History · Year 5 · The End of Roman Britain and the Anglo-Saxon Arrival · Autumn Term

Early Anglo-Saxon Life: Villages and Farming

Students will investigate the daily lives, homes, and agricultural practices of the early Anglo-Saxon settlers.

• National Curriculum Attainment Targets
• KS2: History - Britain's settlement by Anglo-Saxons and Scots
• KS2: History - Social History

About This Topic

The 1939 discovery of the Sutton Hoo ship burial revolutionized our understanding of the Anglo-Saxon period, proving it was a time of immense wealth and sophisticated craftsmanship rather than a 'Dark Age'. This topic allows Year 5 students to act as historical detectives, analysing artefacts like the iconic helmet, the gold belt buckle, and the Byzantine silver. It directly addresses National Curriculum targets for historical interpretation and using evidence to make deductions about the past.

By studying Sutton Hoo, students explore the concept of a 'warrior culture' and the importance of status and ritual in early Anglo-Saxon society. The burial of a 27-metre ship filled with treasures suggests a king of great significance, likely Raedwald of East Anglia. This topic comes alive when students can physically model the layout of the burial or handle replicas of the finds to deduce their purpose and origin.

Key Questions

1. Describe the typical layout and features of an early Anglo-Saxon village.
2. Explain the importance of farming and animal husbandry to Anglo-Saxon survival.
3. Compare the daily routines of an Anglo-Saxon child to your own.

Learning Objectives

• Describe the typical layout and key features of an early Anglo-Saxon village, classifying structures by their function.
• Explain the importance of farming and animal husbandry to early Anglo-Saxon survival, identifying key crops and livestock.
• Compare and contrast the daily routines and responsibilities of an early Anglo-Saxon child with their own daily life.
• Analyze visual or textual evidence to infer the types of tools and techniques used in early Anglo-Saxon agriculture.

Before You Start

Roman Britain: Life and Legacy

Why: Understanding the end of Roman rule provides essential context for the arrival and settlement of the Anglo-Saxons.

Basic Map Skills and Symbols

Why: Students need foundational map skills to understand village layouts and the organization of agricultural land.

Key Vocabulary

Longhouse	A large, rectangular building, often housing both people and animals, that was a common dwelling in Anglo-Saxon villages.
Arable land	Land suitable for growing crops, which was essential for the survival and sustenance of Anglo-Saxon communities.
Animal husbandry	The practice of breeding, raising, and caring for farm animals, such as cattle, sheep, and pigs, for food, labor, and materials.
Wattle and daub	A building material used for walls, made by weaving thin branches (wattle) and then coating them with a sticky material of mud, clay, and straw (daub).
Crop rotation	A farming method where different crops are grown in the same area in sequenced seasons to improve soil health and yield, a practice understood by Anglo-Saxons.

Watch Out for These Misconceptions

Common Misconception

The Anglo-Saxons were primitive and had no art.

What to Teach Instead

The intricate 'interlace' patterns and cloisonné enamel at Sutton Hoo show they were world-class goldsmiths. A hands-on activity where students try to draw or recreate these complex patterns helps them appreciate the high level of skill involved.

Common Misconception

A body was found inside the Sutton Hoo helmet.

What to Teach Instead

No body was found because the acidic soil dissolved the bones over 1,300 years. However, chemical traces of a body were detected. Discussing this 'missing' evidence helps students understand how archaeologists use science to find what the eye cannot see.

Active Learning Ideas

Gallery Walk: The Treasures of the Mound

Place high-quality images or replicas of Sutton Hoo artefacts around the room. Students move in pairs with 'archaeologist notebooks', recording what each object is made of and what it tells us about the person buried there (e.g., the coins suggest trade with Europe).

40 min·Pairs

Inquiry Circle: Who was in the Ship?

Provide groups with 'evidence cards' about different possible kings (e.g., Raedwald, Sigeberht). They must match the artefacts found in the burial to the life and status of the kings to build a case for who they think was buried at Sutton Hoo.

45 min·Small Groups

Role Play: The Discovery of 1939

Students take on the roles of Edith Pretty (the landowner), Basil Brown (the self-taught archaeologist), and the British Museum experts. They act out the moment the first rivets were found and the subsequent tension over who should lead the dig and where the treasure should go.

35 min·Small Groups

Real-World Connections

• Modern archaeologists, like those working at archaeological sites such as West Stow in Suffolk, reconstruct Anglo-Saxon villages to understand ancient building techniques and daily life.
• Farmers today still rely on animal husbandry and crop cultivation for food production, though modern technology has significantly changed the methods compared to Anglo-Saxon times.
• Living history museums, such as Butser Ancient Farm, recreate Iron Age and Anglo-Saxon environments, allowing visitors to see how people farmed and lived thousands of years ago.

Assessment Ideas

Exit Ticket

Provide students with a simple map outline of a village. Ask them to draw and label at least three key features of an Anglo-Saxon village (e.g., longhouse, fields, well) and write one sentence explaining the importance of farming to the village's survival.

Discussion Prompt

Pose the question: 'Imagine you are an Anglo-Saxon child living in a village. What would your typical day be like, and how would it be different from a child's day today?' Encourage students to share specific tasks, chores, and play activities, comparing them to their own routines.

Quick Check

Show students images of different Anglo-Saxon artefacts related to farming (e.g., a sickle, a quern stone, a pottery storage jar). Ask them to identify the object and explain its purpose in the context of village life and agriculture.

Frequently Asked Questions

What was the most famous object found at Sutton Hoo?

The Sutton Hoo helmet is the most iconic find. It is made of iron and decorated with tinned copper alloy panels showing scenes of warriors. It also features a 'dragon' design where the nose, eyebrows, and moustache of the face mask form the shape of a flying beast. It is a masterpiece of early medieval art.

Why was a ship buried on land?

For the Anglo-Saxons, a ship burial was a way to honour a very important leader, possibly helping them on their journey to the afterlife. It was a massive undertaking that showed the wealth and power of the community. The ship was dragged up from the river Deben to the top of a hill to be buried under a huge mound.

How can active learning help students understand Sutton Hoo?

Active learning turns students into archaeologists. By 'excavating' a mock burial or analysing artefacts in a gallery walk, they learn to ask 'Why is this here?' and 'What does this tell us?' rather than just memorising a list of objects. This develops critical thinking skills and a deeper appreciation for how we know what we know about the past.

Where can you see the Sutton Hoo treasures today?

The original treasures are kept at the British Museum in London, where they are some of the most popular exhibits. There is also a visitor centre at the original site in Suffolk, managed by the National Trust, where you can see the burial mounds and replicas of the finds.