Y4 Spring Vikings

Viking
York
Year 4 Spring Term
Were the Vikings raiders or
traders?

Unit Overview
In this unit, pupils will learn about the arrival in Britain of the Norse people,
known as the Vikings and they will consider the key question: Were the
Vikings raiders or traders?
Pupils will learn about the raids of Lindisfarne and explore the reasons for
the Vikings coming to Britain and where they came from. They will learn
about the capture of York and how the Vikings conquered most of the
British kingdoms, leading King Alfred to offer a peace treaty.
Pupils will study how the Vikings lived, including their roles a farmers,
craftsmen and merchants. They will also explore their religious beliefs.
Throughout the unit, pupils will use a range of primary and secondary
sources, including maps and artefacts. Their final task will be present their
own summary of the key question, using what they have learnt to justify
their response.

Golden Threads
Timeline:
793 AD
The Vikings raided
Lindisfarne.
794
First Viking raids in
Scotland and Ireland.
Golden Threads: Invasion and Empire, Trade and Employment
In Key Stage 1, pupils learnt about the history of farming and how it had changed
over time, right back to early civilisations. They will build on this knowledge by
learning about how Vikings farmed the land in Britain.
In Year 3, pupils studied the Romans and explored the reasons why the Romans
came to Britain. They will then be able to compare these reasons to those of the
Vikings, as well as analysing the impact on both invaders had on British rule, life,
culture and religion.
At the beginning on Year 4, pupils will have learnt about life in Britain during the
Iron Age, Stone Age and Bronze Age so they will have a good understanding of life
in early Britain, including farming, tools and trade.
Family Tree
829
Wessex becomes the
Supreme Kingdom.
AD 865
An army of Vikings sailed
across the North Sea to
conquer England.
AD 866
The Vikings conquer
York.
AD 871
Alfred the Great
becomes King of Wessex. AD 878
Wessex is overrun by
Vikings and King Alfred
went into hiding.
954
Eric Bloodaxe, the last
Viking king in England, is
forced out of Yorvik
.
AD 1100
End of the Viking age.
AD 886
King Alfred agrees to a
treaty with the Vikings
known as ‘Danelaw’.

Love God, Love Learning, Love One Another - Enabling Everyone to Flourish
Overview of Unit
Lesson One:
Children will be able to identify who
the Vikings were and where they came
from.
On beginning this topic, we will ask pupils to consider: What do we know
about the Vikings? Pupils will record their thoughts and look at stereotypical
images. The teacher will provide pictures of Saxons, Vikings and Scots and ask
pupils to make inferences about them and offer comparisons between them.
During this activity, pupils will consider all of different groups such as nobles,
warriors, men and women.
Make deductions from descriptions, myths and legends such as Hengist and
Horsa and Beowulf. Discuss the reliability of such evidence.
Time Team true or false.
When and where did the Vikings live?How did they come to Britian? Where
else did they travel? Add these key dates to our class timeline.
Finally, pupils will complete a ‘ship reconstruction relay’. As Anglo-Saxons,
they will spy on the Vikings to see what you can find out about Viking ships.
They will then hot seat Sven the boat builder.

Love God, Love Learning, Love One Another - Enabling Everyone to Flourish
Overview of Unit
Lesson Two:
Children will be explain why the
Vikings came to Britain.
In this lesson, pupil will explore why the Vikings came to Britian? They will
learn about the raids on Lindisfarne and Iona. They will discover where else
the Vikings travelled to and how former trade between the Vikings and the
Anglo-Saxons meant that the Vikings were aware of the wealth in Britian. Using
drama and role play, pupils will explore these reasons further. They will
consider and evaluate ten different reasons the Vikings came to Britian and
diamond rank them. Write an devert convincing Norse citizens to leave.
Lesson Three:
Pupils will be able to list the kingdoms
of Britain.
After recapping on where the Vikings came from and why they travelled to
Britian, pupils will learn how York was captured and why York became the
most important town in Danelaw. They will then explore maps from the
period and learn about Viking and Anglo-Saxon regions of Britian. Linking back
to their previous work on the city of Chester, pupils will explore how Chester
sat on the boundary of Mercia and Northumberland, how the walls were
strengthened to protect the city and how King Alfred eventually drove the
Vikings from the city. and how King Alfred negotiated with the Vikings to
prevent further invasions.

Love God, Love Learning, Love One Another - Enabling Everyone to Flourish
Overview of Unit
Lesson Four:
Pupils will be able to share key facts
about Viking life in Britain, including
how they earnt a living and their
religious beliefs.
In this lesson pupils, will further develop their understanding of why the
Vikings came to Britian by exploring their role as traders. They will explore
maps of York and list industries and trade, so developing their understanding
of how the Vikings traded. During this session, pupils will lay the trading game
and complete a ‘Raiders or Traders’ sorting activity. Following this, children
will consider, ‘What do recent excavations tell us about the Vikings?’ Finally,
pupils will learn about the religious beliefs of the Vikings in York and how
these developed over time.
Lesson Five:
Assessment: Were the Vikings raiders
or traders?
In this final lesson, pupils will recap on why the Vikings came to Britian and
consider whether they are better classified at raiders or as traders. Pupils will
then compose their defense or prosecution statements, arguing their key
points.

Vocabulary
Historical
Knowledge
I can use evidence to reconstruct life in the time
studied.
I can identify key events and features.
I can offer reasonable explanation for some
events.
archeology
artefacts
conquer
The study of human history by examining artefacts
excavated from the ground.
An object made by a human being, typically one of
cultural or historical interest.
To take control of a place by military force.
Chronology
Interpretation of
History
I can place events studied in a time line.
I can use terms related to the time period and
begin to date events.
I can understand more complex terms.
I can look at the evidence available.
I can begin to evaluate the usefulness of
different sources.
I can use reference books and my own historical
knowledge.
invade
To enter a country by force.
kingdom
Monastery
A country or region ruled by a King or Queen.
A building where people lived and worshipped, devoting
their time and life to God.
Historical
Enquiry
I can use evidence to build up a picture of the
past.
I can choose relevant material to present a
picture of one aspect of life in time past.
I can ask a variety of questions.
Scandenavia
Name given to counritres in Northern Europe including
Denmark, Sweden and Norway.
Organisatin &
Communication
I can select data to answer historical questions.
I can display findings in a variety of ways.
I can work independently and in groups.
settlement
A place or region where people come to live.
Danelaw
The Danelaw is an 11th-century name for an area of
Northern and Eastern England that was under the
control of the Danish Viking empire.
Key Skillss

Homework Challenges
Research Viking names (people and places).
Build a model Viking longship, shield or home.
Write a newspaper article depicting key events (raids, battles etc).
Assessment
Socrative Quiz - SOC-74833970
RECOMMENDED READS
RECOMMENDED READS
RECOMMENDED READS
Enrichments
Residential to York to visit the Museum of Farming, Yorvik
Centre and York Minster.