Scrunch up pieces of newspaper and
tape to the box to create a mound.
Use masking tape as this is easier to
paint over. Make sure your mound
is wider at the bottom and narrower
at the top.
5. Create a smooth finish to your
mound by covering in layers of
papier-mâché made from glued
layers of tissue paper.
6. Paint your mound green, for grass!
Glue on some straw to add texture
before painting for added effect.
Paint the bailey outline at this point
too.
Building a Norman castle
© www.teachitprimary.co.uk 2014 21787 33
How to build your keep
What you need:
small cardboard box (to fit
on top of your motte)
cardboard strips
grey and brown paint
grey and brown felt-tip
pens
glue
Fact file:
A keep with a protective wall was built on top
of the motte. The keep is a strong defensive
building. Older keeps were made of wood and
then later replaced with stone. Some keeps
were simple towers with room for just a few
soldiers whilst larger keeps were much
grander with cellars, kitchens and living and
sleeping quarters.
1. Use a small box, which will fit on top of your motte, or create your own using a simple
cuboid net.
2. Cut some crenellations out of a long strip of card (remember they must be long enough
to go around all four sides of your box) and attach to your box with glue.
3. Paint the box grey and, when dry, add some stone work details with felt pen. Add other
details including arrow loops and an arched doorway.
4. Attach your keep to the top of your motte with glue.
5. Add a defensive wall around the top of your motte using a long strip of card, painted to
look like wooden planks.
Building a Norman castle
© www.teachitprimary.co.uk 2014 21787 34
How to build your bailey
What you need:
selection of small
cardboard boxes
white paint
brown and black felt-tip
pens
yellow card
brown card
‘lego’ figures (optional)
Fact file:
The bailey was an enclosed castle compound,
like a small village. It was overlooked by the
motte and surrounded by a wooden fence
called a palisade ditch. The bailey would
contain a wide range of buildings, including a
hall, kitchens, a chapel, barracks, stores,
stables, forges and workshops. The bailey was
linked to the motte either by a bridge
stretching between the two or by steps cut into
the motte.
1. Paint your boxes white. When dry add details such as ‘wattle and daub’ windows and
doors using felt-tip pens.
2. Create simple roofs for each building by folding the yellow card, fringing the edges and
attaching to each box with glue. Adding ‘lego’ animals and people can also be
effective.
3. Link the keep and bailey either by painting a walkway down the surface of the motte or
by adding a ramp made from card and gluing down the side of the motte.
4. Add a palisade to the bailey by adding a long strip of card, painted to look like wood,
around the edge of the bailey. Tip: cut several small and equally spaced slits into the
card and fold to create a ridge which can be glued to the flat surface of the bailey.
5. Paint a moat around your motte and bailey as a finishing touch.
Archery investigation
© www.teachitprimary.co.uk 2014 21157 35
An expert archer could fire 12 arrows in one minute! Just try miming that, it’s really
difficult. The further you could fire an arrow was also important, the further away you
were from the enemy the safer it was for you!
You will carry out an investigation to explore the link between how far the bow is pulled back to
how far the arrow travels.
You will need: Setting up the test
wooden bow
wooden arrows
tape measure
You will need a large testing area, school hall or play
ground
Wooden arrows will need to be marked at five centimetre
intervals (this is important to see how far to pull back your
bow)
Safety first: make sure everyone stands behind the
archers when firing.
Key questions:
What effect do you think the distance the bow is pulled back will have on the distance the arrow
travels?
How will you ensure the test is fair?
What will you keep the same and what will you change?
What effect will repeated testing have on the ‘quality’ of your results?
Archery investigation
© www.teachitprimary.co.uk 2014 21157 36
Recording results:
Distance bow pulled back (cm) Distance arrow travelled (cm)
What do your results show about the link between the distance a bow is pulled back and the
distance the arrow travelled?
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
Were there any issues with your testing that may impact on the accuracy of your results?
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
Plan an investigation that looks at the angle at which an arrow is fired and the distance it
travels.
Consider what you will keep the same and how you will carry out the investigation
fairly.
What impact do you think the firing angle will have on the distance travelled?
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
Designing a shield for a knight
© www.teachitprimary.co.uk 2014 21149 37
Heraldry was devised so that knights could be identified on the battlefield, after
all you don’t want to attack the wrong person! The shield was an important part
of a knight’s armour but it also made up a key part of his heraldic design. Take a
look at the basic shield designs below and select one for your own design.
Colours also played an important part but were limited to silver, gold, red, blue,
green, purple and black. Experiment with using different colour combinations on
the shield outlines below.
Party Party-fesswise Quarterly
Pale Fesse Cross
Party-bendwise Party-saltirewise Gyronny
Bend Saltire Border
Designing a shield for a knight
© www.teachitprimary.co.uk 2014 21149 38
A knight’s shield may also have an animal such as a bird or a lion. This
would have also appeared on the cloak covering your armour (surcoat) and
the cloth covering your horse (trapper). Think about which animal you
would like to have on your shield and what it represents about you.
Draw out your shield design including the animal of your choice. Include
an explanation of your animal choice.
Explain your animal choice for your shield:
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Trebuchet investigation
© www.teachitprimary.co.uk 2014 21155 39
The trebuchet was the siege machine of choice during the middle ages. It
was such an accurate weapon with an impressive projectile range (it fired a
long way!) that it was kept in use long after the introduction of cannons.
Construct a simple working model of a trebuchet as shown below. You will
use your model to carry out an investigation to look at the weight of missiles
and the impact on the distance they travel.
Key questions:
What effect do you think the weight of the counterbalance will have on the distance the missile
(cotton-wool ball) travels?
How will you ensure the test is fair?
What will you keep the same and what will you change?
What effect will repeated testing have on the ‘quality’ of your results?
NOTE: Accuracy is very important! Use the force meter to weight your plasticine counterbalances.
You will need: Test model of trebuchet
30cm ruler
plasticine
two wooden blocks
plastic rod/straw
cotton-wool ball
force meter
tape measure
Trebuchet investigation
© www.teachitprimary.co.uk 2014 21155 40
Recording results:
Mass of plasticine (g) Distance travelled by cotton-wool ball(cm)
Attempt 1 Attempt 2 Attempt 3
What do your results show about the link between the weight of the counterbalance and the distance
the missile travelled?
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
Were there any issues with your testing that may impact on the accuracy of your results?
..............................................................................................................................................................
..............................................................................................................................................................
Plan an investigation that looks at the weight of the missile on how far it will travel.
Consider what you will keep the same and how you will carry out the investigation
fairly.
What impact do you think the weight of the missile will have on the distance travelled?
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
Medieval recipes
© www.teachitprimary.co.uk 2014 20861 41
Medieval recipes
................................. Rose petal bread .........................................
For 2 loaves you will
need:
1 packet dry yeast
375ml lukewarm rose
water
1 tablespoon sugar
2 teaspoons salt
400g flour
1 teaspoon butter
food colouring
1 egg white
Make the rose water by simmering rose petals
in a small amount of water for 15 minutes.
Leave to cool and sieve out the petals.
Dissolve the yeast in the rose water and stir in
the sugar and salt.
Slowly sieve in the flour and mix with a knife.
Pour out the flour mixture onto a floured
surface and knead for 10 minutes until the
dough becomes smooth and elastic.
Cover and leave the dough to prove for an
hour in warm place.
Divide the dough in half. Form each half into
a circle and place onto a buttered baking sheet.
Mix the food colouring with the egg white and
use to decorate the dough.
Bake in an oven for 40 minutes at 200°C.
.............................. Frumenty (wheat porridge) ...............................
You will need:
225g cracked wheat
250ml water
150ml milk
2 egg yolks
½ teaspoon salt
pinch of saffron
Boil water and add cracked wheat. Cover and
simmer for 10 minutes.
Whisk milk and egg yolks and add to the
wheat mixture.
Stir in the remaining ingredients.
Add sugar to taste.
Medieval recipes
Medieval recipes
© www.teachitprimary.co.uk 2014 20861 42
Gyngerbrede
You will need:
450ml honey
½ teaspoon white pepper
1 teaspoon cinnamon
1 teaspoon ginger
pinch of saffron
2 loaves of bread crumbs
Heat honey to a slow boil and simmer for
10 minutes.
Add the saffron, pepper, cinnamon and
bread crumbs. Mix well.
Spoon out into small balls and leave to
cool.
......................................... Apple muse .....................................
You will need:
2 apples
225ml pint milk
2 tablespoon ground
almonds
4 teaspoons honey
225g bread crumbs
Pinch of saffron
Pinch of salt
Add the almonds to the milk and infuse for
a couple of hours.
Peel, core and slice the apples. Add to a
small amount of water and boil.
Pass cooked apples through a sieve.
Mix almond milk, honey, saffron, salt and
bread crumbs together. Add to apple
mixture and simmer.
Serves 4
Time to evaluate
© www.teachitprimary.co.uk 2014 14060 43
Which parts of my research were most helpful? I would give myself:
/10 for effort
/10 for final product
How well did my design
match the final product?
Something I would
improve…
Five words to describe my
finished piece:
A skill I was good at… A skill I could improve … The part I enjoyed the most
was …
Geography
© www.teachitprimary.co.uk 2014 44
Geography
Why did they build a castle there?
Finding out where castles were built can reveal a lot about why they were built – you
only have to look at the Welsh and English borders. When castles were built can
reveal times of conflict or uncertainty or simply periods when people were just happy
to show off!
2014 curriculum links:
Geography aims met within this project pack
Understand the processes that give rise to key physical and human geographical
features of the world, how these are interdependent and how they bring about
spatial variation and change over time.
Interpret a range of sources of geographical information, including maps.
Communicate geographical information in a variety of ways.
Geography KS1 subject content covered within this pack
Place knowledge:
Understand geographical similarities and differences through studying the human
and physical geography of a small area of the United Kingdom.
Human and phyiscal geography:
Geography
© www.teachitprimary.co.uk 2014 45
Use basic geographical vocabulary to refer to:
key physical features, including: beach, cliff, coast, forest, hill, mountain,
sea, ocean, river, soil, valley, vegetation, season and weather
key human features, including: city, town, village, factory, farm, house,
office, port, harbour and shop
Geographical skills and fieldwork:
Use world maps, atlases and globes to identify the United Kingdom and its
countries
Geography KS2 subject content covered within this pack
Location knowledge:
Name and locate counties and cities of the United Kingdom, geographical regions
and their identifying human and physical characteristics, key topographical
features (including hills, mountains, coasts and rivers), and land-use patterns and
understand how some of these aspects have changed over time.
Human and physical geography:
Human geography, including: types of settlement and land use, economic activity
including trade links, and the distribution of natural resources including energy,
food, minerals and water.
Geography
© www.teachitprimary.co.uk 2014 46
Teaching ideas
The sites of very early motte and bailey castles are often difficult to identify as the
wooden structures are long gone, but 'newer' stone castles often still exist even if
they’re just a ruin. Ask children to list castles they have visited both in the UK and
abroad. Plot the locations onto a class map which can be added to as they discover
new locations. See if the children can draw any conclusions as to similarities
between where castles were built. Children will enjoy the interactive element of
resource 20862: ‘Castle locations’ which is also supported by a map onto which they
can plot the positions of castles they know.
Heading out to visit a local castle is always the best idea but often location, time or
funds won't allow it, so either visit in your own time and collect photographs or use
images from websites to create a virtual tour PowerPoint. Resource 21786: ‘Castle
visit’ is an excellent tool for children to record their observations from either a real-
life or a virtual experience.
Ask children to imagine that they need to build a castle to protect their town from
attack from a neighbouring town! Examine the local area for suitable sites that
would provide the best building plot. Look at topographical maps to identify areas
of higher ground and features such as cliffs and rivers. Resource 21733: ‘Where’s
the best place to build a castle?’ supports this activity.
During early medieval times there were advanced civilizations in Africa and Asia
but we had little to do with them. Many Europeans thought the world was in fact flat
and feared they would sail off the edge of it! Children draw a medieval style map
placing themselves at the centre of it and adding in routes to places and people
which are important to them. Take a look at a simple local map to see if any of their
routes tie up with the roads and streets shown. Resource 21816: ‘My medieval style
map’ includes space for drawing and useful question prompts.
As people explored, more and more links were made with other countries and
knowledge of the wider world grew. Make photocopies of medieval maps of Europe
on acetate and ask children to overlay them onto maps of modern Europe.
Comparisons can then be made for countries, borders and names.
Trade routes developed in medieval times, bringing new and exciting goods to
England. Ask children to look at labels and packaging of a range of goods to
identify where they were manufactured. Use an atlas to explore modern and
medieval trade routes, bearing in mind the limitations of transportation for the time.
Resource 21815: ‘Medieval trade routes’ is a fun introduction or plenary.
Geography
© www.teachitprimary.co.uk 2014 47
Resources contained within the Geography section of this project pack
Castle locations .................................................................................................................. 48
Castle visit .......................................................................................................................... 50
Where’s the best place to build a castle? ........................................................................... 54
My medieval style map ...................................................................................................... 57
Medieval trade routes ......................................................................................................... 58
Castle locations
© www.teachitprimary.co.uk 2014 20862 48
Castles of the United Kingdom. Use an atlas to find the
locations of the castles and mark them on the map.
Castles:
Dundrum
Dunluce
Airlie
Duntreath
Richmond
Skipton
Warwick
Corfe
Tamworth
Pembroke
Add your own
castle location:
........................
Castle locations – interactive activity
© www.teachitprimary.co.uk 2014 20862 49
To access this resource please log in to the Teachit Primary website and type 20862 into the search bar.
Castle visit
© www.teachitprimary.co.uk 2014 21786 50
Name: ......................................................................... Date: ...................................................
Name/location of castle:
...........................................................................................................................................................
Specific features of castle location:
Think about why the castle was built
in this location.
Draw a sketch of the castle or attach a photograph
When was the castle built and by whom?
Who lived in the castle?
When was the castle last occupied?
Was the castle ever attacked? If so, when and by whom?
Castle visit
© www.teachitprimary.co.uk 2014 21786 51
Name: ......................................................................... Date: ...................................................
Tick the boxes for all of the castle features you can identify on your
tour around the castle. Make a note of anything that grabs your
interest or sketch details of the features.
Castle features
(key structures) Notes and sketches
ditch/moat
barbican
gatehouse
crenellations
drawbridge
portcullis
murder
holes
doors
arrow loops
Castle visit
© www.teachitprimary.co.uk 2014 21786 52
Name: ......................................................................... Date: ...................................................
Castle features (key
structures) Notes and sketches
walls
crenellations
arrow loops
postern
walkway
towers
crenellations
square
round
arrow loops
spiral
staircase
Castle visit
© www.teachitprimary.co.uk 2014 21786 53
Name: ......................................................................... Date: ...................................................
keep
crenellations
number of
floors
number of
fireplaces
arrow loops
inside stairs
garderobe
dungeon
other buildings
great hall
solar chapel
chapel
kitchen
cell
barn
armoury
stables
Where’s the best place to build a castle?
© www.teachitprimary.co.uk 2013 21733 54
Location cards:
Cliff top with open view of sea
Open area surrounded by woodland
Fields of crops
Major trading river banked by fields
Swamp prone to flooding
Open view of sea across to France
Where’s the best place to build a castle?
© www.teachitprimary.co.uk 2014 21733 55
Imagine you are a Norman castle builder. Your job is to select the ideal
location to build a castle to protect against an attack from the Anglo-
Saxons. You have been sent descriptions of several locations to choose
from.
Cut out the castle location picture and the descriptive statements.
Match the descriptions to each of the castle locations.
Good view of sea and any
potential invaders.
Woodland to provide wood for
building and fires.
Ships can bring in goods using
large river.
Crops would grow easily,
especially wheat, to provide
castle with food.
Swamp land would not be a
good foundation for building on.
View across to France provides
early warning against attack.
High cliff means it is difficult
for attackers to reach castle.
Animals could graze on open
land.
River provides fresh water for
drinking, farming and washing.
Area prone to fog which makes
it difficult to pass through.
High position of potential castle
would serve as a warning to the
locals.
Clear view of any enemy ships.
Where’s the best place to build a castle?
© www.teachitprimary.co.uk 2014 21733 56
Name: .......................................................... Date: ............................................
Decide on your favourite location and stick the image below. Note down
the advantages and disadvantages of building in your chosen location.
My chosen castle location: Advantages
Disadvantages
Think about all of the potential locations. Decide on the features the perfect location would have. List
them below.
Ideal castle location features:
My medieval style map
© www.teachitprimary.co.uk 2014 21816 57
Name: ........................................................................................................... Date: .............................................................................
In Medieval Europe most people didn’t travel. Many thought the earth was flat and they could only imagine what the rest of the world looked like. Draw a
middle ages- style map of your world, putting in places that are important to you. Link the places with routes or roadways and use symbols or simple
drawings of important places/landmarks.
Where do you live? What is it like
where you live?
Draw an outline of your map here
Where do other members of your
family live?
How close are your friends to where
you live?
Think about the places that you visit
often.
What exciting or interesting places
have you been to?
Medieval trade routes – interactive activity
© www.teachitprimary.co.uk 2014 21815 58
To access this resource please log in to the Teachit Primary website and type 21815 into the search bar.
Literacy
© www.teachitprimary.co.uk 2014 59
Literacy
Hardly anyone could read or write in the Middle ages
Such a rare skill definitely needs to be shared so get writing and create books of
medieval days with a modern twist, or new versions of traditional medieval tales of
knights of old. With so much to inspire, the results are bound to be worth reading.
Teaching ideas
Reading can be a tricky thing to master, and try making sense of a passage
without any spaces between the words or punctuation to break it up! In medieval
times this is how texts were written until a scholar called Charlemagne decided to
break up texts into individual words. Ask children to write secret messages to
each other in a medieval style and see if they can decipher them. Resource
20858: ‘Medieval writing – missing punctuation’ provides a great example for
children to unscramble and resource 21823 ‘Old English matching’ requires them
to make sense of medieval words.
A fun speaking and listening task is to hold mock interviews for different roles
within the castle household. You (or a confident child) can take on the role of the
candidates, but first children must decide on the key skills required for the role.
They will also need to draw up a set of interview questions. Oh - and don't forget
to select the lucky candidate to get the job! Resource 20829: ‘Applying for a job
at the castle – CV’ is a super interactive activity and writing frame and resource
20280 ‘Let’s pretend – make believe’ contains some lovely ideas for younger
learners.
Literacy
© www.teachitprimary.co.uk 2014 60
Children create illustrative letters for their initials using collage materials and
glitter pens – a glitter glue pen creates a nice raised effect. They should decorate
the letters with images of things that are important or significant to them or their
name. These make a great display or a lovely front cover for a project folder.
`
In medieval times, recording events was limited to those who could write - so
these people could literally re-write history if they wanted to! Ask children to
create their own family history book from their own view point. Remind them to
use formal English and to include old English terms and phrases. Resource
21819: ‘Family history’ is a useful planning template for this activity.
Ask children to think about a person who is special to them and the reasons why
they are so important. They can then create an ode or short poem in their honour.
This can be presented in their best penmanship using a plastic straw quill and
some thinned down paint. Resource 21788: ‘Writing a book of days’ includes a
writing frames for medieval texts.
Legends and stories set around castles and their inhabitants have long been
written and told, King Arthur and Camelot probably being the most well-known.
Using the key characters from the story, recreate another adventure in the Round
table series. Resource 21821: ‘Write your own legend – castle setting’ is an
excellent planning tool which includes some handy prompts!
If you are lucky enough to have a castle local to you (if not choose a popular UK
castle such as Chepstow), plan a trip or visit their website. Ask children to
consider the specific historical features their castle has alongside the other visitor
attractions such as the gift shop and cafe that may be available. Ask children to
produce an advertising leaflet to promote their castle.
Literacy
© www.teachitprimary.co.uk 2014 61
Resources contained within the Literacy section of this project pack
Medieval writing – missing punctuation ........................................................................... 62
Old English matching ........................................................................................................ 63
Applying for a job at the castle – CV ................................................................................ 64
Let’s pretend – make believe ............................................................................................. 66
Family history .................................................................................................................... 67
Writing a book of days ....................................................................................................... 68
Write your own legend – castle setting .............................................................................. 71
Display resources contained within this pack
Castle inhabitants – KS2 word mat .................................................................................... 74
Castle inhabitants – KS1 word mat .................................................................................... 75
Castles – KS1 word mat ..................................................................................................... 76
Castles – KS2 word mat ..................................................................................................... 77
Kings and Queens of England timeline ............................................................................. 78
Medieval writing – missing punctuation
© www.teachitprimary.co.uk 2014 20858 62
Look closely at the passage below; it looks a bit odd doesn’t it? All the
spaces between the words and the punctuation are missing! Read through the
passage and write it out inserting the spaces and punctuation, not forgetting to
use lower and upper case letters!
CHARLEMANGEALSOKNOWNASCHARLESTHEGREATWASAPOWERFULKINGATT
HEBEGINNINGOFTHEMEDIEVALPERIODHEWASNOTABLETOREADORWRITEBUT
WANTEDTOLEARNHETOLDHISMENTOFINDTHEGREATESTTEACHERINTHELANDT
OTEACHHIMALCUINWASTHEMANWHOWASBROUGHTTOTHEKINGINTHOSEDAYS
LATINWASWRITTENINCAPITALLETTERSWITHNOPUNCTUATIONORSPACESBETW
EENEACHWORDTHISMADEREADINGVERYDIFFICULTALCUINCAMEUPWITHTHEI
DEAOFLEAVINGSPACESBETWEENWORDSANDUSINGLOWERCASELETTERSPLUSP
UNCTUATIONTHISMADEITALOTEASIERTOUNDERSTAND
Now write out the passage, leaving spaces between words and inserting punctuation.
Old English matching – interactive activity
© www.teachitprimary.co.uk 2014 21823 63
To access this resource please log in to the Teachit Primary website and type 21823 into the search bar.
Applying for a job at the castle - CV
© www.teachitprimary.co.uk 2014 20829 64
Role applying for: Personal information: (Full name, age, family, d.o.b etc.)
Previous experience: (Where have you worked before? Include dates
and locations.)
Key responsibilities:
(What do you think you will have to do in the role?)
Hobbies and interests:
(Include examples that are relevant to the job.)
Skills and attributes: (What are you good at that is relevant to the job?
Have you any specific qualifications for the role?)
Applying for a job at the castle: CV – interactive activity
© www.teachitprimary.co.uk 2014 20829 65
To access this resource please log in to the Teachit Primary website and type 20829 into the search bar.
Let’s pretend – make believe
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Role-play ideas for other worlds!
Castle
Preparation
Dress up in lace, velvet, fur and net and make crowns to wear.
Collect foil dishes and plastic glasses and set up a long table as a banquet (plastic play food is
great for this or create your own using play dough).
Turn a cardboard box into a treasure chest.
Improvise an upturned table with net as a four-poster bed.
Learning objectives
Learn about kings and queens, knights and fairy princesses.
Act out favourite fairy tales and traditional rhymes.
Practise superlatives: Mirror, mirror, on the wall, who’s the fairest/bravest of them all?
Hold a ball (a dance) and invite other princes and princesses to dance with you to practise the
structures: Let’s dance. Shall we dance? Would you like to dance?
Spaceship
Preparation
Stick silver and gold wrapping paper on cardboard boxes and tubes, and use foam pipe as
lagging to create a spaceship.
Build a control panel with old switches, keyboards and dials. Write an instruction poster.
Make helmets and shiny belts for your astronauts – old bike helmets are perfect.
Learning objectives
Learn facts about the solar system and learn the names of the planets.
Practise counting down from 10 to zero, plus Lift off!
Learn names of colours by creating a colour-coded control panel.
Pirate ship
Preparation
Use a large sheet of cardboard to create a ship outline and attach to chairs. Create the sea
using blue sheets and fabric pieces, add in a few fishy soft toys for extra fun!
Drape sheets over tables to represent caves, cliffs and rocks.
Fill a box with treasure. Make cardboard swords and some barrels of rum from boxes.
Dress up with belts, shirts, bandanas, hats and eye-patches.
Make treasure maps. You could make a real map of your classroom, where an X will really
mark the spot of the treasure.
Learning objectives
Develop map-reading skills and practise giving directions. Inspire spontaneous play and expressive language based on pirates on a treasure island.
Family history
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Name: ................................................................ Date: ..............................................
Choose a happy event from your family’s history: an important birthday, a new
arrival, moving house or a marriage perhaps. It can be from some time ago,
even before you were born, or something that happened quite recently.
What is the happy
event you have
chosen?
When did the event
take place?
Who were the main
people involved?
Interview each person
to ask them how they
felt about the event.
What was happening
before the event?
How did the event
start?
What was the main
part/aspect of the
event?
How did the event
finish?
What happened after
the event?
Writing a book of days
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In medieval times books were rare and wonderful objects. Each
one was handwritten and bound in leather. A wealthy man or
women might have had a ‘Book of Days’ filled with prayers or
stories of saints. As there were no calendars writing a daily dairy
was a way of marking the passing of time.
Suggestions of what to put inside your book
A week of sayings:
Ask seven people you know to provide you with a saying for each day.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Writing a book of days
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A poetry page that contains short poems written by you or your friends.
Create a book of birthdays. In this book note down birthdays for your family and
friends so you won’t forget them. Make twelve pages, one for each month. Next to
each entry write down a special comment about what makes that person special to you.
January
February
March
April
May
June
July
August
September
October
November
December
Writing a book of days
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Writers in the medieval period sometimes used decorative letters
when writing. They would draw flowers or vines around the edges of
each page to illustrate it. Medieval monks coloured special words or
letters to make them stand out. The first letters on a page, or a saint’s
name, would be in red with the rest if the writing in blue or black.
Design your own illustrative letter for the initial letter of your name. Decorate
with things that you like or are important to you.
Binding your book:
The handmade books of the middle ages had pages made out of animal skin
(parchment). Parchment pages were bound together with leather. Create front and
back pages for your book using cardboard covered with fabric. Attach your pages
by sewing them together with three or four large stitches.
Write your own legend – castle setting
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Name: ................................................................ Date: ..............................................
Here is the chance to create your own legend. Forget King Arthur
and the Knights of the Round Table - this one is up to you!
Character talk:
Get to know your character by talking about them to a partner first. Then write down your ideas.
Select a main character –
your hero or heroine.
Consider who might be
living in or near the
castle – a knight or an
unlikely page.
Describe your main
character: what they look
like and what sort of
person they are.
Now you need a baddie!
Someone the main
character will have to
overcome or outwit!
Describe your baddie:
what they look like and
what sort of person they
are.
.
Who else is in the story
and how do they link to
you two key characters?
Write your own legend – castle setting
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Name: ................................................................ Date: ..............................................
Get a feel for the place: Describe the main setting for your story.
Describe what your location
looks like. Use imagery
techniques to build your
descriptive phrases such as
similes or metaphors
What other senses can you
use to describe your setting;
smell and hearing are a good
place to start.
Also consider how the
location makes you feel and
think about the physical
effects this has on your body
and your characters.
Your story has a historical
setting. Think about
possible locations you could
make reference to, to place
your story within the
medieval period. Perhaps a
key event in the tower or on
the battlements of the
castle?
Write your own legend – castle setting
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Name: ................................................................ Date: ..............................................
The main events: Use notes as this will serve only as a reminder not the whole story.
Introduce your main
character and give a clue to
his/her personality.
What is happening leading
up to the main event of the
story? Bring in your baddie
and outline the
problem/issue he/she is
creating.
Outline the key problem in
your story. How is it
affecting your hero/heroine
or the people close to them?
How does your hero
overcome the problem?
What happens to the baddie?
How does your hero feel
after the events? How have
they changed his life?
Talk your story plan through with your partner. Ask them to try and find any gaps in your plot.
Getting started:
This is often the most difficult part of writing a story.
Will you write the story in the first or third person?
Will you write in the past or present tense?
Think about the different ways in which you can
begin your story: a flash back, action, dialogue,
description?
Castle inhabitants – KS2 word mat
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king queen
lord lady
bishop chaplain
squire knight
groom butler
cook atilliator
watchman constable
baron prince
princess jester
messenger castilian
steward blacksmith
maid chamberlain
custodian clerk
page bailiff
Castle inhabitants – KS1 word mat
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king queen
prince
princes
s
knight
bishop
lord lady
squire page
jester groom
maid cook
chaplain constable
Castles – KS1 word mat
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castle dungeons
keep portcullis
loops curtain wall
motte battlements
stables guardhouse
parapet drawbridge
arrow turrets
moat gatehouse
bailey
Castles – KS2 word mat
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castle moat drawbridge stables
keep portcullis arrow loops chambers
loops curtain wall ramparts garderobe
motte battlements barbican buttery
pantry guardhouse murder holes kitchens
parapet dungeons banqueting
hall oubliette
bailey turrets Great hall bower
moat gatehouse undercroft
Kings and Queens of England timeline
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Anglo-Saxon Kings of England
Offa, 757 – 796
Egbert, 802 - 839
Ethelwulf – noble wolf, 839 - 856
Ethelbald, 856 - 860
Ethelbert – magnificent noble, 860 - 866
Ethelred the Unready, 866 - 871
Anglo-Saxon Kings of England
Alfred the Great, 871 - 899
Edward the Elder, 899 - 924
Athelstan, 924 -939
Edmund I, 939 - 946
Edred, 955 - 955
Edwy – Eadwig, 955 - 959
Kings and Queens of England timeline
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Anglo-Saxon Kings of England
Edgar the Peaceful, 959 - 975
Edward II the Martyr, 975 - 979
Ethelred the Unready II, 979 - 1013 and
1014 - 1016
Sweyn – Forkbeard, 1013 - 1014
Edmund II – Ironside, 1016-1016
Anglo-Saxon Kings of England
Canute the Great , 1016 - 1035
Harold Harefoot, 1035 - 1040
Hardicanute, 1040 - 1042
Edward III the Confessor, 1042 - 1066
Harold II, 1066 -1066
Edgar the Atheling, 1066
Kings and Queens of England timeline
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Norman Kings and Queen of England
William I the Conqueror, 1066 -
1087
William II – Rufus, 1087 - 1100
Henry I – Beauclerc, 1100 - 1135
Stephen and Matilda, 1135 - 1154
Angevin Kings of England
Henry II – Curtmantle, 1154 - 1189
Richard I Coeur de Lion – The
Lionheart, 1189 - 1199
John Lackland, 1199 - 1216
Medieval Britain
1066 - 1485
Kings and Queens of England timeline
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Plantagenet Kings of England
Henry III, 1216 - 1272
Edward I – Longshanks, 1272 - 1307
Edward II, 1307 - 1327
Edward III, 1327 - 1377
Richard II – The Black Prince, 1377
- 1399
Lancastrian Kings of England
Henry IV, 1399 - 1413
Henry V, 1413 - 1422
Henry VI, 1422 - 1461 and 1470 -
1471
Kings and Queens of England timeline
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Yorkist Kings of England
Edward IV, 1461 - 1470 and 1471 - 1483
Edward V, 1483
Richard III, 1483 - 1485
Tudor Kings and Queens of England
Henry VII, 1485 - 1509
Henry VIII, 1509 – 1547
Edward VI, 1547 – 1553
Lady Jane Grey – Nine day Queen, 1553
Mary I, 1553 – 1558
Elizabeth I, 1558 - 1603
1485 - 1603
Kings and Queens of England timeline
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Stuart Kings and Queens of England
James I, 1603 - 1625
Charles I, 1625 - 1649
Interregnum, 1649 - 1660
Charles II, 1660 - 1685
James II, 1685 - 1688
William III, 1689 - 1702 and Mary II, 1689
- 1694
Anne, 1702 - 1714
Hanoverian Kings of England
George I, 1714 - 1727
George II, 1727 - 1760
George III, 1760 - 1820
George IV, 1820 - 1830
William IV, 1830 - 1837
Victoria, 1837 - 1901
Stuart Britain
1603 - 1714
Kings and Queens of England timeline
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Saxe-Coburg-Gotha and Windsor
Kings and Queens of England
Edward VII, 1901 – 1910
George V, 1910 - 1936
Edward VIII, 1936
George VI, 1936 - 1952
Elizabeth II, 1952 – present day
1901 - present day
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