LKS2 Topic: InvadersandSettlers:Vikings

Children develop their knowledge of the Viking invasion and settlement in Britain, through a series of practical and informative blocks that have imaginative outcomes such as a Viking Quest board game, a group model of a longhouse, a Viking feast, a Dragon’s Den trade drama, a mythological creature and a Viking celebration event.

Block / Key NC Objectives / Final Creative Outcomes
Block A
Introduction to the Vikings
[3 sessions] / History,EnglishandGeography
  • Understand how knowledge of the past is constructed from a range of sources.Ask historically valid questions.
  • Learn about Viking raids and invasion.Learn about the success of the Viking invasion.
  • Retrieve and record information from non-fiction. Use dictionaries to check the meaning of words that they have read. Discuss and record ideas.Create a non-narrative information poster using simple organisational devices such as headings, sub-headings and labelling.
  • Locate the some of the world’s countries using maps to focus on Europe, particularly Scandinavia.
/ Where did the Vikings come from? Where did they invade and settle? Why did they leave Scandinavia? How do we know about them? Work on time lines, map work, completing a quiz, and creative writing exercises. Begin to appreciate why the Vikings were successful and to empathise with the people of Britain who experienced invasion.
Block B
Viking raiders
[6 sessions] / History,EnglishandDT
  • Develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within the periods they study.
  • Understand how our knowledge of the past is constructed from a range of sources.
  • Understand the Viking and Anglo-Saxon struggle to the time of Edward the Confessor
  • Use research and develop design criteria to inform the design products that are fit for purpose.
  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, and cross-sectional diagrams.
  • Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately.
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
  • Choose relevant information to create a non-fiction fact file.
  • Adopt, create and sustain a range of roles, responding appropriately to others in role.
  • Become more familiar with and confident in using language in a variety of situations.
/ This is a fascinating block about the fearsome Viking raiders. Learn about the beliefs and weapons of the Viking warriors, the design of their longships and about famous Viking leaders and explorers. Construct your own Viking shield and longships and consolidate knowledge by creating a Viking Quest game.
Block C
Viking Way of Life
[6 sessions] / History, Computing,D&TandEnglish
  • Develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within the periods they study.
  • Understand how our knowledge of the past is constructed from a range of sources.
  • Begin to understand changes in an aspect of social history from the Anglo-Saxon to today.
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
  • Select, use and combine a variety of software on a range of digital devices.
  • Use research and develop design criteria to inform the design products that are fit for purpose.
  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, and cross-sectional diagrams.
  • Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.
  • Understand and apply the principles of a healthy and varied diet.
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.
  • To choose relevant information to create a non-fiction non-chronological report.
  • Adopt, create and sustain a range of roles, responding appropriately to others in role.
  • Become more familiar with and confident in using language in a variety of situations and for a variety of role-play situations.
/ Research Viking farm settlements. Make and label a carefully researched model of a longhouse, weave simple cloth, make a leather pouch and then host a Viking meal for parents and carers.
Block D
Viking trade
[3 sessions] / History,English, ComputingandArt
  • Develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within the periods they study.
  • Understand how our knowledge of the past is constructed from a range of sources.
  • Begin to understand changes in an aspect of social history from the Anglo-Saxon to today.
  • 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.
  • Use search technologies effectively; appreciate how results are selected and ranked, and be discerning in evaluating digital content.
  • Use digital media for recording.
  • Adopt, create and sustain a range of roles, responding appropriately to others in role.
  • Become more familiar with and confident in using language in a variety of situations and for a variety of role-playsituations.
  • Organise and adjust what they say, including the use of spoken language, the needs of their listeners and any communication technology being used.
  • Produce creative work, exploring their ideas and recording their experiences.
  • Evaluate and analyse creative works using the language of art.
/ Learn about Viking traders, their routes, the items they traded and their markets by taking part in engaging classroom tasks such as a role-play trade game, a ‘senses’ art activity and a “Viking Dragon’s Den” challenge.
Block E
Viking Mythology, art and culture
[8 sessions] / History,English, Computing, D&T,Art andPE
  • Develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within the periods they study.
  • Understand how our knowledge of the past is constructed from a range of sources.
  • Begin to understand changes in an aspect of social history from the Anglo-Saxons to today.
  • Gain historical perspective by placing their growing knowledge into different contexts.
  • 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.
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
  • Select, use and combine a variety of software on a range of digital devices.
  • Generate, develop, model and communicate their ideas through discussion, annotated sketches and cross-sectional diagrams.
  • Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.
  • Understand and apply the principles of a healthy and varied diet.
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.
  • Choose relevant information to create a non-fiction non-chronological report.
  • Adopt, create and sustain a range of roles, responding appropriately to others in role.
  • Become more familiar with and confident in using language in a variety of situations and for a variety of role-play situations.
  • Produce creative work, exploring their ideas and recording their experiences.
  • Evaluate and analyse creative works using the language of art.
  • Be proficient in the techniques of sculpture.
  • Develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
  • Perform dances using a range of movement patterns.
/ Learn about the beliefs of the Vikings, the god and goddesses, the Viking creation myth, the Norse nine worlds and Tree of Life. Find out about their writing, sagas and legacythrough a range of tasks including dance, painting, mod-roc modelling, poetry, and message making. Finally, put together a Viking celebration day for younger children.

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

We refer you to our warning, at the foot of the block overview, about links to other websites.