Life in Viking Settlements

Overview

Year Group: 3
Duration: 45 minutes
Class Size: 30
Unit: Vikings: Invaders and Settlers (Lesson 3 of 6)
National Curriculum Link: History – Key Stage 2 (Years 3 and 4)

• Focus: The lives of significant people in the past, including everyday life.
• Relevant NC Statement:
  • Pupils should develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
  • They should learn about the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor.
  • Understand social, cultural, religious, and economic lives of past societies.

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Learning Objectives

By the end of the lesson, pupils will:

• Describe and explain key features of daily life in a Viking settlement (housing, food, clothing, family roles).
• Understand the social structure and roles within Viking communities.
• Use evidence and artefacts to infer what life was like in the past.
• Communicate their understanding creatively through role-play and discussion.

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Resources Needed

• Replica Viking artefacts or high-quality images (e.g., tools, clothing, household items)
• Large printed images or diagrams of a Viking settlement layout
• Costume pieces (simple Viking hats or tunics)
• Role-play prompt cards (family roles: farmer, craftsman, child, shield-maiden, etc.)
• Whiteboard and markers
• Worksheet with visuals and space for drawing/writing
• Audio clip with Viking saga narration or ambient Viking village sounds

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Lesson Structure

1. Introduction (5 minutes)

• Gather students on the carpet. Play an ambient sound clip of a Viking village to immerse them.
• Recap previous lessons briefly about Vikings as invaders and settlers to link knowledge.
• Explain today’s focus: "Today, we will go back in time to step inside a Viking settlement and discover what daily life was like. We will look at their homes, food, clothes, and family roles."
• Show a large image/diagram of a Viking settlement and briefly point out elements like houses, workshops, farms.

2. Interactive Exploration: Viking Daily Life Stations (15 minutes)

Organise the class into 5 groups of 6 pupils. Each group rotates around five stations (3 minutes at each):

• Station 1: Housing

  • Show pictures and small models of Viking longhouses.
  • Pupils discuss what the houses were made of and how they kept warm.

• Station 2: Food

  • Display images of typical Viking food (e.g., fish, barley bread, vegetables).
  • Pupils discuss what meals might look like and think about the differences compared to today.

• Station 3: Clothing

  • Show replicas or images of Viking clothing (wool tunics, cloaks, brooches).
  • Pupils handle items or draw what they would wear.

• Station 4: Family Roles

  • Read role cards aloud; discuss what different family members did (e.g. farming, crafting, storytelling).
  • Pupils think about who they would be in a Viking family and why.

• Station 5: Artefact Investigation

  • Show artefacts or pictures (tools, combs, weapons).
  • Pupils try to guess what each item was for and record their ideas.

Teacher Role: Facilitate each station by asking prompt questions and supporting discussion.

3. Role-Play Activity (15 minutes)

• Bring students back together. Assign each child a Viking family role from the cards used before—encourage use of costume pieces.
• Set a simple scene: a day in the life of the settlement where each child acts out their role in the community. Example: a craftsman explaining his trade, a child helping with chores, a shield-maiden preparing for a journey.
• Encourage pupils to speak or narrate their actions aloud to the class.
• Option: Record short snippets for later reflection or to share with parents.

4. Plenary and Assessment (5 minutes)

• Use a talking circle to share: "What surprised you the most about life in a Viking settlement?"
• Ask students to complete a quick written/drawn exit ticket answering:
  • Name one thing Viking children did.
  • Draw and label one part of a Viking home.
• Collect exit tickets to assess understanding against learning objectives.

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Differentiation

• Support: Provide sentence starters or word banks for written work and role-play for pupils with lower confidence or EAL learners.
• Challenge: Encourage more detailed explanations or comparisons with modern life for more able pupils.
• Visual aids and hands-on materials cater for varied learning styles.

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Cross-Curricular Links

• English: Speaking and listening through discussion, role-play and storytelling.
• Art: Drawing Viking clothing and homes.
• PSHE: Exploring family roles and teamwork.

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Assessment Criteria

• Can the pupils describe key features of Viking everyday life?
• Can they identify and explain family roles within the settlement?
• Are they able to use artefacts as historical clues to infer information?
• Do they participate in role-play demonstrating understanding of historical context?

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Reflection for Teacher

• Did pupils engage actively in role-play?
• Which stations generated most curiosity and questions?
• Were the resources effective in making Viking life tangible?
• How might the next lesson build on today’s learning (e.g., Viking raids or religion)?

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This hands-on and immersive approach, matched with clear curriculum objectives, ensures pupils understand and experience Viking daily life beyond just facts, promoting curiosity and critical thinking skills aligned with the National Curriculum for England.