Excellence In Education for More Able Provision
Extended Challenge Projects for Year 1–6
To engage and extend learning across all year groups, each topic is accompanied by a Challenge Question, several Project Options, and an outline of the higher level thinking skills involved.
Each project is designed to challenge pupils with creative, analytical tasks that promote higher-order thinking. The projects can be pursued independently at home (as optional challenges) or integrated in class for enrichment; teachers can provide feedback at school to support development. We also include cross-curricular subject links to highlight how each challenge connects to broader learning areas (e.g. Art, Computing, History, Science). Pupils are encouraged to choose one project per topic to explore in depth.
Extended Challenge Projects
Year 1 Autumn 1: Timeless Treasures – Exploring Toys from the Past
Challenge Question: Why are some toys considered “timeless treasures,” and how have toys changed over time?
Project Options (choose one):
1. Toy Museum Exhibit: Curate a mini “toy museum” at home. Select 3–5 toys (including at least one old-fashioned toy and one modern toy) and display them with labels. Write a short description for each toy, explaining what it’s made of, how it works, and how it reflects the time period. Consider how materials or technology have changed from past to present.
2. Then vs. Now Comparison: Create a visual chart or scrapbook page comparing a toy from the past with a similar toy from today. You might use drawings or printed pictures. Annotate your chart with notes on differences in design, safety, materials, and how children play with each toy.
3. Interview & Report: Interview a parent or grandparent about their favourite childhood toy. Prepare questions in advance (e.g. “What was it made of?” “Who gave it to you?” “How did you play with it?”). Afterwards, write a short report or story sharing what you learned about that toy and how playtime in the past might have been different or the same as today.
Year 1 Autumn 2: Discovering Little Waltham – A Journey Through Our Local Area
Challenge Question: What makes our local area special, and how can we discover its hidden history and features?
Project Options (choose one):
1. Local Landmark Tour: Create a guided tour brochure or map of Little Waltham highlighting 3 important landmarks (e.g. the church, school, park, historical buildings). Draw or include a photo of each location and write a sentence about its significance or a cool fact. You could number the locations on a hand-drawn map to show where they are.
2. Now and Then Photo Story: With the help of family, find old photos or stories of your local area (from newspapers or local history books) and take current photos of the same locations. Make a poster or digital slideshow showing the “then and now.” Describe what has changed in each place and what has stayed the same in the community.
3. Community Interview Podcast: Imagine you are a local historian. Interview a longtime resident or use a family member’s memories to learn about how Little Waltham has changed over time. Record the interview (audio or notes) and create a short “podcast” or written article. Share interesting stories (e.g. “When I was young, this street used to...”). If recording audio, add your own narration to introduce each story.
Year 1 Spring 1: Wonderful Wildlife – Discovering Animal Life Across the World and Their Survival Skills
Challenge Question: How do animals around the world survive in their habitats, and what amazing adaptations help them live there?
Project Options (choose one):
1. Habitat Diorama: Choose an animal (e.g. polar bear, jungle tiger, desert lizard) and build a shoebox diorama of its habitat. Include at least 3 features in the scene that help the animal survive (for example, an arctic diorama might have snow and ice; a rainforest diorama might have dense trees). Write labels or a short paragraph explaining how each feature or adaptation (thick fur, camouflage coloring, etc.) helps the animal live in that environment.
2. Survival Superpowers Booklet: Make a small booklet titled “Animal Superpowers.” Pick 3 different animals from different parts of the world and devote one page to each. On each page, draw the animal and describe one incredible survival skill or adaptation it has (e.g. “The camel has humps to store fat, allowing it to survive with little water.”). Share why you find each adaptation interesting or important.
3. Wildlife Documentary: Create a short “documentary” about an animal of your choice. This could be done as a video (you could film yourself acting as a wildlife presenter, or narrate over clips/photos of the animal) or as a written report with pictures. Cover where the animal lives, what it eats, and one challenge it faces in the wild. End with a fun fact or a question to make viewers think.
Year 1 Spring 2: Journeys – Exploring Travel and Transport Through Time
Challenge Question: How has travel changed from long ago to today, and what might the future of transport look like?
Project Options (choose one):
1. Transport Timeline: Research (with adult help) 5 milestones in the history of travel – from early inventions like the wheel or sailing ships, to trains, cars, airplanes, and rockets. Create a timeline on a long strip of paper. For each milestone, draw a small picture and write one sentence about why it’s important (e.g. “1903: The Wright brothers flew the first airplane, making air travel possible.”). Arrange them in chronological order to show the evolution of transport.
2. Invent a Future Vehicle: Use your imagination to design a vehicle of the future. It could be a flying car, a solar-powered skateboard, or anything you dream up. Draw your design and label its special features. Write a short description of how it works and how it improves on today’s transport (Is it faster? More eco-friendly? Can it go places current vehicles can’t?).
3. Travel Journal Story: Write a short story as if you are a child taking a journey in a different era. You might be a passenger on a steam train in the 1800s, aboard a Viking longship, or even traveling with space tourists in the future! Describe the sights, sounds, and feelings of your journey. What challenges do you face on this mode of transport? What do you enjoy? This story can be handwritten and illustrated, or typed on a computer.
Year 1 Summer 1: Capital Explorer – Discovering the Unique Cities of the United Kingdom
Challenge Question: What makes each capital city of the United Kingdom unique, and how do these cities compare with one another?
Project Options (choose one):
1. City Travel Brochure: Pick one of the UK’s capital cities (London, Edinburgh, Cardiff, or Belfast). Create a colourful travel brochure or poster for tourists. Include the city’s name with a bold title, draw or paste pictures of 3 famous landmarks, and write a catchy slogan or short blurb for each landmark explaining why it’s special (e.g. “Visit Edinburgh Castle – a fortress on a rock, home to Scotland’s crown jewels!”). Make sure your brochure shows what makes that city unique.
2. Capitals Comparison Chart: Make a comparison chart for two capital cities of the UK. You could compare London vs. Edinburgh, or any other pair. Choose 3–4 categories to compare (such as population size, a famous landmark, a special tradition or festival, maybe the languages spoken, etc.). Present your findings in a table or poster. For example, “London – Population ~9 million, Landmark: Big Ben; Edinburgh – Population ~500k, Landmark: Edinburgh Castle.” Add a sentence on which city you’d like to visit and why.
3. 3D Landmark Model: Build a model of an iconic landmark from one capital city using household materials (e.g. cardboard, paper, recycled containers). Examples: Big Ben (London), Cardiff Castle (Cardiff), Edinburgh Castle (Edinburgh), Titanic Belfast museum (Belfast). After building your model, write a short “museum label” for it: name the landmark, the city, and one interesting fact about it. You could even bring the model to school for a show-and-tell.
Year 1 Summer 2: The Great British Vacation – Seaside Holidays from the Past
Challenge Question: How were seaside holidays in the past different from those today, and why do some traditions at the seaside remain popular?
Project Options (choose one):
1. Then-and-Now Postcards: Design two postcards side by side: one from a seaside holiday in the past (perhaps the 1890s or 1950s) and one from a seaside holiday today. Draw or use collage for the pictures (for example, an old-fashioned postcard might show people in Victorian bathing suits and a donkey ride, whereas a modern one might show a roller coaster on a pier or families with ice cream and smartphones). On the back of each drawn postcard, write a short message as if you were there, describing what you see and do. Make sure the tone and activities reflect the time period!
2. Seaside History Scrapbook: Create a mini scrapbook about the history of seaside holidays. Include at least 4 “pages”: for example, Victorian era (when railways first took families to the coast), 1920s (swimsuits and promenade entertainment), 1950s (holiday camps and rock’n’roll at the beach), and today. For each page, write a few notes or captions and include a drawing or print a picture. Highlight one big change over time (such as clothing or transportation) and one thing that has stayed fun throughout (like building sandcastles!).
3. Build a Beach Pier: Using craft materials (cardboard, sticks, etc.), construct a simple model of a seaside pier or fairground attraction that might be found at a British beach resort. It could be a model of Blackpool Tower, a carousel, or a pier with stalls. Decorate it to look festive. Along with your model, write 3–4 sentences about what people did for fun at seaside holidays in the past versus now (e.g. “In the past, people listened to bands in the bandstand on the pier; now we might play arcade machines.”).
Year 2 Autumn 1: The Great Fire of London – A Blaze That Changed the City Forever
Challenge Question: How did the Great Fire of London start, spread, and eventually change the city, and what lessons were learned from it?
Project Options (choose one):
1. 1666 News Reporter: Write and illustrate a old-style newspaper front page about the Great Fire of London. Include a dramatic headline (e.g. “Inferno Engulfs London!”), a drawn “engraving” or picture of the fire, and a short article describing key events from Sunday to Wednesday of 1666. Try to include who, what, when, where, and why (e.g., “The fire began in a bakery on Pudding Lane... strong winds spread the flames...”). You could age your paper with a tea stain effect for authenticity.
2. Map of the Fire: Draw a map of 1666 London and trace the spread of the fire. Mark the River Thames, Pudding Lane (where the fire started), and important landmarks like St. Paul’s Cathedral. Use arrows or coloring to show how the fire spread each day. Add a legend or labels. On the side of the map, write a short paragraph on why the fire spread so quickly (think about the tightly packed wooden houses, wind, and lack of firefighting).
3. Tudor House Model (and Safety Plan): Create a model of a Tudor-style house like those that burned in the fire (using a small cardboard box for the structure and paper for timber-frame designs). Once built, imagine you are an architect after 1666: what new features would you add to houses or cities to prevent such fires? Write 3 ideas on a card (for example: “build houses with brick instead of wood,” “make streets wider to act as firebreaks,” or “start a fire brigade with water pumps”). Display your ideas next to your model house.
Year 2 Autumn 2: Umbrellas and Wellies – Exploring the Wonders of UK Weather
Challenge Question: Why is the weather in the UK so varied, and how do we measure and respond to different weather conditions?
Project Options (choose one):
1. Weather Tracker & Graph: Keep a weather journal for two weeks. Each day, record the weather (sunny, cloudy, rain, etc.), temperature, and any interesting details (like “saw a rainbow” or “frost on the grass”). After two weeks, create a simple bar chart or pictogram showing how many days were sunny, rainy, cloudy, etc. Write one or two sentences about which weather was most common and if anything surprised you.
2. DIY Weather Instrument: Pick a weather element to measure and build a simple instrument for it. For example, you could make a rain gauge with a measuring cup or bottle to track rainfall, or a wind vane out of paper and a straw to show wind direction. Use your instrument for a few days and record the results. Take photos or draw your instrument and write a short explanation of how it works and what you observed (e.g. “My rain gauge showed 3 cm of rain on Tuesday, which was the most this week.”).
3. Extreme Weather Safety Guide: Some weather in the UK can be wild (think of thunderstorms, heavy snow, or heatwaves). Choose one type of extreme weather that happens in Britain. Make a safety mini-guide or poster for your family or classmates about that weather. Include: how to know it’s coming (weather warnings), how to stay safe (for example, in a thunderstorm – don’t stand under trees, unplug electronics), and a fun fact (like how thunder and lightning work). Add drawings (like lightning bolts or snowflakes) to make it eye-catching.
Year 2 Spring 1: Nursing Pioneers – Florence Nightingale, Mary Seacole, and Edith Cavell
Challenge Question: Who were Florence Nightingale, Mary Seacole, and Edith Cavell, and how did each pioneer change the field of nursing and help others?
Project Options (choose one):
1. Heroine Trading Cards: Design a set of “trading cards” (like collectible cards) – one for each of the three nurses. On each card, draw a portrait of Florence Nightingale, Mary Seacole, or Edith Cavell. Beneath the picture, list key stats or facts (birth/death dates, where they worked, one famous achievement). On the back, write a short quote or motto that might capture their legacy (e.g. Nightingale’s “Lady with the Lamp”). Share the cards with classmates to teach each other about these figures.
2. Diary of a Nurse: Write a first-person diary entry as either Florence Nightingale during the Crimean War (1850s), Mary Seacole in the Crimea, or Edith Cavell in World War I. Use historical details: for Nightingale or Seacole, describe conditions in the war hospitals, the soldiers you care for, and how you feel about helping the wounded. For Cavell, describe helping soldiers escape and your feelings of courage. Try to capture their voice and the challenges they faced.
3. Nursing Then & Now Poster: Create a poster comparing nursing in the past (1800s or early 1900s) to nursing today. Divide the poster in half. On one side, draw or list features of nursing as experienced by Nightingale/Seacole/Cavell (e.g. oil lamps for light, no antibiotics, working on battlefields or basic hospitals). On the other side, show modern nursing (modern hospitals, technology like x-rays or vaccines, nursing uniforms today). Highlight 2–3 ways nursing has changed because of these pioneers’ contributions (for example, Nightingale helped establish cleaner hospitals which led to modern hygiene practices).
Year 2 Spring 2: Japan – The Land of the Rising Sun
Challenge Question: What are some unique features of Japan’s culture and geography, and how is life in Japan similar to or different from life in our country?
Project Options (choose one):
1. Japanese Culture Showcase: Create a mini “Japan Expo” at home with three themed items to display. For example, you might: draw the Japanese flag; make an origami model (like a paper crane); and try a simple Japanese recipe or tea (with adult help) and take a photo of it. Label each item with a sentence explaining its cultural significance (e.g. “Origami crane – symbol of hope and peace in Japan.”). Arrange your items and perhaps present them to your family, teaching them what you learned.
2. Travel Blog to Japan: Imagine you visited Japan. Write a short travel blog entry or diary entry for one day of your trip. Describe at least three experiences, which could include: visiting a famous place (like Mt. Fuji or Tokyo city), tasting a Japanese food (sushi, ramen), attending a cultural event (like a festival or watching a sumo match). Express how you felt – excited, surprised, puzzled? Add a couple of hand-drawn sketches or printed images (like a bowl of ramen or cherry blossoms) to illustrate your day.
3. City Comparison – Tokyo vs. London: Japan’s capital Tokyo is one of the biggest cities in the world. Make a comparison chart or poster for Tokyo and your capital city (London). You could compare population size, transportation (e.g. Bullet Train vs. London Underground), one famous landmark (Tokyo Tower vs. Big Ben), and one aspect of daily life or culture (school life, food, etc.). Present 4–5 bullet facts total. Decorate your poster with images like the flags or landmarks. Underneath, write a few sentences on which city you’d like to live in and why, based on the facts you found.
Year 2 Summer 1: Small Steps, Giant Leaps – Exploring Air Travel to Space Travel
Challenge Question: How did human travel extend from the skies into space, and what challenges and wonders have we encountered along the way?
Project Options (choose one):
1. Flight Inventions Timeline: Make a timeline of key events in air and space travel. Include at least 5 events spanning from the first hot air balloon or Wright brothers’ airplane flight, through milestones like the first passenger jet, and ending with space achievements (first satellite, first moon landing in 1969, perhaps the Mars rover). For each event, write a date and a one-sentence caption (e.g. “1969 – Apollo 11: First humans walk on the Moon.”). Add small drawings or print images (a plane, a rocket) to illustrate. Arrange your timeline in order (you can do this on poster paper or digitally).
2. Astronaut Training Challenge: Design a simple “astronaut training” obstacle course or exercise routine in your backyard or living room. Think about how astronauts need fitness, agility, and problem-solving. For example, crawling under chairs could simulate moving in a space capsule, and doing spins could simulate dizziness in zero-gravity. Write out a list of 5–6 “training tasks” in the order someone should do them, with a short explanation of what skill each task tests. (Bonus: You can invite family members to try your astronaut training course!)
3. Invent a Planet Travel Brochure: Imagine in the future people can take vacations to another planet or the Moon. Choose a destination (another planet in our solar system, or Earth’s Moon) and create a travel brochure or poster advertising it. Include 2–3 attractions or things tourists could do there (e.g. “Jump in low gravity on the Moon – you can leap six times higher than on Earth!”). Mention one challenge of visiting (like the extreme temperature or need for a spacesuit) and how travelers will deal with it. Make it colorful and fun, as if you work for a space travel agency!
Year 2 Summer 2: Exploring Chelmsford and Essex
Challenge Question: What can we discover about the history and geography of our county (Essex) and its county city Chelmsford, and what makes our region unique?
Project Options (choose one):
1. My Essex Field Guide: Create a booklet or poster titled “Discover Essex.” Include at least 4 entries in your field guide: for example, a historic place (like Chelmsford Cathedral or an old Roman site), a natural spot (like a country park or river in Essex), a cultural highlight (maybe the Hylands House and events there), and a famous person or invention from Chelmsford (did you know Chelmsford is the “birthplace of radio”? You could include Marconi and early radio). For each entry, write 2 sentences explaining its importance and draw or paste a picture.
2. Chelmsford Map Puzzle: Draw an outline map of Essex and mark Chelmsford on it. Now add 5 locations that tell a story of our county. For instance, mark where Colchester is (as the old Roman capital of Britain), the Thames Estuary, Southend-on-Sea (seaside resort), Stansted Airport, etc. Next to the map (or with numbered labels), write a short riddle or clue for each location as if making a quiz (e.g. “I am a historic town that was once the capital of Roman Britain – what am I?” for Colchester). Challenge a family member or classmate to use your map and clues to identify each place.
3. Local History Interview/Presentation: Identify a piece of local history or a local tradition in Chelmsford/Essex (for example, the story of Chelmsford’s cathedral, a legend, or how a festival started). If possible, interview someone (a family member, neighbor, or teacher) who knows about it. Prepare a short presentation or report on what you learned. You could do this as a few slides, a poster, or a 2-minute speech. Include why this piece of history is interesting and any lessons or pride we can take from it as residents of Essex.
Year 3 Autumn 1: From Cave Dwellers to Iron Makers – Prehistoric Britain
Challenge Question: How did life in Britain change from the Stone Age to the Iron Age, and how can we learn about prehistoric times from the clues left behind?
Project Options (choose one):
1. Prehistoric Life Diorama: Build a model scene that shows a snapshot of life in prehistoric Britain. You could choose the Stone Age (Paleolithic or Neolithic), Bronze Age, or Iron Age. For example, a Stone Age scene might include a cave with people making cave paintings or hunters with spears and animals around; an Iron Age scene might include a roundhouse in a hillfort with people smelting iron. Use clay, cardboard, or natural materials (twigs, stones) to create the scene. Include at least 3 details that are true to the time period. Write labels or a short description explaining each detail (e.g. “Stone Age people used stone-tipped spears for hunting.”).
2. Timeline of Tools: Create a visual timeline illustrating the development of tools from the Stone Age through the Iron Age. Draw at least 5 tools or weapons in order (for instance: a flint hand axe, a bow and arrow, a bronze dagger, an iron sword, etc.). Under each drawing, note the approximate era and one advantage that new tool gave people (e.g. “Bronze axe – Bronze Age: harder and more durable than stone.”). Show how technology improved over time.
3. Prehistoric Diary (Story): Write a diary entry or short story from the perspective of a child living in prehistoric Britain. You could be a child in a nomadic hunter-gatherer tribe or a child in an Iron Age village. Describe your daily life: what you eat, where you live (cave? roundhouse?), what chores or activities you do (helping make tools? herding animals?), and what you worry or wonder about. Include at least two historically accurate details (for example, mention hunting a mammoth if it’s Ice Age, or grinding grain if it’s a later farming community).
Year 3 Autumn 2: Conquering Britannia – The Roman Empire’s Occupation and Influence on Britain
Challenge Question: What changes did the Romans bring to Britain during their occupation, and how did life and society transform as a result?
Project Options (choose one):
1. Roman Innovations Museum: Create a mini “museum exhibit” displaying three important innovations or contributions the Romans brought to Britain. For example: roads, aqueducts (plumbing), Roman numerals, towns and forts, Latin language, or new foods. For each innovation, make or draw a simple artifact or model (e.g. a little model of a straight Roman road cross-section, a pretend aqueduct with water, a chart of Roman numerals, etc.) and write a short museum label (1–2 sentences) explaining its impact (“Romans built straight, durable roads which connected towns – some form the basis of roads we use today.”). Display your three items on a table as if in a museum.
2. Letter Home as a Roman Soldier: Imagine you are a Roman soldier stationed in Britain around 100 CE. Write a letter back home to your family in Italy. In your letter, describe what Britain is like (the weather, the people – Celts – and their customs). Mention the work you’re doing (perhaps building Hadrian’s Wall or manning a fort), and your feelings about being so far from home. Also mention one Roman invention or practice you’re glad to have with you in Britain (heated bathhouse, good roads, etc.). This will show what the Romans introduced here.
3. Celtic vs Roman Life Comparison: Make a Venn diagram or comparison chart of life as a Celtic Briton versus life as a Roman in Britain. Compare at least 4 aspects such as: housing (roundhouses vs Roman villas), clothing (Celtic tribal clothes vs Roman togas/armor), religion (druids and nature gods vs Roman gods and goddesses), and governance (tribal chiefs vs Roman law/government). Where things overlap (maybe some Celtic people adopted Roman customs over time), put those in the intersecting part of the Venn diagram. Add small sketches or symbols (a Celtic knot, a Roman eagle) to decorate. Underneath, answer in a few sentences: In what ways did Roman rule change how people lived in Britain?
Year 3 Spring 1: Mighty Mountains – Exploring the World’s Highest Places
Challenge Question: Where are the world’s highest mountains, how were they formed, and what challenges and wonders do they present to those who explore them?
Project Options (choose one):
1. Top 5 Peaks Factfile: Create a factfile of the five highest mountains in the world (the Five Highest Peaks on Earth). For each mountain, list: its name, height, and location (which mountain range and country). Also include one cool fact for each – it could be about the first people to climb it, an interesting animal or plant found there, or a cultural fact (e.g. Everest is called Chomolungma by the local Sherpa people). Present these in a creative format: perhaps each mountain gets its own “trading card” style info card, or make a mini-booklet. Add drawings of mountain silhouettes to visualize their shape.
2. 3D Mountain Model: Choose one famous mountain (it could be one of the highest like Mount Everest, or another notable one like K2, Kilimanjaro, Aconcagua, Denali etc.). Create a 3D model of the mountain. You might use clay, papier-mâché, or even a stacked cardboard cutout. Paint or color it to show snow-capped peaks vs lower green areas. On the base or on a card, include a label with the mountain’s name, height, and one challenge faced by climbers there (e.g. thin air, extreme cold, avalanches).
3. Mountaineer’s Survival Guide: Imagine you are leading an expedition to a high mountain. Make a “survival guide” pamphlet or poster for new climbers. Include at least 4 sections: Gear needed (clothing, tools), Dangers to prepare for (weather, altitude sickness), Teamwork/skills (why you need guides or training), and perhaps a brief training plan (how to get fit for climbing). Use what you know about mountains to inform this guide (for instance, mention that at high altitudes the air has less oxygen, so you must acclimatize). Add drawings like an oxygen tank or a tent on a slope to illustrate your points.
Year 3 Spring 2: Tectonic Tremors and Fiery Mountains – Volcanoes and Earthquakes
Challenge Question: Why do volcanoes erupt and earthquakes occur, and how do these dramatic forces of nature affect people and the environment?
Project Options (choose one):
1. Volcano Model Experiment: Construct a model volcano to demonstrate an eruption. You can use clay or papier-mâché to form the volcano shape around a small container. (With adult supervision) conduct a classic baking soda and vinegar eruption inside your model to show how pressure can cause an “eruption.” Film or take pictures of the process. Then write a short explanation of what a real volcanic eruption is (mention magma, lava, and gases) and one example of a famous volcano (like Mount Vesuvius or Mount St. Helens) – note something about its eruption.
2. Earthquake Safety Drill Plan: Design a safety poster or drill plan for what to do if an earthquake strikes. Research the recommended safety steps (e.g. “Drop, Cover, and Hold On” under a table). On your poster, list 3–5 key steps to stay safe during an earthquake, and 2–3 things to prepare in an earthquake emergency kit. Include simple illustrations (like a person under a table, or secure furniture) to go with each step. This will teach you and others how to respond to tectonic events.
3. Ring of Fire World Map: The Pacific “Ring of Fire” is where many volcanoes and quakes happen. Draw a world map (focusing on the Pacific Ocean area) and mark at least 6 points: three famous volcanoes (e.g. Mount Fuji in Japan, Mauna Loa in Hawaii, Mount Pinatubo in Philippines) and three areas known for big earthquakes (e.g. Japan, California, Chile). Use one symbol for volcanoes (like a triangle or erupting mountain icon) and another for earthquake epicenters. Include a key/legend for your symbols. Around the map, write 2 sentences explaining why so many of these events happen around the Ring of Fire (hint: tectonic plate boundaries).
Year 3 Summer 1: The Titanic – The World’s Most Famous Shipwreck
Challenge Question: What can the story of the Titanic’s voyage and sinking teach us about technology, society, and safety, and why does this 1912 shipwreck continue to fascinate us?
Project Options (choose one):
1. Build the Titanic (Drawing or Model): Create a detailed diagram or a scale model of the RMS Titanic. If drawing a blueprint/diagram, label key parts of the ship (e.g. the hull, funnels, lifeboats, compartments) and add notes about its features (like “the Titanic was the largest ship of its time at ~269 meters long”). If making a 3D model (from cardboard, foam, or even Lego), focus on accuracy in shape and proportion. Alongside your diagram or model, include a short explanation of two design flaws or issues (for instance, “Why were there not enough lifeboats?” or “How did the type of metal used contribute to the ship breaking?”).
2. Travelers’ Tales Journal: Write a creative journal as if you were a passenger on the Titanic. Decide if you are a first-class passenger, second-class, or third-class (steerage). Write two dated entries: one from before the iceberg strike, describing the excitement of the voyage and the luxury or conditions you experience; and one after the ship hits the iceberg, describing the evacuation, your feelings, and what you see happening around you. Use realistic detail (for example, first-class might mention the grand staircase and fine dining; third-class might mention sharing cabins and hearing distant music from above). This will incorporate social history as well as the sequence of events.
3. Legacy and Lessons Presentation: Prepare a short presentation (could be PowerPoint, a poster, or spoken with cue cards) on “Lessons from the Titanic.” Identify 3 lessons learned as a result of the disaster. For example: the need for sufficient lifeboats for all passengers, the creation of the International Ice Patrol and new maritime safety laws, improvements in ship design (watertight bulkheads, etc.), or how radio communication was changed. For each lesson, provide a bit of context (what went wrong in 1912) and what changed afterward. Use images if possible (like a picture of a lifeboat or a diagram of the ship’s compartments) to illustrate each point.
Year 3 Summer 2: Under the Canopy – Rainforest Ecosystems and Adaptations
Challenge Question: What makes a rainforest ecosystem special, and how have plants, animals, and even people adapted to live in this environment?
Project Options (choose one):
1. Rainforest Layered Flipbook: Rainforests have distinct layers (forest floor, understory, canopy, emergent layer). Create a flipbook or layered chart with a page for each layer. On each page, illustrate the layer (for instance, draw large tree trunks and dim light for the forest floor, vines and animals like jaguars in the understory, dense branches with monkeys and birds in the canopy, and tall trees with eagles or butterflies in the emergent layer). Write 2 facts per layer about conditions (e.g. “very little light reaches the forest floor”) and list 1 example of an animal or plant adapted to that layer (e.g. “leafcutter ants on forest floor recycle nutrients”). This shows the structure of the ecosystem and who lives where.
2. Adaptation Artwork: Pick one rainforest animal or plant and create an artwork showcasing its adaptations. For example: draw a large colorful poster of a poison dart frog and highlight its bright warning colours, or model a venus flytrap from clay and show how it traps insects. Around your artwork, use arrows or labels to point out at least 3 adaptations (features or behaviors) and explain how each helps the organism survive in the rainforest (e.g. “Big claws help the sloth hang onto trees” or “Drip tip leaves on plants let rainwater runoff quickly”).
3. Rainforest Rescue Campaign: Imagine you are an activist trying to protect the rainforests. Create a persuasive campaign poster or a short video PSA (public service announcement). Include at least two reasons why rainforests are important (such as biodiversity, oxygen production, medicines, climate regulation) and two actions people can take to help (like supporting sustainable products, reducing paper use, or supporting conservation groups). Use compelling images or slogans (e.g. “Save the Rainforest, Save Our Future!”). If it’s a poster, make it eye-catching with drawings of trees and animals; if it’s a video, you might film yourself speaking or do a voice-over on rainforest pictures.
Year 4 Autumn 1: The Journey of a River
Challenge Question: How does a river begin, travel, and change along its journey from source to sea, and why are rivers so important to landscapes and human life?
Project Options (choose one):
1. River Journey 3D Map: Construct a 3D model or large drawing of a river’s course from its source in the highlands to its mouth at the sea. Include key features in order: source (maybe a spring or melting glacier), waterfall or rapids, tributaries joining in, meanders in flatter areas, possibly a town or city on its banks, and delta or estuary where it meets the ocean. Label each feature. You might use a long piece of cardboard or paper mache for 3D terrain. Add creative touches (blue wool for water, green for forests, tiny paper buildings). Alongside your model/map, write a short narrative or captions describing the river’s “journey” and how the water’s speed or character changes at each stage.
2. River in a Box Science Experiment: Create a simple “river in a tray” experiment to see how water forms rivers. Using a paint roller tray or a tilted baking pan, lay sand or soil to mimic ground and then pour water from the top to act as rain from the source. Observe how the water cuts channels and moves sediment. Take photos or sketch the pattern the water makes (meanders, small delta at the bottom). Write a brief report on what happened: Did the water create bends? Carry sediment? How does this tiny model relate to real rivers shaping the land?
3. Rivers and Life Case Study: Research one major world river (for example, the Nile, Amazon, or Ganges) and prepare a one-page case study on how it supports human and natural life. Include: which countries it flows through, one or two major cities on its banks, how people use the river (for farming irrigation, transport, fishing, etc.), and one challenge it faces (pollution, flooding, etc.). Add a small map or sketch of the river’s path across the country/continent. Conclude with a sentence on why that river could be called the “lifeblood” of its region.
Year 4 Autumn 2: The Egyptians – Who Was Tutankhamun?
Challenge Question: What does the discovery of Tutankhamun’s tomb reveal about Ancient Egyptian civilization, and why has the story of Tutankhamun captivated people around the world?
Project Options (choose one):
1. Mystery of the Tomb Journal: Imagine you were with Howard Carter in 1922 when he discovered Tutankhamun’s tomb. Write a first-person journal entry for the day the tomb was opened. Describe the anticipation (years of searching in the Valley of the Kings), the moment you glimpse the treasures by candlelight (the golden shrines, statues, chests of goods, and the sealed door to the burial chamber), and how you feel (excited, astonished, cautious). Include direct thoughts or even a famous line (Carter’s real quote was when asked if he saw anything, he said “Yes, wonderful things.”). This creative writing should convey the wonder of that archaeological moment.
2. Treasure Catalog: Create a mini catalogue of at least 5 artifacts found in Tutankhamun’s tomb. For each artifact (for example: the golden mask, throne, chariot, canopic jars, game board), draw or find an image and write a brief “museum label” for it. The label should say what the object is, what it’s made of, and one idea of what it tells us about Egyptian life or beliefs (e.g., “Canopic Jar – held the pharaoh’s organs, showing the importance of burial rituals and belief in an afterlife.”). Bind or present your catalogue like a booklet titled “Treasures of King Tut’s Tomb.”
3. Ancient Egypt Board Game: Design a simple board game inspired by Ancient Egypt. The path of the game could wind through various Egyptian landmarks (pyramids, Nile River, temples). Create at least 15 spaces. Some spaces should be “event” spaces with a card or instruction – for example, “You help build a pyramid, move forward 2 spaces” or “Bitten by a snake on the Nile, lose one turn.” Incorporate facts: maybe a “Sphinx riddle” space where a player has to answer a question about Egypt to continue. Make a small rule sheet explaining how to play. Decorate the board with Egyptian symbols (ankhs, scarabs, eyes of Horus).
Year 4 Spring 1: Migration (Brazil Case Study)
Challenge Question: Why do people (or animals) migrate from one place to another, and what can the story of migration in Brazil teach us about the causes and effects of movement?
Project Options (choose one):
1. Human Migration Story Map: Focus on a human migration related to Brazil. One example is the migration from rural areas (like the Amazon region or Nordeste) to big cities like São Paulo or Rio de Janeiro. Draw a simple map of Brazil and illustrate this movement with arrows from a countryside area to a city. On one side of the map, list 2–3 push factors (reasons people leave rural areas – e.g. lack of jobs, drought in Northeast Brazil) and on the other side list 2–3 pull factors (reasons they move to the city – e.g. job opportunities, better schools). Write a short paragraph about one challenge migrants face when they arrive in the city (maybe living in crowded neighborhoods or missing home) and one benefit they seek (like education or income).
2. Wildlife Migration Case: Consider animal migration in Brazil. For example, the journey of Amazon river dolphins during seasons, or birds migrating within South America. Create a mini-poster on this: show the path of the animal’s migration on a map or diagram and explain why it migrates (seasons, breeding, food). Then connect it to human behaviour: Are there similarities in why animals and people migrate? Write 2 sentences comparing them (e.g. “Both people and animals migrate to find better conditions – people seek jobs or safety, animals seek food or breeding grounds.”).
3. Diary of a Child (Brazilian Child's Perspective): Write a short diary or letter from the perspective of a child who moved with their family from a small village in Brazil to a large city like São Paulo. Describe the journey (by bus? hours of travel?), your feelings leaving home, and your first impressions of the city. Mention differences (from open spaces to tall buildings, or climate differences if applicable). Explain one reason the family moved (perhaps to join a relative or for a job in a factory) and one hope the child has for their future in the new place. This personal angle will help you empathize with migrants’ experiences.
Year 4 Spring 2: Henry VIII and the Tudors
Challenge Question: What were the key events and impacts of Henry VIII’s reign, and how did his decisions (and six wives) change the course of English history?
Project Options (choose one):
1. Henry’s Wives Character Cards: Henry VIII famously had six wives. Create a set of six character cards, one per wife. Each card should have: the wife’s name, a simple portrait (drawn), and bullet points for “Fate/Outcome” (divorced, beheaded, died, etc.), one interesting fact about her (e.g. Catherine of Aragon was a Spanish princess, Anne Boleyn influenced the Church of England’s formation, etc.), and what Henry hoped for or got from that marriage (mostly: a male heir!). Lay the cards out in order and see the rhyme “Divorced, Beheaded, Died, Divorced, Beheaded, Survived” come to life. This helps understand personal and political reasons behind Henry’s marriages.
2. Tudor Time Travel News: Write a “breaking news” pamphlet or script as if reporting on one major event of Henry VIII’s era. Possible events: Henry’s split from the Catholic Church (establishing the Church of England), the dissolution of the monasteries. Write it like a news report or front-page story, with a headline and a few short paragraphs. Include quotes (imaginary) from key figures (maybe Archbishop Cranmer says... or “We were shocked when the monastery closed,” says a monk). This will require you to explain why that event happened and what its impact was in simple terms.
3. Design a Tudor Outfit: The Tudor era had very distinct fashion for royalty and commoners. Choose either royalty (Henry VIII or one of his queens) or a common Tudor child. Draw a full outfit as accurately as you can, based on research (e.g. Henry wore doublets, wide sleeves, a feathered hat; common people wore simple wool dresses or tunics). Label the parts of the clothing and the materials (silk, velvet, fur for rich; wool or linen for poor). On a separate piece or caption, explain what the clothing says about the person’s status or daily life. For example, “Henry’s fine clothing in portraits was meant to display his wealth and power, with jewels and fur. A peasant child’s clothes were plain and practical, often hand-me-downs.”
Year 4 Summer 1: The Changing Role of Women and How They Have Shaped Our World
Challenge Question: How have the roles and rights of women changed over time, and who are some women who have led the way in shaping our world for the better?
Project Options (choose one):
1. Timeline of Women’s Rights: Create a timeline highlighting at least 6 key milestones in the history of women’s rights and equality. These might include dates like 1893 New Zealand gives women the vote (first country to do so), 1918/1920 women gain voting rights in UK/US, 1940s-80s first women leaders in various fields, 1979 Margaret Thatcher as first female UK Prime Minister, 2020s milestones like the first female vice president in the US, etc. For each milestone, write a brief note on what changed and one influential woman associated with it if applicable (e.g. Emmeline Pankhurst for suffrage, Marie Curie for science achievements, Rosa Parks for civil rights affecting women of color, Malala Yousafzai for girls’ education). Present it in order on a long paper or digital slides.
2. Biography Poster: Choose an inspiring woman from history or today (examples: Rosa Parks, Florence Nightingale, Marie Curie, Amelia Earhart, Malala Yousafzai, Ada Lovelace, Frida Kahlo, Emmeline Pankhurst, Ada Lovelace, Greta Thunberg, etc. – there are many possibilities from various fields). Create a poster or one-page biography that includes: a picture or drawing of her, a timeline or list of her major accomplishments, a quote of hers (if available), and a short paragraph on how her actions or work have impacted society. Make sure to highlight what challenges she overcame because of her gender or context, and how she led change.
3. Debate or Speech – “Breaking Barriers”: Write a short speech or create a mini-debate script about why it’s important to have equality and representation of women in all fields (politics, science, arts, etc.). In your speech, mention at least two examples of fields where women historically faced barriers and how that has been changing (for instance, “For centuries, women were not allowed to attend university. Now, women are scientists and professors contributing groundbreaking research.”). You could also argue what still needs to improve. If presenting as a debate, you might script a counter-argument that someone could have made in the past (“People once said women shouldn’t vote because...”) and then rebut it. Practicing this as a spoken presentation will develop your higher-level understanding and confidence in public speaking.
Year 4 Summer 2: Lost and Found – Navigating the Great Outdoors
Challenge Question: What skills and tools do we need to navigate and survive in the great outdoors, and how can we prepare for adventures while respecting nature?
Project Options (choose one):
1. Design a Treasure Trail (Map Skills): Imagine you are creating a treasure hunt in a large park or wooded area. Draw a map of the area (it could be a real local park or an imaginary forest) marking significant features like big trees, a stream, a hill, etc. Plot a path with 5 clue points (maybe marked with an “X” or numbers on the map). Then, write the 5 clues that go with the map, using directional language and simple coordinates if applicable (e.g. “Clue 3: Walk 10 steps north from the oak tree to find a rock with the next clue under it.”). This project gets you practicing basic navigation terms (north, south, meters or steps, landmarks). You could even test it on a family member!
2. DIY Compass and Star Navigation: Research how people navigate without GPS – by compass and by stars. First, try making a simple compass: magnetize a needle (rub it on a magnet), float it on a leaf in water, and see if it aligns north-south. Document this with a sketch or photo and note if it worked. Then, pick one easy constellation used for navigation (like the Big Dipper pointing to the North Star) and draw a night sky showing how that works. On a short note, explain one traditional navigation method (e.g. how sailors used the North Star or how travelers used a compass) and why knowing this is a useful skill if you’re “lost” outdoors.
3. Survival Guidebook: Imagine you are going on a camping trip in the wilderness with no mobile phones. Create a mini survival guide with 5 sections: 1) Shelter – how to build a simple shelter or tent; 2) Fire – how to safely start a campfire (with an adult) and why it’s important; 3) Water – how to find or purify water; 4) Food – basic wild food safety or packing food; 5) Safety – dealing with wildlife or first aid basics (like treating a small cut). Each section should have a small illustration and 2–3 bullet point tips. For example, under Shelter you might draw a lean-to and say “Use branches and a tarp or leaves to make a shelter that covers you from wind and rain.” This guide should emphasize preparedness and respect for nature (like not littering, fire safety, etc.).
Year 5 Autumn 1: The Ancient Greeks
Challenge Question: What are the lasting achievements of Ancient Greek civilization, and how do ancient Greek ideas influence our lives today?
Project Options (choose one):
1. Greek Invention Pitch: The Ancient Greeks contributed many ideas and inventions (like democracy, the Olympics, theatre, philosophy, architectural columns, etc.). Choose one such achievement and create a “Dragons’ Den” style pitch for it as if you are the ancient inventor selling the idea. For example, pitch the idea of democracy to a panel (“It’s a new system where every citizen votes – it will change governance!”) or pitch the Olympic Games (“A grand sporting festival to unite city-states in peace and competition”). Write a script or make a short video of your pitch, highlighting why this idea is brilliant and how it could benefit society. Make it persuasive and fun, using a few Greek terms if you can (like “polis” for city-state or referencing Zeus for Olympics).
2. Gods and Heroes Comic Strip: Create a comic strip (at least 6 panels) retelling a famous Greek myth or story of a hero. It could be Theseus and the Minotaur, Perseus and Medusa, or a shortened version of Trojan War events, etc. Draw the scenes and include speech or thought bubbles for characters. Make sure to capture the key moments of the myth (problem, climax, resolution). Add captions or a narrator box as needed to ensure the story makes sense. Through this, you’ll familiarize yourself with Greek mythology and storytelling techniques.
3. Build the Parthenon (Architecture Challenge): Attempt to create a model of a Greek temple – specifically the Parthenon in Athens – using household materials (cardboard, paper towel rolls for columns, clay, etc.). The Parthenon has a rectangular base, many columns (you might do fewer for simplicity), and a triangular pediment on top. After constructing it, write a short description of what the Parthenon was (a temple to Athena), and more generally how the architecture of ancient Greece (with its columns and styles) has influenced modern buildings (for example, how many banks, museums or government buildings have a similar facade with pillars).
Year 5 Autumn 2: Iceland – The Land of Fire and Ice
Challenge Question: How do the unique geological features of Iceland (“fire” from volcanoes and “ice” from glaciers) shape its landscape and way of life, and what makes Iceland a leader in renewable energy?
Project Options (choose one):
1. Volcano vs. Glacier Exhibit: Make a two-sided poster or shoebox diorama showing the contrast between Iceland’s volcanoes and glaciers. One side (or half) should depict a volcanic scene – perhaps an erupting volcano like Eyjafjallajökull, with lava and ash – and include 2 facts about Iceland’s volcanoes (e.g. how eruptions can disrupt air travel, how geothermal heat is used). The other side shows a glacier scene – maybe Vatnajökull ice cap with icy caves or a glacier-fed waterfall – and 2 facts about glaciers (e.g. how they shape the land, how they are affected by climate). Make it vivid: use cotton or tissue for ice/snow, red/orange paper for lava. Write a sentence comparing how “fire and ice” coexist in the same country.
2. Renewable Energy Brochure: Iceland is famous for using geothermal and hydroelectric energy. Create a brochure or infographic titled “Green Energy in Iceland.” Include: an explanation of geothermal energy (with a small diagram of how hot water underground powers turbines), an explanation of hydroelectric power (maybe a drawing of a dam or waterfall driving energy), and one example of how Icelandic people benefit (clean electricity, hot water heating homes, even baking bread in hot ground!). Use simple terms and visuals so someone your age can understand how Iceland gets most of its energy from nature.
3. Travel Itinerary Project: Plan a 3-day dream trip to Iceland for a family interested in nature and science. Outline each day with one “fire” related destination and one “ice” related destination. For example: Day 1: Visit Thingvellir National Park (where you can see the Mid-Atlantic Ridge plates pulling apart) and then go to Geysirto see erupting hot springs (fire/geothermal). Day 2: Hike on Solheimajökull Glacier (with a guide) in the morning (ice), then relax in the Blue Lagoon hot springs in the evening (fire/geothermal). Day 3: Tour Eyjafjallajökull Volcano visitor centre (fire) and see Jökulsárlón Glacier Lagoon to watch icebergs (ice). Present this itinerary as a mini booklet or a poster with a map, including short descriptions or fun facts for each stop.
Year 5 Spring 1: Journey Around the World – Longitudes and Latitudes
Challenge Question: How can we use lines of latitude and longitude to locate places on Earth, and what surprises might we find when comparing locations around the globe?
Project Options (choose one):
1. Coordinate Treasure Hunt: Create a “treasure hunt” game using latitude and longitude coordinates. Choose 5 world cities or landmarks and find their lat/long coordinates (e.g. London ~ 51.5°N, 0°; Nairobi ~ 1°S, 36°E; Tokyo ~ 36°N, 140°E etc.). Write each as a clue like “Find the city at 1°S, 36°E” (answer: Nairobi). Provide a blank world map (which you can draw or print) and mark the answers on it after the game. You might give this quiz to classmates or family. Also, for each location, write one interesting fact that might hint at the place (for example: “At 51.5°N, 0°, you’d find a famous clock tower and the River Thames”). This game makes you practice reading coordinates and learn geography trivia.
2. Same Latitude, Different Places Photo Album: Pick a latitude line (for example, the Equator (0°), 30°N, or 60°N) and find 4–5 different places around the world that lie close to that latitude. For instance, at around 30°N: Houston (USA), Cairo (Egypt), New Delhi (India), Shanghai (China) are all roughly along that line. Gather or draw a picture representing each place (skyline, landscape, famous site) and create an album or poster. Under each picture, write a sentence or two about the climate or environment (30°N might be desert in Egypt, humid in Houston, etc.) and one cultural or geographic fact. Conclude with a note on how places at the same latitude can be very different due to other factors (altitude, oceans, etc.).
3. Globe-Maker Craft: Build a simple globe that shows latitude and longitude lines. You could inflate a balloon and use a marker to draw the equator, tropics, prime meridian, and a few other key latitude lines (maybe every 30°) and longitude slices. Mark and label the continents roughly to scale. Alternatively, use a styrofoam ball or a papercraft template. When finished, use your globe to “demonstrate” to a family member how to read off coordinates (point to a spot and estimate its lat/long). Write a short reflection on what was challenging about translating the flat world map to a round globe (you’ll notice things like how far apart lines are at different points).
Year 5 Spring 2: Biomes – Impact of Plastic Pollution on Marine Ecosystems
Challenge Question: What are the effects of plastic pollution on marine ecosystems (oceans and seas), and how can we innovate or act to reduce this pollution and protect sea life?
Project Options (choose one):
1. Ocean in Distress Diorama: Create two contrasting shoebox dioramas or two halves of one display: one showing a healthy marine ecosystem (clear water, fish, coral, turtles, etc.) and one showing a polluted ocean affected by plastics (plastic bags, bottles, a turtle entangled, a seabird with plastic). Use bits of actual clean plastic trash (wrappers, etc.) for realism on the polluted side (glue them in securely). Label 2–3 animals on each side. Include a short narrative caption from the perspective of a sea creature (e.g. a sea turtle) describing how life feels in the clean environment versus the polluted environment. This artistic comparison should highlight the stark difference and evoke empathy.
2. Plastic Audit & Graph: For one week, collect and track how much single-use plastic your household uses (water bottles, plastic bags, wrappers, etc.). Make a simple tally chart each day. At the end of the week, create a bar graph or pie chart showing the types or amounts (e.g. “wrappers: 20, bottles: 5, bags: 3”). Then write 1–2 paragraphs analyzing the results: Were you surprised? What items were most common? Brainstorm 2 changes your family could make to reduce the biggest category (like using reusable bottles). This project connects personal habits to global issues and uses math skills.
3. Inventive Solution Diagrams: Imagine you are an environmental engineer or inventor tackling ocean plastic. Design a machine or system to reduce plastic pollution. It could be a cleanup device (like an improved ocean skimmer that collects microplastics) or a biodegradable alternative to a common plastic item. Draw a diagram of your invention, label its key parts or how it works, and give it a catchy name. Write a description of how it would help solve the problem (e.g. “The CoralGuard 3000 is a solar-powered robot that sifts microplastics out of sand on beaches without disturbing wildlife.”).
Year 5 Summer 1: The Anglo-Saxons and Sutton Hoo
Challenge Question: What does the Sutton Hoo ship burial tell us about the Anglo-Saxon people and their culture, and how did Anglo-Saxons influence the land and language of England?
Project Options (choose one):
1. Sutton Hoo Treasure Reproduction: Sutton Hoo’s discovery included remarkable treasures (the famous helmet, shield, jewelry, coins, etc.). Pick one iconic item from the Sutton Hoo burial finds – for example, the Sutton Hoo helmet or the gold buckle or a shoulder clasp – and create a replica or detailed drawing of it. Use cardboard, foil, clay, or any craft materials to mimic its appearance (for the helmet, you might use papier-mâché; for jewelry, shiny foil and beads). Alongside your replica, write an “artifact report” as if you’re a museum curator: describe what the object is, what it’s made of (the original, e.g. iron helmet with tin bronze panels), and what it suggests about the Anglo-Saxon leader buried there (e.g. wealth, artistry, connections to other lands due to intricate design).
2. Anglo-Saxon Runes Secret Message: Learn the Anglo-Saxon runic alphabet. Write a short message or phrase in runes on paper or carving (e.g. “Knowledge is Power” or your own motto/name). Then create a “decoder sheet” for your classmates: on one side, show each rune and the letter it corresponds to in English. Challenge them to decode your message. In a short paragraph, explain how and why Anglo-Saxons used runes (for writing on wood/stone, mostly for inscriptions and messages, before Latin alphabet came with Christian missionaries). Maybe also note a modern example of a rune if any (like Bluetooth symbol is actually two runes merged!).
3. Village Life Illustrated Map: Draw a detailed birds-eye view of an Anglo-Saxon village. Include typical features like: wooden thatched houses, a hall for the chief, fields and livestock, perhaps a church, and protective earth walls or wooden fences around. Label the parts of the village. Create 3–4 “snapshot” captions around the edges of your map where you describe daily life scenes – for instance, “Farmers ploughing fields with oxen,” “Women weaving cloth outside a hut,” “Children collecting water from the stream,” “A meeting in the great hall discussing laws.” This gives a visual and textual sense of Anglo-Saxon society and economy.
Year 5 Summer 2: The Vikings – The Invaders from the North
Challenge Question: What motivated the Viking voyages and raids, and how did the Vikings interact with and influence the societies they encountered in Britain and beyond?
Project Options (choose one):
1. Build a Viking Longship: Construct a model of a Viking longship, famed for its speed and sea-faring abilities. Use wood scraps, cardboard, or even folded paper for the hull. Key features to include: the curved hull with upturned prow and stern, a single mast with a rectangular sail (perhaps made from fabric or paper, painted with stripes), and shields along the sides. Decorate the prow with a dragon head if you can. After building, write 3–4 bullet points to display with the ship about why these ships were so effective (e.g. shallow draft to sail up rivers, symmetrical ends to reverse direction easily, could be pulled ashore for surprise raids, etc.).
2. Raid or Trade? Diary: Write two contrasting diary entries: one from a Viking raider and one from a Viking trader/settler, both around the late 800s or 900s. In the raider’s entry, describe preparing to attack a coastal monastery in Britain – the journey across the sea, the raid itself (emphasizing speed, taking treasures, the conflict). In the trader/settler’s entry, describe arriving to settle in England or trade goods in a market – mention what goods you bring (furs, amber, walrus ivory) and what you get in return (perhaps silver coins, wheat, textiles), and how you interact with locals (maybe marrying into local families, learning from each other). Use historical details like names of places (York was Jorvik, a Viking city) or the fact that Vikings eventually settled and farmed, not just raided. This will highlight the dual nature of Vikings as both warriors and merchants/colonists.
3. Norse Mythology Trading Cards: Vikings had a rich mythology. Create a set of four “Norse Gods” cards (similar to the earlier idea with the nurses, but now with gods). For example: Odin, Thor, Loki, Freyja. On each card, have an illustration of the god and bullet points of what they are known for (Odin: king of gods, one eye, god of wisdom and war; Thor: god of thunder, carries Mjölnir hammer; etc.). On the back, you could even include a “power rating” or fun stats like a game card. Write a few sentences about how these myths were important to Viking culture (how warriors might invoke Thor for strength, or sailors pray to Njord god of the sea, etc.). If you want, include one real historical fact on each card connecting myth to life (like “Vikings used to wear Thor’s hammer amulets for protection”).
Year 6 Autumn 1: The Rise of Victorian Britain – Industry, Inventions, and Inequalities
Challenge Question: How did the Industrial Revolution transform Britain during the Victorian era, and what inventions and social changes brought both progress and problems?
Project Options (choose one):
1. Invention Showcase: Research one important Victorian invention or inventor (such as the steam locomotive (George Stephenson), the telephone (Alexander Graham Bell), the light bulb (Thomas Edison), although American, its widespread use impacted Victorians; photography, vaccines (like smallpox vaccine earlier by Jenner), even everyday items like flushing toilets or bicycles). Create a presentation board or slideshow about it. Include: what the invention is, who invented it and when, and how it changed people’s lives. Also mention if it had any downsides or needed improvements. Add a drawing or print a picture of the invention. For a personal touch, imagine and write a quote from a Victorian person reacting to it.
2. Child Labour Photo-Story: Investigate what life was like for poor Victorian children during the Industrial Revolution (in factories, mines, workhouses). Create a photo-story or illustrated storyboard. Find 3–4 historical photographs or make sketches depicting scenes like children working in a textile mill, as chimney sweeps, in a coal mine, or a classroom after reforms. Write a narrative or captions from the perspective of a Victorian child for each image (for example, “My name is Jack, I’m 10, I work 12 hours in a mill. I’m so tired...” then later “Now laws limit our work and I go to school part-time.”). Arrange these as a sequence that shows the problem (child labor) and then the reform (like the Factory Acts, introduction of schooling). This story will highlight the inequalities and the social reforms of the era.
3. Victorian Era Debate (Speech writing): Write and perform a short debate on an issue from Victorian times. For instance, a debate between a factory owner and a worker’s rights reformer about labor conditions, or between a traditionalist and a suffragist about women’s roles. Write out each side’s main points. Example topic: “Should children under 13 be allowed to work full-time in factories?” The factory owner might argue about economic need, while the reformer argues for education and health. Conclude with what actually happened historically (laws were passed to restrict child labor). This exercise develops your ability to see multiple sides of historical change and articulate arguments.
Year 6 Autumn 2: Exploring the Wonders of the Galapagos
Challenge Question: What makes the Galapagos Islands so scientifically and ecologically important, and how did studying these islands lead to new ideas about nature and evolution?
Project Options (choose one):
1. Galapagos Field Guide: Imagine you are a naturalist visiting the Galapagos like Charles Darwin did. Create a mini field guide of Galapagos wildlife. Include at least 5 entries: e.g. Galapagos giant tortoise, marine iguana, blue-footed booby, Galapagos penguin, finches (the famous ones with different beaks). For each entry, draw or include an image and write a brief description focusing on a unique adaptation or trait (e.g. “Marine iguana – the only lizard that swims in the ocean; it has flattened tail and claws to grip rocks while grazing algae.”). Explain why that adaptation helps it survive. Bind your pages together or present as a booklet, perhaps with a map of the islands in the introduction.
2. Evolution Connection Diary: Write a diary entry as Charles Darwin during his 1835 visit to the Galapagos. Describe one day on a particular island, noting what different animals you observe. In your diary, include the wonder or questions that cross your mind (e.g. noticing how finches on one island have thicker beaks than on another where they eat different food). End the entry with a hint of the big idea forming (like “Could it be that species change from island to island?”). Then, accompany the diary with a short explanation in plain modern language of what Darwin eventually concluded from such observations – the theory of evolution by natural selection. This shows how a higher-level concept was born from simple observations.
3. Conservation PSA: The Galapagos are fragile and face threats (like invasive species, tourism impact, climate change). Create a persuasive PSA (poster or 1-minute video script) about protecting the Galapagos. Come up with a slogan, include 3 key points: perhaps the uniqueness of species found nowhere else on Earth, the importance of keeping the environment pristine, and a call-to-action (like donate to Galapagos conservation or “if you visit, follow the rules to not disturb wildlife”). Use emotional appeal by maybe focusing on an iconic species (like a baby tortoise) and logical appeal by mentioning something like world heritage or scientific value. If it’s a poster, make it visually striking with images; if a script, you will actually perform it to class.
Year 6 Spring 1: The Battle of Britain – Heroes, Sacrifice and Resilience
Challenge Question: How did the Battle of Britain unfold during World War II, who were the people involved, and what made this battle a turning point marked by heroism and resilience?
Project Options (choose one):
1. Battle of Britain Timeline with Profiles: Make an illustrated timeline of the key events of the Battle of Britain (July–October 1940). Mark dates for major air raids or turning points (like 10 July start, 13 August “Eagle Day” (Luftwaffe’s major attack), 15 Sept – peak of battle (now celebrated as Battle of Britain Day), 31 Oct end). Alongside the timeline, include short profiles (with a tiny photo or drawing) of 2–3 individuals: for example, a British RAF pilot (maybe someone like Douglas Bader or “Johnnie” Johnson), a female radar operator or a member of the Ground Observer Corps, and a civilian in London during the Blitz. Under each profile, write a few sentences about their role and acts of resilience or heroism (e.g. a pilot’s bravery in combat, a radar operator’s critical work in tracking planes, a civilian enduring bombings with courage and helping neighbours). This combines chronological understanding with human stories.
2. Aircraft Comparison Project: The battle was also a clash of aircraft. Make a comparison chart of the two primary fighter planes: the British Supermarine Spitfire (and Hawker Hurricane) vs the German Messerschmitt Bf 109. Draw each plane or use images. Create a table of specs and features: speed, maneuverability, firepower, range. Also mention how they were used (e.g. Hurricanes often targeted bombers while Spitfires engaged fighters). Conclude with a short paragraph on how the quality of planes and the strategy (plus radar advantage) helped the outnumbered RAF win. If you’re into models, you could optionally assemble a small model of one of the planes instead and label its parts.
3. Home Front Letter: Write a letter from a London evacuee or a child living through the Blitz to a pen-pal in the countryside or overseas. Describe the resilience side: how life has changed (night-time air raid sirens, sleeping in shelters or Tube stations, rationing of food), and mention any heroes you look up to (maybe pilots, or even local heroes like firefighters or ARP wardens who help during bombing raids). Also convey the spirit of resilience – how people still have hope, slogans like “Keep Calm and Carry On,” and community unity. This personal viewpoint will help you appreciate the civilian experience and courage during the Battle of Britain.
Year 6 Spring 2: Coasts of Britain – How is the climate crisis changing Britain’s coastline?
Challenge Question: In what ways are climate change and related factors affecting UK coastlines, and what can be done to manage or mitigate these changes?
Project Options (choose one):
1. Erosion in a Box Experiment: Simulate coastal erosion. Take a tray and create a mini “cliff” at one end using damp sand or soil. Prop that end up a little so it slopes down to the other end (the “sea”). Gently pour water at the high end to mimic rain and waves on the cliff. Do this repeatedly and observe what happens to the “coastline” after multiple waves – does the sand/cliff recede? Take photos or make sketches at intervals (start, middle, end). Present your findings as a mini report: how quickly did erosion occur in your model? Relate it to real cliffs on the British coast (like in Yorkshire or Norfolk where houses have fallen into the sea due to erosion). Mention how climate change (more intense storms, rising sea levels) can accelerate such erosion.
2. Coastal Change Case Study: Pick a specific UK location known for coastal change – for example, Holderness Coast (England), Fairbourne in Wales (facing managed retreat), or Norfolk’s disappearing villages, or even Cornwall’s flood-prone areas. Create a case study poster. Include: a map showing the location, a brief description of what’s happening (cliffs eroding X meters per year, stronger storms causing flooding, etc.), impacts on people (homes lost, need for sea walls, etc.), and any action taken (like building sea defenses, relocating communities, sand dune restoration). Include a photo of the area if possible and maybe a quote from a resident or official (real or hypothetical) about the challenges.
3. Action Plan – Save Our Coast: Write an action plan or policy proposal as if you were a local council member for a coastal town. Outline 3 strategies to deal with climate-related coastal changes. For instance: 1) Defenses – building or reinforcing sea walls, groynes, or creating artificial beaches; 2) Sustainability – reducing carbon footprint locally to do our part in slowing climate change, plus maybe planting salt marshes or mangroves as natural buffers; 3) Community Preparedness – having evacuation plans for floods, educating people about conserving dunes, etc. Present it as a brief report or even in slides to the “council,” using persuasive language and evidence (you might cite an example of successful coastal management from elsewhere). This will demonstrate understanding of both the problem and solutions.
Year 6 Summer 1: Rites and Rituals – The Maya Civilisation
Challenge Question: Who were the Maya, what were some of their most important rituals and cultural achievements, and how did their way of life reflect their beliefs and environment?
Project Options (choose one):
1. Maya Codex (Flipbook): The Maya wrote in hieroglyphics in folding books called codices. Create your own “Maya codex” on paper strips or an accordion-fold booklet. Choose a theme for your codex, such as a day in the life of a Maya teenager, or a Maya religious festival. Draw a sequence of at least 6 pictures with brief captions (you can even attempt a few Maya glyph-like symbols alongside). For example, your codex might show: waking up in a thatched house, grinding maize for tortillas, a market scene, a ritual at the temple pyramid, a ballgame in the afternoon, and stargazing or a ceremony at night. Make the style bold and include natural colors. On the last page, include a key explaining two actual Maya glyphs you learned (perhaps the glyph for a calendar day or a maize symbol) and what they mean.
2. Chocolate History Presentation: The Maya (and Aztecs) were among the first to cultivate cacao and make chocolate drinks – chocolate has a rich history in Mesoamerican culture. Create a short presentation or a poster titled “From Maya Cacao to Chocolate Today”. Include: how the Maya grew and used cacao (as a spicy drink, even as currency sometimes), what rituals or symbolism chocolate had (e.g. used in weddings or offerings to gods), and then how it was later introduced to the world (Spanish conquistadors taking it to Europe, etc.). If possible, include a fun demo: you might try mixing a simple “Maya-style” hot chocolate at home (cocoa, water, chili, vanilla – no milk or sugar as they didn’t use those) and describe the taste! Add pictures of cacao pods and ancient Maya pottery of chocolate.
3. Maya Math and Calendar Challenge: The Maya had a sophisticated number system and calendar. Write a “math puzzle” activity for your class using the Maya number system (which is base-20 and uses dot = 1, bar = 5, shell = 0). First, learn how to write numbers 1–19 in Maya dots and bars. Then create 5 math problems (like addition or subtraction) written in Maya numerals for your classmates to solve (provide an answer key in normal numbers). Also, illustrate the concept of the Maya calendar (they had a 260-day ritual calendar and a 365-day solar calendar). Perhaps include one fun fact, like the Maya predicted solar eclipses or that their calendar didn’t actually “end” in 2012, that was a misconception. Present your puzzles and facts on a poster or worksheet.
Year 6 Summer 2: Trade Routes and Fairtrade – Where is the best chocolate made?
Challenge Question: How do global trade routes connect the journey of a chocolate bar from cocoa bean to store shelf, and why does Fairtrade matter in making chocolate production more equitable?
Project Options (choose one):
1. Chocolate Trade Map: Draw a world map illustrating the journey of chocolate. Mark where cacao is grown (e.g. West Africa – Ivory Coast, Ghana; South America – Ecuador, Brazil; Asia – Indonesia) and where chocolate is largely consumed or manufactured (e.g. Europe, USA). Use arrows to show trade routes from cocoa farms to factories. Create a legend with symbols: a cacao bean for farm regions, a factory for manufacturing locations. Add 5 labels or notes around the map that explain parts of the journey, like “1. Cacao pods harvested on a farm in Ghana”, “2. Beans shipped by sea to a chocolate factory in Switzerland”, “3. Cocoa processed into chocolate bars”, “4. Chocolate sold in UK shops”. Also note challenges: e.g. farmers often earn little. This visual geographic story should show how interconnected our chocolate is.
2. Fairtrade Investigation – Case Study: Research what Fairtrade chocolate means. Pick a particular chocolate brand or co-operative that is Fairtrade certified (like Divine Chocolate or a co-op in Ghana). Make a one-page case study: include photos of cocoa farmers, explain how Fairtrade ensures they get a better deal (minimum price, community premium), and give an example of how Fairtrade benefits a community (maybe building a school or improving healthcare with the extra funds). Also, mention any differences in the chocolate itself or packaging (some Fairtrade chocolate companies are co-owned by farmers). Conclude with your own reflection: do you think paying a bit more for Fairtrade chocolate is worth it and why?
3. Chocolate Taste Test & Report: Conduct a fun taste test at home (with permission!) to find your “best chocolate.” Get 3 or 4 small chocolate samples – for example, a Fairtrade milk chocolate, a non-Fairtrade big brand milk chocolate, a dark chocolate, maybe a white chocolate. Create a simple rubric (appearance, taste, texture) and have family members blind-taste and rate them 1–5. Compile the scores and declare which chocolate was the favourite. Then write a short report of your findings. As part of your report, research if the favourite one is made with beans from a particular country or if it’s Fairtrade, etc. Discuss whether factors like knowing something is Fairtrade or high cocoa content might affect people’s preferences or if it was purely taste.