Dragons have been a fascination in our house for a long time (the Dragonology book below is a favourite):
This week we took a closer look at British dragon mythology, (beyond George). Using the resources below, we drew pictures of these dragons, which we stuck around our UK wall map, with an arrow pointing to the location the stories originated from. We also discussed the geography, historical context, crest iconography and etymology of the dragons’ names.
We’ve been weaving Robin Hood and King Arthur into our homeschooling for several years, so we decided to take a look at some other legendary British tales. These are the resources we used to delve into Beowulf and Brutus Of Troy.
This was a bit more gruesome than I was expecting, given that it’s on the primary curriculum – which I suppose explains the sensitivity warning for teachers on BBC website. But, we like a grisly monster, so the boy quite enjoyed this one.
The main project we did for this theme was to create a map of where our food comes from. We have a world map and a UK map on our wall, so we stuck labels on these to show where our staple foods come from. This project included some research:
– asking the fishmonger where our purchases came from
– finding country of origin on the Suma website for dry goods that we buy loose
– looking up the farms that supply our fruit & veg box scheme
– finding out what we could from packaging and websites. The Co-op site has some good info about suppliers
We also used these resources to stimulate discussion and reflection:
At the end of the week, we reviewed our maps, considering the question ‘Could we rely on UK-produced food?’, and we looked up whether the foods we buy that are imported could be grown in the UK – surprisingly, many of them can (and already are).
As a long-term project, we’ve also been experimenting with growing our own veg, so we know exactly where that comes from! (Even if there isn’t very much of it 😉)
If you liked this post, you can find more learning themes we’ve done by using the tags below.
This theme was far more interesting than I had anticipated when we first had the idea. We decided to use archaeological methods to investigate a local piece of land, to see what we might discover. Here are some resources we used:
We watched a couple of videos from a Future Learn course about Hadrian’s Wall (we did the videos and quizzes about aerial photography and iconography).
‘Decoding The Past’ guess-the-object game from Smithsonian
We visited our local nature reserve, which we knew was built on land previously used for industry, and took photos of artefacts to research further (we were careful not to disturb anything too much, we didn’t do any digging!).
At home, the boy did some drawings from the photos, including adding a scale.
We then used websites to research the brickworks that were on the site from the mid 19th century. We found maps, old photos and even some information about the specific bricks we’d photographed (place of manufacture and mineral composition). I was surprised that we were actually able to find out so much about these artefacts. We also learned a lot about the craft of brickmaking.
We decided to make a museum exhibit to show to a family member. The boy came up with the idea of doing this as an interactive exhibit in Minecraft. He created a reconstruction of the brickworks with carts on rails to move materials between a clay pit, pugmill, moulding table, drying yard and kiln. We also added a visitors centre with key facts from the research we did, plus a replica of an old brickworks poster we’d found online.
If you’re interested in this area, there’s a good list of archaeological teaching resources here, and some info about how it fits with place-based education here
If you enjoyed this post, you can find more of the learning themes we’ve used on this site.