Learning objective
- To recognise bias in some sources about the Vikings.
Success criteria
- I can identify primary and secondary sources.
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National curriculum
History
The National curriculum for history
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Cross-curricular links
English
Reading comprehension
Pupils should be taught
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: Cops and robbers.
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Extended-mode explainer videos
How to extend your display to view the lesson page and preseantion mode simultaneously. Choose your operating system below to watch the video
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Extended-mode explainer video: For Mac
Extended-mode explainer video: For Windows
Adaptive teaching
Pupils needing extra support
Could sort fewer sources during the Activity: Sources in the Attention grabber; could have the second slide of the Presentation: What do we know about the Vikings? on display during their discussions in the Main event; should use the Activity: Whose viewpoint? – support (one between two) for simpler versions of the sources to analyse in the Main event.
Pupils working at greater depth
Could identify the missing perspectives of primary sources during the Activity: Sources; should explain why a source is biased using evidence from the sources during the Main event.
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Assessing progress and understanding
Pupils with secure understanding indicated by: describing what
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Vocabulary definitions
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Alcuin of York
An Anglo-Saxon monk whose many letters are used as historical sources.
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Anglo-Saxon Chronicle
A collection of records telling the history of Anglo-Saxon England.
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In this unit
Assessment – History Y4: Were the Vikings raiders, traders or settlers?
Lesson 1: Who were the Vikings and why did they come to Britain?
Lesson 2: What do we know about the Vikings?
Lesson 3: How did the Vikings travel?
Lesson 4: Were the Vikings raiders or traders?
Lesson 5: What were the consequences of the Anglo-Saxon and Vikings' struggle for Britain?
Lesson 6: What was Viking life in Britain like?
Maintained by: Kapow Primary team
Last update: 23rd May, 2024
