18071434 Jarod Leis

Contents Page

Lesson Plan One 2

Lesson Plan Two 14

Lesson Plan Three 26

Rationale 36

Reference List 41

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Lesson Plan

Topic area: Stage of Learner: Stage 4 Syllabus Pages:

Vikings 66 (PDF)
Date: 3/5 Location Booked: Normal Lesson Number: 01/30
Week 1, Monday classroom
Time: 60 minutes Total Number of students: 30 Printing/preparation
iPads, PowerPoint slide and
2 Worksheets x 30

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes - Formative (ACDSEH007) - Locate the Vikings
HT4-3 assessment of -The way of life in homelands
Describes and assesses the students through Viking society and the - Identify the
motives and actions of past the Socrative roles and geographical features
individuals and groups in the quiz as feedback relationships of that helped shaped
context of past societies is given instantly different groups in Viking society
and a student’s society
HT4-9 understanding is
Uses a range of historical enhanced.
terms and concepts when
communicating an
understanding of the past

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
CC – Aboriginal and Torres Strait Islander
histories and cultures (Through the yarning circle - Evaluation and analysis of source material.
at the conclusion of the lesson. This is a form of
story sharing).
GC – Literacy (Students develop their literacy
skills through completing note taking and
answering short answers)
GC – Intercultural Understanding (introduces the
history of the Vikings and their Scandinavian way
of life from the eighth century to the eleventh
century.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

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Intellectual Quality 1.1 Deep 1.4 Higher-order
This refers to pedagogy focused on producing deep knowledge thinking
understanding of important, substantive concepts, skills and ideas. 1.2 Deep 1.5 Metalanguage
Such pedagogy treats knowledge as something that requires active understanding 1.6 Substantive
construction and requires students to engage in higher-order 1.3 Problematic communication
thinking and to communicate substantively about what they are knowledge
learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students criteria 2.5 Students’ self
and teachers work productively in an environment clearly focused 2.2 Engagement regulation
on learning. Such pedagogy sets high and explicit expectations and 2.3 High 2.6 Student direction
develops positive relationships between teacher and students and Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful knowledge 3.5 Connectedness
and important to students. Such pedagogy draws clear connections 3.2 Cultural 3.6 Narrative
with students’ prior knowledge and identities, with contexts knowledge
outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
Problematic Problematic knowledge is shown through analysing the secondary source
knowledge considering multiple perspectives and through the use of ADAMANT source analysis
and Seek, Think and Wonder.
Engagement Engagement has been promoted through the PowerPoint presentation and also
through the yarning circle at the end of the lesson. These activities promote active
reflection on content that has been taught and also have been designed to promote
interest and enthusiasm.
Cultural Through the YouTube video and also the PowerPoint presentation, students engage
Knowledge with a variety of material. This material may be new material or it could be
reinforcing prior knowledge that they may have on Scandinavian history in particular
the Viking Age.

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Time Teaching and learning actions Organisation Centred
T/S
1-10 - (Pre-lesson set up) Teacher places iPads at Teacher: iPads set up on
mins. each desk with the Socrative Quiz desk. At the door providing
“Introductory Viking Quiz” preloaded on the instructions. Marking the T/S
screen. YouTube video and PowerPoint roll.
presentation are both loaded onto the
overhead projector ready for the lesson. Student: Enters the
classroom. Sits down and
- Teacher meet and gathers students outside completes quiz.
the classroom. It is then instructed to the
students that they are to enter in quietly and Resources:
complete the quiz on the iPads individually. - iPads
- Overhead projector
- If completed before the ten minutes, - Roll
students are to complete a title page of the
new topic of “Vikings”.

- Teacher marks the roll quietly

10- - Once the ten minutes are up, the teacher Teacher: Collects iPads.
20 collects the iPads and tells students if they Provides instruction
mins. have any further questions about the quiz to regarding YouTube video.
see them after class. T/S
Student: Light notes in
- The teacher starts the YouTube video “The exercise books.
Vikings? Crash Course World History” and
students are to complete a title page if they Resources:
have not already and then take light notes - Student exercise books
on things they learn or find interesting. - Overhead projector
- YouTube video

20- - Teacher asks students if there is any Teacher: Progresses through

35 questions regarding the video. PowerPoint presentation.
mins.
- Teacher begins the PowerPoint slide: Student: Refers to the T/S
“Introduction to Vikings”. The teacher PowerPoint slide and takes
discusses the dot points that are presented notes.
on the slide as the students copy down the
content. Resources:
- PowerPoint Slide
- Students are encouraged to ask any - Students exercise book
questions on the new content that has been
shown within the PowerPoint.
35- - Teacher hands out worksheets and iPads. Teacher: Distributes
50 The teacher instructs students to glue the worksheets and iPads.
mins. first worksheet into the exercise book and Monitors students by
move onto the second worksheet. walking around and offering S
assistance

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- The second worksheet can be completed
individually or in small groups. A section of Student: Completes
the class can be created if students with to worksheet
work individually if there is a large majority
of those who wish to work in groups. Resources:
Referral to the PowerPoint slides is - x30 worksheet one
recommended for the first question. The - x30 worksheet two
second question requires the use of the - x30 iPads.
iPads. The link to the interactive Viking
voyage map is on the board.

- The extension question carries onto the

reverse side of worksheet two and is to be
completed. All worksheets are to be glued in.

- The iPads also have an audio transcript of

the questions if students wish to listen to the
questions being read out to them.

50- - Yarning circle review: students are Teacher: Gathers students

58 instructed to stand up and to share reflective into a circle
mins. thoughts and ideas regarding the source T/S
analysis and what has been learnt Student: Shares new
throughout the lesson. thoughts and ideas.

- Reflection on the class as a whole is Resources:

encouraged.
58- - Teacher instructs students to finish any Teacher: Closes lesson, packs
60 incomplete work for homework and reminds away resources.
mins. them to glue in both worksheets into their
exercise books. Student: Packs up material. S

- Students pack up their things and are Resources:

instructed to leave the class in an orderly
manner once the bell sounds.

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

When developing this lesson, I wanted to ensure that the students were introduced into
the topic of “Vikings” in a way that was interactive, fun and to build a platform for further
engagement in subsequent lessons. The initial Socrative quiz served the purpose of
uncovering existing knowledge and also to see potential skills that may need to be analysed
deeper on both an individual and class level. A quiz similar to this will be given during the
middle and also the end of the topic to outline progression. The YouTube video serves as a
fun and interactive introduction that appeals explicitly to those students who are visual
learners. The mind map which is worksheet one in this lesson plan, serves the purpose as a
reflection activity which can added to by the students when a new concept is introduced.
Differentiation is introduced through how the students obtain the content (audio transcript

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through iPads) and also through the learning environment (allowing students to learn
individually if preferred). Including the yarning circle at the end of the lesson promoted
active reflection in an encouraging way as it allowed students to explain new discoveries of
the lesson and also possible different perspectives of the source material.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-3
Describes and assesses the
motives and actions of past
individuals and groups in
the context of past
societies
Teachers can assess students understanding of the
motives and actions of past individuals through the
Socrative Quiz and the completion of the worksheets,
in particular the source analysis.

HT4-9 Teachers can informally assess student’s ability to use

Uses a range of historical historical terms and concepts throughout the learning
terms and concepts when exercises explicitly within the yarning circle and the
communicating an completion of set work. Formally, by completing the
understanding of the past introductory quiz this is achieved.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.5 Differentiate Differentiating the process of how students receive content is
teaching to meet shown through all worksheets being available to both read from
the specific the book or to be listened through an audio transcript on the
learning needs of iPad. Differentiating is also shown through the environment in
students across which there is opportunities for students to work individually or
the full range of as a group.
abilities
2.2 Content The lesson plan is structured so that students are not
selection and overwhelmed with a new topic and is sequenced so that
organisation students’ progress through activities that get progressively
more difficult.
2.4 Understand Through incorporating a yarning circle at the conclusion of the
and respect lesson, it promotes learning from a collective group and building
Aboriginal and respectful relationships. The teacher acknowledges where the
Torres Strait concept of a yarning circle has come from.

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Islanders,
promotion of
reconciliation
4.1 Support Through the yarning circle and also throughout the lesson,
student engagement and student participation is supported and
participation promoted. The incorporation of group work also can support
student participation amongst peers.
5.1 Assess student Through the formative quiz at the beginning of the lesson. And
learning also informally through participation with class work and
contributions.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
- The use of iPads and the possibility of a liquid spilling on them. This can be
minimised by ensuring students keep the tables clear while using the technology.
- Student bags as a tripping hazard by the teacher or another student. Can be
minimised by ensuring all students stow their bag under their table.
- Teacher should ensure all exits are accessible and tables, chairs and other
equipment should be out of the way.
- Using the internet. The teacher should download the video so YouTube does not
have to be accessed during class time and provide the opportunity for irrelevant
material to be shown in class.

References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.

Content references

BBC. (2014) Vikings: Glossary. Retrieved from

http://www.bbc.co.uk/schools/primaryhistory/vikings/who_were_the_vikings/glossary

/index.shtml

Haughton,S. (2015). Viking Longships. Retrieved from

http://history.parkfieldprimary.com/vikings/viking-longships.

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Khan Academy. (n.d.) Environment and Trade: Viking Age. Retrieved from

https://www.khanacademy.org/humanities/world-history/medieval-

times/environment-and-trade/a/environment-and-trade-viking-age.

Mikkelsen-Friis, M. (2015). Viking Voyages. Retrieved from

https://www.thinglink.com/scene/672411731087065088.

Turner, D. (2017). How weather ruled the Vikings. Retrieved from

http://www.medievalists.net/2017/09/weather-ruled-vikings/.

Zhang, K. (2017). Viking expansion, climate and geography. Retrieved from

https://prezi.com/syq47quga1uu/viking-expansion-climate-and-geography/.

Resources Attached:
You must list all the resources that you have created or found in this space.

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Resource One: Socrative Quiz
https://b.socrative.com/teacher/#import-quiz/35288948
Screenshots:

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Resource Two: Youtube Video
https://www.youtube.com/watch?v=Wc5zUK2MKNY

Resource Three: PowerPoint Slide

Slide One Slide Two

THEY DID NOT HAVE HORNS ON

THEIR HELMET
WHO WERE THE VIKINGS?
• The Vikings came from three countries of Scandinavia:
• DENMARK
• NORWAY

Vikings • SWEDEN

• The word “Viking” comes from a language called ‘Old Norse’ and has
the meaning of: A pirate raid.

• The Viking age spanned from about 700 AD to 1100.

Slide Three Slide Four

WHO WERE THE VIKINGS?
• There was no unity between the three Viking nations and wars
were common.
• They were excellent navigators, great traders and were skilled in
the arts of both metal work and carpentry.
• They used large, low-sided boats called longships. Each oarsman
hung his shied over the side as protection for attack.
Geographic location
• Climate: Many people relied on farming as the main source of sustenance. If
they experienced a poor harvest season, many would starve.
• Summer storms stopped the movement of Vikings to new lands and winter
causes sea-ice which also prevented them from raiding.
• Norway: Coastal areas had cool summers and mild winters however, in the
interior, winters had severely low temperatures especially in the mountains.
• Sweden: Summers are much more drier than Norway. However, winters are
more severe and any inland body of water will freeze over.
• Denmark: Summers and winters are cold but not severe. Most suitable land
for crop growing due to lack of mountains and lack of severe temperatures.

Slide Five Slide Six

Geographic location continued Introductory Glossary

• Terrain: Scandinavia is filled with mountainous and rugged terrain. This meant
that a lot of the land was unfit for either living or growing crops
• Farmland was therefore often on the coastline.
• Only 3% of Norway could be used for farming
• This could be one of the reasons why Vikings expanded??
• Archaeologist : A person who finds out about the past by looking at old
objects or buildings that are buried under the ground
• Chieftain : The leader of a village or small group of people
• Monastery : The building where monks live
• Norse Myths : Stories told by the Vikings about gods and goddesses and
strange creatures
• Pagan : A person who believed in many gods
• Saga : a long story of heroic achievement, especially a medieval prose
narrative
• Valhalla : the Vikings believed that their dead heroes went to a great hall and
feasted at a long table

Source analysis refresher

A uthor – Who created it?
D ate – When was it produced?
A udience – Who was it originally created for? Slide Seven
M essage – What is being communicated to the audience?
A genda – What was the reasons for producing the source?
N ature – What type of source is it? How might it affect the content?
T echniques – How does author demonstrate point of view?
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Resource Four: Worksheet

One - Mindmap

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Resource Five: Worksheet Two – Viking homelands and short questions

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Resource six: Interactive Viking Voyage map

https://www.thinglink.com/scene/672411731087065088

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Lesson Plan

Topic area: Stage of Learner: Stage 4 Syllabus Pages:

Vikings 66 (PDF)
Date: 5/5 Location Booked: Normal Lesson Number: 02/30
Week 1, Wednesday classroom
Time: 60 minutes Total Number of students: 30 Printing/preparation
Learning map x30,
PowerPoint Presentation, iPads
X 6,
Three Worksheets x 30.

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Formative (ACDSEH007) - Describe the everyday
HT4-3: describes and assessment: -The way of life in life of men, women and
assesses the motives and Shown through Viking society and the children in Viking
actions of past individuals the creative roles and society
and groups in the context of writing activity relationships of
past societies. on the everyday different groups in
life of men, society
HT4-7: identifies and women and
describes different contexts, children.
perspectives and Students are
interpretations of the past. given feedback
during the lesson
HT4-8: locates, selects and and also the
organizes information from following lesson.
sources to develop an
historical inquiry.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
CC – Aboriginal and Torres Strait Islander
histories and cultures (Using images through the - Learn how to apply historical terms and
learning map, students are able to to follow the process information from a range of sources to
process of the lesson). create an individual creative writing response.
GC – Literacy (Through the creative writing
exercise).
GC – Critical and creative thinking (Through
thinking broadly and using imagination within the
creative writing exercise).

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

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Intellectual Quality 1.1 Deep 1.4 Higher-order
This refers to pedagogy focused on producing deep knowledge thinking
understanding of important, substantive concepts, skills and ideas. 1.2 Deep 1.5 Metalanguage
Such pedagogy treats knowledge as something that requires active understanding 1.6 Substantive
construction and requires students to engage in higher-order 1.3 Problematic communication
thinking and to communicate substantively about what they are knowledge
learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students criteria 2.5 Students’ self
and teachers work productively in an environment clearly focused 2.2 Engagement regulation
on learning. Such pedagogy sets high and explicit expectations and 2.3 High 2.6 Student direction
develops positive relationships between teacher and students and Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful knowledge 3.5 Connectedness
and important to students. Such pedagogy draws clear connections 3.2 Cultural 3.6 Narrative
with students’ prior knowledge and identities, with contexts knowledge
outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
Deep Deep understanding is shown through the “five words” and “the minute paper”
understanding exercises and also the completion of a creative writing task. This tasks requires the
students to have a deep understanding of the topic in order to provide an
individualistic response.
Students’ self- Students’ self-regulation is shown through the encouragement of a freedom of
regulation choice in the creative writing task. Further, the tasks throughout the lesson are
designed so that students can work at their desired pace. The learning map also
assists student in managing time if they do need guidance.
Knowledge Skills developed in English will be of significant importance when undertaking the
integration creative writing task.

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Time Teaching and learning actions Organisation Centred

T/S
1-5 - (Pre-lesson set up) Teacher writes up on Teacher: Hands out learning
mins. the white board “5 words”. Also loads up the map, marks roll
PowerPoint presentation so that it is ready
for the lesson. Student: Enters the T/S
classroom, receives learning
- Teacher meets and gathers students map worksheet and gets
outside the classroom. The teacher hands exercise book out.
each student a learning map that has explicit
visuals of what is to be undertaken within Resources:
class today. - Learning map worksheet
x30
- Teacher marks the roll as the students - Roll
settle into the class. - Overhead projector

5-15 - Teacher instructs students to refer to the Teacher: Verbal instruction.

mins. learning map which lists the activities that Notes down “5 words”
need to be completed during the lesson. responses.
Teacher also mentions that if students
become off-task, they can refer back to the Student: Raise hand and T/S
learning map to see where they are up to. reflect on what was learnt
last lesson.
- Teacher then asks students to select a word
that sums up last lesson and explain and Resources: Whiteboard
justify the word chosen. Get five volunteers.
15- - PowerPoint slide titled “Everyday life of Teacher: Progress through
30 men, women and children” is shown. the PowerPoint
mins. Students are instructed to copy down the presentation.
slides and are encouraged to ask questions. T/S
Student: Complete set work
in exercise books.

Resources: PowerPoint
Presentation
30- - Students are instructed to complete a Teacher: Instructs students
50 creative writing exercise “the day in the life of the activity. Places a few
mins. of” where they can choose to complete it iPads on the front desk with
from the perspective of either a male, female the audio and also places
or child. A written resource to help assist worksheets on the same
each choice and also an audio transcript of table. S
the source are available for students.
Students are also allowed to produce a Student: Choose what to
graphic mind map of the “the day in the life write on. Chooses the
of” exercise if they are having difficulty with resource they’d like to use.
literacy skills.

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Resources: iPads x 6
- If a high achieving student finishes early X90 resource sheets
and their creative writing piece excels
expectation, allow one on one collaboration
with any student that may be struggling. If
possible, pair this student with one that is
doing the same topic and allow them to
teach them.
50- - Teacher commences “the minute paper” Teacher: Asks for volunteers
55 exercise in which students volunteer to read
mins. out their creative writing paper and describe Student: Reads out their T/S
the most meaningful thing that was taught creative writing entry. Hands
during the lesson. teacher their books.

- All resource sheets are available online Resources:

through google classroom.
55- - Students pack up their things and are Teacher: Gathers resources.
60 instructed to leave the class in an orderly
mins. manner once the bell sounds. Student:

Resources:

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Reflection
What have I learned about the teaching and learning process when preparing this lesson?

When developing this lesson, I wanted to ensure that students absorbed the information
that was taught in the previous lesson. The “five words” activity is a light way to ensure that
students are on the right track in regards to what was taught. In an attempt to help reduce
off-task behaviour, I introduced the learning map which acts as a visual source to help guide
students with the progress of the class and can also help those with learning difficulties. The
creative writing exercise allows students to incorporate literacy skills and their creativity in
creating a unique “the day in the life of” task. For students with literacy difficulties,
differentiation is applied and students are given the choice of how the product is presented
(through an explicit visual mind map including labels). The “minute paper” activity acts as a
reflection task and also helps the teacher gain a gauge in the extent of students
understanding of the lesson along with books being collected for a review.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-3: describes and
assesses the motives and
actions of past individuals
and groups in the context
of past societies.
HT4-7: identifies and
describes different
contexts, perspectives and
interpretations of the past.
HT4-8: locates, selects and
organizes information from
sources to develop an
historical inquiry.
Teachers can informally assess students understanding
of the motives and actions of past individuals through
the completion of set work in the exercise book and
also through the creative writing exercise.
The creative writing exercise explicitly targets how
students can identify and describe life in a different
context than their own.
Through the worksheets and also the PowerPoint
slide. These resources can aid in building substance to
the creative writing activity.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.4 Strategies The learning map is symbolic of one of the eight ways of learning within the
for teaching Aboriginal culture which endeavours to explicitly map and stimulate
Aboriginal and visualising processes.
Torres Strait
Islander students.

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1.5 Differentiate Differentiation occurs through allowing students with poor literacy skills to
teaching to meet complete the creative writing exercise through creating a graphic mind
the specific map.
learning needs of
students across
the full range of
abilities
2.2 Content Content is organised and set out through the learning map. It follows a
selection and sequence in which the content becomes progressively more difficult
organisation throughout the lesson.

3.5 Use effective Through verbal instruction and also through the learning map, students can
classroom continuously be engaged within the lesson.
communication
5.2 Provide At the end of the lesson, exercise books are collected and the creative
feedback to writing task will be marked with feedback. Feedback will come in the form
students on their of written notes or verbally.
learning

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?
- Student bags as a tripping hazard by the teacher or another student. Can be
minimised by ensuring all students stow their bag under their table.
- Teacher should ensure all exits are accessible and tables, chairs and other equipment
should be out of the way.

References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.
Content resources

Barrow,M. (2013). Viking Houses. Retrieved from

http://www.primaryhomeworkhelp.co.uk/viking/houses.html

Hynson, C. (2007). Men, Women and Children in Viking Times. Sydney, Australia: Wayland.

Pruitt, S. (2016). What was life like for Women in the Viking Age? Retrieved from

https://www.history.com/news/what-was-life-like-for-women-in-the-viking-age

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Teaching resources. (2014). Viking Unit. Retrieved from https://www.tes.com/teaching-

resource/viking-unit-6404853

Viking Men. (n.d.) Retrieved from http://www.legendsandchronicles.com/ancient-

civilizations/the-vikings/viking-men/

Resources Attached:
You must list all the resources that you have created or found in this space.

Resource one: Learning Map

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Resource 2: PowerPoint Presentation

Slide One Slide Two

THEY DID NOT HAVE HORNS ON

THEIR HELMET
Everyday life of men, women
And children
• Most Vikings were farmers. They grew crops and lived from the land.

Vikings • On the farm everyone worked, including children.

• Homes were built near the water both fresh and seawater as most of their
food came from creeks.
• No formal school that kids attended, parents taught their kids.
• Boys learnt to farm, row, sail, hunt and fish
• Girls taught how to spin, weave and gather berries.
• Social games included tests of strength and agility.

Slide Three Slide Four

Viking Houses
• Built their houses from local materials such as wood, stone or
blocks
• Often one room homes with a cooking fire in the middle.
• Animals and people lived in the same building especially during
winter
• Walls were lined with clay or consisted of wooden planks
• Dampness was the enemy of these houses and Vikings had to
constantly repair their homes.

Slide Five
Viking Men
• Viking men were travelers, warriors and farmers

• Farming and living off the land was the primary way to survive.

• Trading was another option for a Vikingman. This includestravelling to

foreign lands and bartering and swapping goods

• Highly common for a Vikingman to marry, children would be free labour on

the farm or workshop and the wife helped maintain the house.

• Providing for the family and protecting them was a core component of a
Viking men’s life.

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Slide Six

Slide Seven

Viking Women
• Married between the ages of 12 and 15 – family negotiated but the woman
usually had a say.

• Running of the farms and the house fell on them when the males were away
fighting. During these times they undertook all duties that were usually left
for the men

• Was responsible for making sure the food lasted during the long winter.

• Made food such as butter and cheese and was expected to know about herbs
when making medicine.

Slide Eight

Viking Children
• Childhood did not last long in the Viking age with men and women considered
adults by the age of 12.

• This meant that they were expected to work and also get married by this
time.

• Children had to assist with indoor tasks such as making food or outdoors
looking after the animals and working the fields

• Any children of slaves became slaves themselves as soon as they were old
enough to work

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Resource Three: Info sheets for creative writing x3

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