Overview

Unit: Vikings: Invaders and Settlers
Lesson: 2 of 6
Duration: 45 minutes
Class Size: 30 students
Year Group: Year 3
Curriculum Links: National Curriculum for England – History

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Objectives

By the end of this lesson, pupils will:

• Develop an understanding of the reasons behind the Viking invasions of Britain.
• Use maps and timelines to identify the key locations and dates of Viking raids.
• Discuss the impact of Viking raids on local communities.

Aligned with the National Curriculum requirements for Key Stage 2 History:

• Pupils should learn about:
  • The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
• Pupils should develop:
  • Chronological understanding by placing events in order and using timelines
  • Knowledge and understanding of historical concepts including cause and consequence
  • Use of historical sources, including maps, to gain understanding and make inferences

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Resources

• Large printed map of Britain (late 8th to 9th century) with key Viking raid locations marked
• Individual mini-maps (handouts) for students
• Timeline cards (events related to Viking raids, c. 793-865 AD)
• Images/artifacts of Viking longships and raiding scenes
• Whiteboard and markers
• Sticky notes or coloured dots for student votes
• Worksheet for reflections
• Interactive timeline board (physical or projected)
• Audio clip: short dramatic retelling of the first Viking raid at Lindisfarne

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Lesson Structure

1. Starter (5 minutes)

Engagement: “Sound and Story”

• Play a vivid, age-appropriate audio clip telling the story of the first Viking raid on Lindisfarne (793 AD).
• Ask pupils for quick reactions: How did the people feel? Why might the Vikings have attacked?
• Write keywords on the board: Fear, Surprise, Land, Wealth, Power – link these to reasons behind invasions.

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2. Input & Modelling (10 minutes)

Explaining Reasons for Viking Raids

• Briefly explain the main reasons Vikings raided Britain: search for wealth (gold, silver), new land to settle, and power.
• Show the large map highlighting Viking bases in Scandinavia and key raid sites on the British coast.
• Use a timeline projected or on the board showing dates of significant early raids, emphasising Lindisfarne (793), Isle of Sheppey (838) and other locations.
• Refer to images of longships to visualise Viking technology aiding quick raids.

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3. Guided Activity (15 minutes)

Map and Timeline Investigation - In Small Groups

• Divide class into six groups of five students.
• Give each group a mini-map with unlabeled Viking raid locations and timeline cards shuffled.
• Task:
  1. Match locations on the mini-map with notes describing Viking raids at those places.
  2. Place timeline cards in correct chronological order.
• Circulate to prompt discussion: Why do you think Vikings chose these spots? What would it be like for local people?
• Groups place a coloured sticky dot on the map location they think was the most important raid and share one reason aloud.

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4. Class Discussion (8 minutes)

Talk About Impact on Local Communities

• Use students’ ideas from the group activity to discuss the impact of Viking raids: disruption of daily life, loss of goods and homes, fear and changes in defence.
• Encourage use of historical vocabulary: raiders, settlements, invaders, consequences.
• Link back to cause and effect: Why did Vikings raid? What did this mean for Britain?

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5. Plenary (7 minutes)

Reflective Drawing and Writing

• On worksheet, pupils:
  • Draw a scene showing one key aspect of Viking raids (e.g. a longship arriving, people running from raiders, or a raid on a village).
  • Write 2-3 sentences explaining what they drew and why it was important.
• Select a few volunteers to share their work aloud.

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Assessment

• Formative assessment through group map and timeline task: assess understanding of chronology and geography of Viking raids.
• Oral questioning during discussion to check comprehension of causes and effects.
• Review written reflections to evaluate grasp of impact on local communities and ability to explain in own words.

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Differentiation and Inclusion

• Provide sentence starters for writing task for less confident writers.
• More able pupils encouraged to explain reasons behind raids in greater depth and connect to wider Viking settlement later in the unit.
• Visual and auditory elements support different learning styles.
• Group work promotes peer support and discussion.

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Curriculum Reference Summary

History Key Stage 2 – England National Curriculum

• Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
• Pupils should note connections, contrasts and trends over time and develop the appropriate use of historical terms.
• They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
• They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.

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Teacher Tips

• Use real artefacts or replicas if available to add authenticity (e.g. Viking-style jewellery, helmets).
• Encourage empathy by asking pupils to imagine life as a local during a raid.
• Incorporate movement by having groups physically place timeline cards on a wall timeline.
• Connect to later lessons that explore Viking settlement and assimilation to provide a clear historical arc.

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This lesson plan goes beyond memorisation, engaging pupils with evidence-based enquiry, maps, timelines, and creative reflection to foster a rich, meaningful understanding of Viking invasions. It builds strong foundations for KS2 historical learning and encourages critical thinking in enjoyable, interactive ways.