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Please note
This unit is new to Year 5/6 for 2024/25. Please see our History: Long-term plan for more information.
Unit outcomes
Pupils who are secure will be able to:
- Explain where the Vikings came from and why they invaded Britain.
- Sequence events according to their significance for groups of people.
- Find evidence and make inferences from sources.
- Name Viking trade routes.
- Explain why trade routes were important to the Vikings.
- Identify the differences between Viking sagas.
- Evaluate the impact of Viking achievements.
Suggested prior learning
*New* Y3/4 (A): British history 3: How hard was it to invade and settle in Britain?
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Lessons
Y5/6 (A): Lesson 1: When and why did the Vikings come to Britain?
Y5/6 (A): Lesson 2: Were the Vikings raiders, traders or something else?
Y5/6 (A): Lesson 3: Where did the Vikings go? How did they get there?
Y5/6 (A): Lesson 4: Why are there different Viking sagas explaining the same event and what does this tell us about the Vikings?
Y5/6 (A): Lesson 5: What were the impacts of Viking raids and settlements on local communities in Britain?
Y5/6 (A): Lesson 6: What were the Vikings’ achievements and how did they impact the world?
Key skills
- Exploring different representations from
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Key knowledge
- To know that change
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Key vocabulary
exchange
trade route
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Related content
Unit resources
Knowledge organiser: History – Were the Vikings raiders, traders or something else? (Mixed-age)
A useful two-page reference tool which summarises key information from the mixed-age Kapow Primary History unit 'Were the Vikings raiders,…
Vocabulary: History – Y5/6 Were the Vikings traders, raiders or something else?
Display versions of the year group key vocabulary and unit vocabulary from the 'Were the Vikings traders, raiders or something…
Subject resources
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Cross-curricular opportunities
Geography: Human and physical geography, Geographical skills and fieldwork.
Maths: Ratio.
English: Spoken language.
Build on the learning
*New* Y5/6 (A): British history 5: What was life like in Tudor England?
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