Vikings & Anglo-Saxons

Progressive Content

• L1: Construct historically valid questions about the Anglo-Saxon and Viking periods of British history and consider what sources of information that could be useful.

• What was Britain like before the Viking invasion? 

• ­Understand what an historically valid question is.

• identify what knowledge or ideas we already have about this period

• identify what we want to find out and what enquiries we can use to answer these questions

• including potential source types. 

• L2: Examine the timeline of the Anglo-Saxon settlement of Britain, including push and pull factors, linking to prior knowledge about the Roman Empire. 

• Why did the Vikings invade Britain?

• Understand what is an historically valid question

•  identify what knowledge or ideas we already have about this period

•  identify what we want to find out and the enquiries we can use to answer these questions

•  including potential source types. 

• L3: Research Anglo-Saxon life and settlements, including Sutton Hoo. Children to research historical artefacts from the British Museum, using these to learn more about Anglo-Saxon art and culture.  Children will learn how historians use artefacts to help us understand the past.

• Where did the Vikings settle in Britain and how did this affect the Anglo-Saxons? 

• Understand what is an artefact is

•  understand how museums and historians help us to understand what artefacts can tell us about the past

• study artefacts from the Sutton Hoo site to learn about Anglo-Saxon life in Britain. 

• Identify the main events in the Lindisfarne raid; learn what we know about the causes of the raids

• learn about how the Vikings travelled and why this was so important in their settlement of different regions.

• L4: Identify and sequence the key events of the reign of Alfred the Great.

• Why was King Alfred dubbed ‘Alfred the Great’? 

• ­explain how Alfred became king

• explain the changes Alfred made during his reign

• understand the reaction of English Kings to the Viking invasion, including the Danegeld 

• L5: Children to identify sources and use different evidence to understand what everyday life was like in Viking Britain

• What was life like for Vikings living in Britain? 

• I can identify primary and secondary sources of information about Viking life in Britain, using different research sources, such as books and websites

• I can learn about how Vikings lived

• where they lived, the structures they lived in, what they ate and their community structures.

• L6: Understand the different reactions of the Anglo-Saxon Kings to the Viking invasions

• How and when did England become a unified country?  

• explain what Britain was like between 959 to 975

• explain what the golden age was like

• find out key information about historical figures

• use a range of sources to establish facts about historical figures.

• L7: Children to identify sources and use different evidence to understand what everyday life was like in Viking Britain

• What was everyday Viking life like in Britain?

• ­I can identify primary and secondary sources of information about Viking life in Britain, using different research sources, such as books and websites

• I can learn about how Vikings lived: where they lived, the structures they lived in, what they ate and their community structures.

• L8: Children to learn about the Battle of Hastings, including the events leading up to the battle and how this influenced the outcome.

• How and when did the Anglo-Saxon and Viking era in Britain end?  

• Create a timeline of the last Kings of Britain during this period and their legacies.  

• Research the different Kings to consider how their decisions contributed to the end of the Anglo-Saxon and Viking period in Britain. 

• Identify primary and secondary sources of information about the battle

• sequence the main events of the Battle; consider the impact of the outcome of the Battle on British history.  C