i’m the king of the castle! - greensted · castle project pack – medieval themed ideas and...

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




Literacy




Display



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

[email protected] 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!).

http://www.teachitprimary.co.uk/

mailto:[email protected]

http://www.teachitprimary.co.uk/3447

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.

http://www.heritage-explorer.co.uk/web/he/interactivesdetail.aspx?crit=&ctid=96&id=10986

http://www.kidsonthenet.org.uk/castle/view.html

http://www.worldology.com/Europe/dark_ages_imap.htm

http://www.imaginon.org/fun/whippingboy/medmod.asp?themeid=2&activityid=11

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


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


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.

http://www.teachitprimary.co.uk/index.php?CurrMenu=3448&resource=21156












History


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


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


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


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


11 12 14

9

7 6

Start 2 3 4



22 23 24

Finish

20 18 17 16



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



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



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


To access this resource please log in to the Teachit Primary website and type 21153 into the search bar.

Castle defences glossary - interactive activity



Ranking castle jobs - interactive activity



Medieval fun and games


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


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


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


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


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



A fit punishment: medieval crime and punishment


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



Heraldic Symbols – interactive activity



Match the surname to the job – interactive activity



Science


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!


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


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


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


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


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.



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.



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


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


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


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


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


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


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


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


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


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


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!


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


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


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


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


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



Castle visit


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


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


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


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?


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



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.



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


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



Literacy


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


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


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


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



Applying for a job at the castle - CV


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



Let’s pretend – make believe


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


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


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



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



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


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?



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?



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


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


king queen

prince

princes

s

knight

bishop

lord lady

squire page

jester groom

maid cook

chaplain constable

Castles – KS1 word mat


castle dungeons

keep portcullis

loops curtain wall

motte battlements

stables guardhouse

parapet drawbridge

arrow turrets

moat gatehouse

bailey

Castles – KS2 word mat


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


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


Alfred the Great, 871 - 899

Edward the Elder, 899 - 924

Athelstan, 924 -939

Edmund I, 939 - 946

Edred, 955 - 955

Edwy – Eadwig, 955 - 959




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


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



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



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



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



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



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

i’m the king of the castle! - greensted · castle project pack – medieval themed ideas and...

Documents