Learning objective
- To evaluate Viking stereotypes using sources.
Success criteria
- I can identify
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National curriculum
History
The National curriculum for history
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Cross-curricular links
None.
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Before the lesson
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Lesson plan
1: Lesson plan
An area for you to put useful resources from the previous lesson
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Adaptive teaching
Pupils needing extra support
Could make inferences from a smaller number of sources; could highlight the relevant parts of sources; could record the different perspectives of the Vikings using a device.
Pupils working at greater depth
Could compare conclusions with each other identifying any examples of bias; suggest the sources of evidence that could be used to create a balanced viewpoint.
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Assessing progress and understanding
Pupils with secure understanding indicated by: identifying stereotypes about Vikings;
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Vocabulary definitions
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balanced viewpoint
Considering all views in a fair way.
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impression
An idea, feeling or opinion about something.
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In this unit
Assessment - History: Were the Vikings raiders, traders or something else?
Y5/6: Lesson 1 (Cycle A): When and why did the Vikings come to Britain?
Y5/6: Lesson 2 (Cycle A): Were the Vikings raiders, traders or something else?
Y5/6: Lesson 3 (Cycle A): Where did the Vikings go? How did they get there?
Y5/6: Lesson 4 (Cycle A): Why are there different Viking sagas explaining the same event and what does this tell us about the Vikings?
Y5/6: Lesson 5 (Cycle A): What were the impacts of Viking raids and settlements on local communities in Britain?
Y5/6: Lesson 6 (Cycle A): What were the Vikings’ achievements and how did they impact the world?
Maintained by: Kapow Primary team
Last update: 23rd February, 2024
