Viking Kings & Kingdoms

Overview

This 45-minute lesson is the fourth of six in the unit "Vikings: Invaders and Settlers" designed for Year 3 students. It focuses on identifying important Viking leaders and understanding the kingdoms they ruled. Pupils will deepen their knowledge of Viking governance by creating a comparative chart, linking to the National Curriculum for England, History - Key Stage 2 (Years 3 and 4).

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National Curriculum Links

History - Key Stage 2

• Pupils should be taught to:
  • Develop an awareness of the past, using common words and phrases relating to the passing of time
  • Know where the Vikings fit into a chronological framework
  • Understand key aspects of Viking life, including settlement and leadership
• Specific to this lesson:
  • Understand the significance of Viking kings and the kingdoms they ruled
  • Use appropriate historical vocabulary such as 'kingdom', 'ruler', 'king', 'invader', and 'settler'
  • Compare aspects of life in Viking times with today

English – Speaking & Listening

• Articulate ideas clearly when sharing information on Viking kings and kingdoms
• Listen and respond to classmates’ contributions

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Learning Objectives

By the end of this lesson, pupils will:

1. Identify at least three key Viking kings and their kingdoms.
2. Describe one fact about each Viking kingdom studied.
3. Create a simple comparison chart showing the Vikings’ rulers and their kingdoms.
4. Use appropriate historical vocabulary related to Viking leadership.

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Resources Required

• Maps showing Viking kingdoms (simplified, colourful)
• Printed images/photographs of Viking kings (e.g., King Guthrum, King Cnut, King Harald) with captions
• Chart template worksheet (columns for ‘King’, ‘Kingdom’, and ‘Key Fact’)
• Whiteboard and markers
• Post-it notes or coloured sticky dots (for voting or grouping activities)
• Lined paper and pencils for note-taking

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Lesson Structure

1. Introduction (8 minutes)

• Engage by asking: “Who was a Viking king? Why do we think leaders were important in Viking times?”
• Show images of three Viking kings with their kingdoms on a large map (e.g., King Guthrum – Danelaw, King Cnut – England and Denmark, King Harald – Norway).
• Introduce key vocabulary: king, kingdom, ruler, settler, invader. Write these on the whiteboard and explain briefly.

2. Main Activity – Compare Viking Kings and Kingdoms (25 minutes)

• Group Work (3-4 pupils per group):
  Each group receives a set of king cards and kingdom cards plus a chart template.
• Pupils read key facts together about their kings and the areas they ruled.
• Groups fill in the chart columns:
  • Name of King
  • Kingdom ruled
  • One interesting fact (e.g., “King Guthrum ruled the Danelaw region, a Viking kingdom in England.”)
• Circulate and support with probing questions to encourage deeper thinking:
  • “How were these kingdoms different or the same?”
  • “What might life have been like under King Cnut compared to King Harald?”

3. Sharing & Discussion (7 minutes)

• Groups present their charts briefly to the class.
• Teacher charts similarities and differences mentioned by pupils on the board.
• Use encouraging language to support participation, e.g., “Great observation about how these kings led different areas.”

4. Plenary – Quick Quiz & Reflection (5 minutes)

• Use Post-it notes for quick questions, e.g.:
  • “Name one Viking king you learned about.”
  • “Which kingdom did King Guthrum rule?”
• Pupils write or draw a quick answer and stick it on the board.
• Summarise the lesson’s main points, reinforcing vocabulary and concepts.

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Assessment

• Formative:
  • Observe group discussions and note use of historical vocabulary.
  • Review filled-in charts for accuracy and understanding.
• Summative:
  • Quick quiz answers to gauge knowledge recall.
  • Contributions during sharing to assess comprehension of Viking leadership and kingdoms.

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Differentiation

• Support:
  • Provide sentence starters on the chart template (e.g., "King ___ ruled ___." / "An interesting fact about ___ is...")
  • Offer visual aids and keywords for less confident learners.
• Challenge:
  • Encourage higher attainers to compare Viking kingdoms with Anglo-Saxon kingdoms or discuss why leadership mattered during Viking times.
  • Suggest extra research or drawing a Viking king’s portrait with facts.

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Cross-Curricular Opportunities

• Art: Design Viking throne or crown motifs for their king in an extension activity.
• English: Create a short story imagining they are a Viking king ruling their kingdom.

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Reflection for Next Lesson

• Note which pupils showed strong understanding or struggled with concepts of leadership and governance.
• Plan follow-up activities or use the pupils’ charts as a reference for lesson 5, focusing on Viking daily life or society structure.

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This lesson plan enhances historical understanding while integrating speaking, listening, and collaborative skills, precisely aligned with the Year 3 National Curriculum for history.