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Viking primary resource: Old Norse Gods

Explore norse mythology and viking religious beliefs.

This primary resource introduces children to Viking religion and Old Norse gods. Discover more about Norse mythology. What did the Vikings believe in? How did they honour their gods?

Pupils will learn about the home life of Viking citizens, the different beliefs that the Viking’s held and how they worshipped their gods and goddesses in our National Geographic Kids’ Vikings primary resource sheet.

The teaching resource can be used in study group tasks for furthering children’s knowledge of Viking myths that they may have already heard of (e.g. gods such as Thor and Loki, or goddesses such as Freya and Hel). The resource sheet could also be used as a printed handout for each pupil to review and annotate, or for display on the interactive whiteboard for class discussion.

Activity: Ask children to choose one of the Viking gods / goddesses from the resource sheet and use the information provided to write their own myth or short story featuring their chosen god. In pairs or groups, pupils could be assigned a letter and given a dictionary to try and find words beginning with that letter that are derived from Old Norse (see resource sheet for identifying Old Norse words).

N.B. The following information for mapping the resource documents to the school curriculum is specifically tailored to the English National Curriculum and Scottish Curriculum for Excellence . We are currently working to bring specifically tailored curriculum resource links for our other territories; including South Africa , Australia and New Zealand . If you have any queries about our upcoming curriculum resource links, please email: [email protected]

This History primary resource assists with teaching the following History objectives from the National Curriculum :

• Know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind.
• Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
• Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

This History primary resource assists with teaching the following Social Studies Second level objective from the Scottish Curriculum for Excellence :

• I can discuss why people and events from a particular time in the past were important, placing them within a historical sequence
• I can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences

Scottish Curriculum for Excellence Social Studies Third level objective :

• I can explain the similarities and differences between the lifestyles, values and attitudes of people in the past by comparing Scotland with a society in Europe or elsewhere.

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Part of KS2 History

What happened to the Anglo-Saxons and the Vikings?

The Vikings and Anglo-Saxons both lived in Britain for many years. Find out what happened to them.

An introduction to Viking Britain

Learn about Viking homes, society and jobs.

What were the Vikings like?

Find out who the Vikings were.

What were Viking battles like?

Learn about Viking weapons, warships and battles.

How did the Vikings trade and explore?

How did the Vikings travel? What did they buy and sell?

How did the Anglo-Saxons and Vikings get on with each other?

Learn about what happened between the Vikings and the Anglo-Saxons in Britain.

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The Vikings

Who were the Vikings?

The Vikings came from all around Scandinavia (where Norway, Sweden and Denmark are today). They sent armies to Britain about the year 700 AD to take over some of the land, and they lived here until around 1050.

Even though the Vikings didn’t stay in Britain, they left a strong mark on society – we’ve even kept some of the same names of towns. They had a large settlement around York and the Midlands, and you can see some of the artefacts from Viking settlements today.

Top 10 facts

• The Vikings are also called Norsemen, and came from Scandinavia.
• They spoke Norse , which had an alphabet made up of characters called runes.
• They travelled over the sea in longships, which are long, narrow wooden boats that could be sailed in both deep and shallow water.
• The Vikings left their homeland because they were looking for better places to farm than the kind of terrain that Scandinavia had.
• The Vikings first attacked Britain in 787 AD, but didn’t start to invade and settle in the British Isles until 793 .
• In 878, King Alfred the Great defeated the Vikings in battle and had them sign a treaty saying they had to keep to their own land in England – this section of land was called Danelaw.
• Jorvik was a large Viking kingdom around York ; the last king of Jorvik was Eric Bloodaxe in 954.
• Viking warriors believed that when they died in battle, they went to Valhalla – this is where the king of the gods lived, named Odin.
• England once had a Viking king: King Canute ruled from 1016-1035, and his descendants ruled until 1042.
• A few weeks before the Anglo-Saxons were defeated in the Battle of Hastings in 1066 , they defeated Viking warriors near York, led by Harald Hardrada at the Battle of Stamford Bridge.

• 793 The Vikings attacked a monastery at Lindisfarne in Northumbria and started to settle in England
• 866 The Vikings raided and conquered York, and established the Viking Kingdom of Jorvik

• 878 Alfred the Great defeated the Vikings at the Battle of Ethandun
• 886 The boundary between Anglo-Saxon and Viking territories was established, called Danelaw
• 950 Viking armies raided Wales
• 954 The Viking Kingdom of Jorvik became part of England again
• 994 Viking armies from Denmark and Norway attempted to raid London, but were defeated

• 25 September 1066 The Battle of Stamford Bridge took place near York, between the Anglo-Saxons and Viking invaders led by Harald Hardrada
• 14 October 1066 William from Normandy, "William the Conqueror", won the Battle of Hastings and the Normans began to rule England

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Did you know?

• The word ‘Viking’ means ‘a pirate raid’ in the Norse language, which is what the Vikings spoke.
• ‘-by’, as in Corby or Whitby, means ‘farm’ or ‘town’
• ‘-thorpe’, as in Scunthorpe, means ‘village’
• The Viking alphabet, ‘Futhark’, was made up of 24 characters called runes. Each one stood for entire words or gods, as well as sounds.
• There was a large Viking community around York called Jorvik. Archaeologists have found out a lot about the Vikings thanks to the artefacts they found there.
• The Vikings kept long benches in their homes that they’d use to sit on during the day, and then to sleep on at night. Only rich people had beds.
• In Viking times, people usually just took baths once a week! This was often on Saturdays.
• The Normans from France who defeated the Anglo-Saxons in the Battle of Hastings were actually descendants of Vikings! Vikings settled around more places than just Britain – they went to Ireland , Iceland, Greenland, France and Spain too.

Can you find the following in the gallery below?

• A map showing where the Vikings originally lived, and where they settled in Britain and Ireland
• A map showing the Danelaw
• A replica of a Viking longboat
• What a Viking warrior would have looked like
• A Viking warrior’s helmet
• What a Viking man would have worn
• What a Viking woman would have worn
• The names of clothing that the Vikings wore
• Weapons that the Vikings used
• A Viking ship reconstruction
• A Viking village reconstructed in Ukranenland, an archeological village-museum in Germany
• Viking gold bracelets
• A Viking boat sculpture in Iceland
• An illustration of a Viking boat
• A re-enactment of Viking life

The Vikings wanted new land because the places where they came from in Scandinavia – Norway, Sweden and Denmark – weren’t very easy to live in. It was hard to grow crops, which meant there wasn’t a lot of food as the population got bigger. Britain and Europe had plenty of good farmland , so the Vikings tried to claim some of that land for themselves.

Even though the Anglo-Saxons were pretty well established in England, the Vikings would turn up every now and then to raid towns and take a bit of land. Sometimes, instead of fighting the Vikings, the Anglo-Saxons decided it was better to pay them money so they’d stay away. This payment was called Danegeld.

The first Viking attack on England was in 787 on the Isle of Portland. The Vikings went home straight afterwards, but they came back to England in 793 and raided a monastery at Lindisfarne. Monastaries made easy targets because the monks who lived there didn’t have any weapons, and they did have money and food.

The Vikings believed in many different gods , and they thought making sacrifices to the gods kept them all happy. They also told stories about the gods, called Norse mythology . Some of the gods included:

• Thor , the god of thunder
• Idun , the goddess of spring
• Odin , the king of gods and the god of war

The Vikings believed that if a warrior died while fighting in battle, he’d go to Valhalla , which is where Odin was. Other heroes who had died would also be there. Odin would send his warrior maidens, called Valkyries, across the sky to ferry dead warriors to Valhalla.

Viking warriors were very good fighters. They’d wear helmets and carry shields to defend themselves, and they’d also have one of these weapons:

• spear – a leaf shape or spike at the end of a wooden shaft
• sword – these were expensive to make and usually double-edged, and warriors would decorate the hilts
• battle axe – an axe with a long handle, and cheaper to make than a sword

Boats that the Vikings built are called longships – they are long, narrow boats that can be used in both deep and shallow water, making them perfect for travelling over the ocean and carrying lots of warriors onto the shore. Longships were symmetrical, meaning they looked the same at the front as they did at the back. They’d often have dragon heads carved at either end.

VIkings sailed all the way across the Atlantic Ocean to Newfoundland in North America in their longships!

Viking homes were long too – they were called longhouses ! They were rectangular, made from wood and were usually just one big room without any inside walls. There would be one big fire pit in the centre for cooking and keeping the house warm. The roof was covered in thatch, and there was a hole in the middle for smoke from the fire to go through. Benches around the house would be used both to sit on and to sleep on.

Most clothes that the Vikings had were made from wool, but they also had some clothes made from linen. They used dyes made from plants and minerals to make red, green, brown, yellow and blue, so their clothes were very colourful.

Viking men wore a long shirt, trousers with a drawstring tie and a coat with a belt around the waist. Viking women wore long dresses with a tunic over the top that was held up by two brooches pinned at the shoulders. Both men and women wore woollen socks and leather shoes.

Alfred the Great defeated the Vikings at the Battle of Ethandun (in modern day Wiltshire). After this, he and the Vikings agreed to set boundaries for their kingdoms. The area that the Vikings lived in was called Danelaw, and it meant that the land south of the diagonal line between London and Chester belonged to King Alfred (Wessex). Danelaw eventually became smaller and smaller as the Anglo-Saxons took more and more control.

Jorvik was a large Viking kingdom around York. The last king of Jorvik was Eric Bloodaxe, who was driven out in 954. The Vikings in England then agreed to be ruled by the king of England rather than having their own king.

But, that doesn’t mean that the king of England couldn’t be a Viking! The first Viking king of England was King Canute in 1016. He ruled until 1035, and then his sons were kings after that – but only for a total of seven years. Harold Harefoot was king until 1040, then Hardicanute was king until 1042.

Names to know:

King Canute (ruled as king of England from 1016-1035) – Canute was the first Viking king of England. He won a battle against Edmund II that divided their kingdoms, but when Edmund died Canute ruled both kingdoms. His sons, Harold Harefoot and then Hardicanute, ruled until 1042.

Harald Hardrada (c.1015-1066) – Harald Hardrada was the king of Norway. He led Viking armies into England, but was defeated at the Battle of Stamford Bridge in York by King Harold II.

Leif Erikson (c.970-1020) – Leif Erikson was a famous Viking explorer who sailed all the way to North America. 

Eric Bloodaxe (died in 954) – Eric Bloodaxe was king of the Viking kingdom of Jorvik between 947-948 and 952-954. He was the last king of Jorvik before it became part of England.

Related Videos

Just for fun...

• Type your name into the box and see how it looks written in Viking runes!
• Have Mum or Dad help you make some porridge in the way that the Vikings would have had it
• Watch Horrible Histories songs about the Vikings, the  Vikings & Garkunkel Song and  The Vikings - Literally
• Print some Viking colouring sheets  and a  Viking Age boat to colour in
• Make your own Viking tortoise brooches and try  Viking cord winding
• You'll find amazing artefacts from the Viking Age on the Jorvik Discover from Home  webpage, as well as Viking colouring, puzzles, crafts, stories and videos
• Quiz yourself on the Vikings
• Make your own Viking name
• Bake your own Viking flatbread
• The Cbeebies television show Gudrun the Viking Princess offers a glimpse of what life might have been like for the Vikings a thousand years ago
• Listen to a collection of Viking sagas  told by Loki, Viking god of fire, on BBC Schools Radio
• Read a National Geographic kids comic set on a Viking longboat
• Make your own Viking shield , Viking longboat and Viking helmet with step-by-step instructions and videos from Hobbycraft
• Try some Viking puzzles from the Yorvik Centre
• Step back to 876AD and make your own Viking longship, Viking longship figurehead and Viking helmet

Children's books about the Vikings

See for yourself

• Visit Jorvik Viking Centre  in York to go back in time and see what it was like to live as a Viking
• See a Viking coin made in England  for a Viking ruler
• Step into a  Viking Longhouse reconstruction at the Ancient Technology Outdoor Education Centre
• At the National Museum of Scotland, see the Galloway Hoard , the richest collection of rare and unique Viking-age objects ever found in the British Isles

Find out more:

• Watch BBC Bitesize animations about the Vikings
• A children's introduction to the Vikings from DKfindout!
• See an animated film about the life of a ten-year-old Viking boy
• Learn about everyday life in the Viking age
• Find out about the Vikings in Scotland with BBC Bitesize animations
• Watch a virtual tour of the British Museum's  Vikings Live  exhibition
• Discover the  secrets of Viking ships
• "Walk" through a real Viking village
• Read stories and sagas from the Viking world – we've collected the best kids' books about the Vikings
• Find out about the Viking words we use in English place names . Did you know that words like berserk, ugly, muck, knife, die and cake come from Old Norse, the Viking language ?
• Information about  Viking gods and mythology
• Did Vikings have horned helmets? Find out!
• See some images of Viking clothes  and Viking jewellery  and find out about Viking pets
• The Vikings were warriors of the sea. Find out more about Viking voyages and sea-faring life
• Download a  Viking information booklet, packed with pictures
• Watch a video about the Vikings Eric the Red and his son Leif Ericson, who explored areas of Greenland and North America

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Schoolshistory.org.uk

History resources, stories and news. Author: Dan Moorhouse

Source Material: The Vikings

A selection of Primary and near-contemporary sources on the Viking Age. These are designed to provide teachers with easy access to a rich bank of source material that they can use to enhance teaching and learning of history. The Viking Age is typically covered in Primary Schools in the United Kingdom, so sources here reflect the nature of that curriculum. 

Vikings: Source Material

Source: Al Tarsushi visits Hedeby . A wonderful source that makes it clear that trade was truly international. The exchange of goods, ideas and awareness of other cultures can all be extracted from this source. Al Tarsushi was a Muslim trader who sailed from Moor held Cordoba in Spain to Scandinavia. His report on the significant trading base at Hedeby is fascinating and incredibly useful in Key Stage 2 History lessons.

Source: The Viking Raid on Lindisfarne. An account of the infamous Viking raid on Holy Island. Teachers can link this with the letter sent by Alcuin to the Bishop of Lindisfarne to see how the raid was viewed in terms of the events and the perceived reasons for it. The raiding can also be compared with other Viking raids, such as those up the River Rhine or along the coast of the Iberian Peninsula.

Source: Alcuin’s letter to the Bishop of Lindisfarne . Alcuin was an English churchman who went on to work for the great Frankish Emperor, Charlemagne. He was a great scholar and wrote many letters, lots of which were copied and stored in libraries at the time. This source is his reaction to the Viking raid on the Holy Island of Lindisfarne.

Source: Viking raids into the Rhineland, c840sAD. As with the raids on the British Isles the Vikings explored the Rivers of mainland Europe. The Rhine offered the Vikings a navigable river that could take them deep into the continent. Here we look at one such raid. A map illustrating other raids, which increased in number following King Alfred’s victory in England, is included for reference.

Source: Edmund the Martyr, 870AD . Edmund was King of East Anglia. He was faced with demands to submit to the Great Heathen Army but chose to fight instead of submitting. His fate was brutal. The source and depictions of his end are perhaps not the most suitable to use with young children but the method used is worth noting as a teacher due to its ruthlessness and apparent barbarity.

Source:  Viking raids on the Iberian Peninsula . The Vikings travelled, raided and raided quite extensively. This source is a Moors account of Viking raids on the Iberian Peninsular. Remember too that the Vikings could access the Mediterranean via the Black Sea.

Source: The Viking Siege of Paris, 885/886AD . One of the most famous sieges in history. The Vikings besieged Paris twice. This, the second of those sieges was the longer and more decisive of the sieges.

Source: Archbishop Wulfstan’s Sermon ‘ Wolf to the English’ c1014AD. It is easy to forget that the Viking Age in England lasted into the eleventh century. This famous source is the Archbishop of York’s sermon on the situation as he saw it in 1014.

Source: Egil’s Saga. The full text of this famous Icelandic Saga . The Vikings themselves wrote very little. The exception were the Vikings who settled on Iceland. They wrote a number of text types, the most famous of which are the Sagas. Egil’s Saga is one of the best known. This page includes the entire Saga, so isn’t a quick and easy read (71000 words).

Source : Cnut’s Law on Intestacy . Also listed on our Saxons page.

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Do you want to find other Primary Sources for use in your lessons, or for research purposes? Visit our Primary Sources page to see which areas we currently have a range of sources for.

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Lessons - Romans, Anglo-Saxons and Vikings

The Nuffield Primary History project ran from 1991-2009 and developed a range of approaches and techniques for doing history with children. The resources produced by the project are all real lessons which have been taught by real teachers. They include guidance on teaching and examples of children's work. Many of the lessons have been developed by teachers as part of their continuing professional development. A narrative style was used to describe the lesson and what happened.  Read more

The project was developed by Jon Nichol, formerly of the School of Education, University of Exeter, Jacqui Dean, formerly School of Education and Professional Training, Leeds Metropolitan University, Ray Verrier, the late John Fines and others. Sarah Codrington coordinated the project from the Nuffield Foundation.

Romans, Anglo-Saxons, and Vikings

Please note: these resources were produced as part of the Nuffield Primary History project (1991-2009) and pre-date the 2014 National Curriculum.  A series of lessons, exemplars and guides to help you teach your students about the Romans, the Anglo-Saxons and the Vikings.

Teaching Romans, Anglo-Saxons, and Vikings in Britain

This resource is free to everyone. For access to hundreds of other high-quality resources by primary history experts along with free or discounted CPD and membership of a thriving community of teachers and subject leaders, join the Historical Association today Romans, Anglo-Saxons and Vikings ‘Romans, Anglo-Saxons and Vikings' is the...

Roman Baths

Please note: this lesson was produced as part of the Nuffield Primary History project (1991-2009) and pre-dates the 2014 National Curriculum. It is part of a full sequence of lessons available here. The account tells how we recreated a Roman bath house in the Reception/Year 1 classroom during a ten-week unit learning about...

Roman market (KS1 or KS2)

Please note: this lesson was produced as part of the Nuffield Primary History project (1991-2009) and pre-dates the 2014 National Curriculum. It is part of a full sequence of lessons available here. Shopping in a Roman townPart of 'The way of life of people who lived in the more distant past in Britain'....

The Vikings in Britain: a brief history

Viking Age | In Britain: background | Short history | King Alfred | Later raids & rulers | Key concepts < This resource is free for everyone For access to hundreds of other high-quality resources by primary history experts along with free or discounted CPD and membership of a thriving community of...

Anglo-Saxons: a brief history

Jump to: Anglo-Saxons in Britain | Anglo-Saxon Kingdoms | Areas to examine | Key concepts & links This resource is free to everyone. For access to hundreds of other high-quality resources by primary history experts along with free or discounted CPD and membership of a thriving community of teachers and subject...

Magic History of Roman Britain

Please note: this lesson was produced as part of the Nuffield Primary History project (1991-2009) and pre-dates the 2014 National Curriculum.  The Magic History of Roman Britain by Jon Nichol provides a great deal of information about life in Roman Britain in story form. It tells the story of Sam and Jane,...

Roman Britain: a brief history

This resource is free to everyone. For access to hundreds of other high-quality resources by primary history experts along with free or discounted CPD and membership of a thriving community of teachers and subject leaders, join the Historical Association today From the founding of the city of Rome in the...

Viking Burial Mound

Please note: this lesson was produced as part of the Nuffield Primary History project (1991-2009) and pre-dates the 2014 National Curriculum. It is part of a full sequence of lessons available here. In this simulation of an excavation, the children investigate a past event and imaginatively reconstruct what happened, on the basis of the...

Vikings: Egils Saga

Please note: this lesson was produced as part of the Nuffield Primary History project (1991-2009) and pre-dates the 2014 National Curriculum. It is part of a full sequence of lessons available here. Key questions in this lesson were: What did the Vikings value?  What can we discover from sagas and poetry? (These resources...

Viking traders

Please note: this lesson was produced as part of the Nuffield Primary History project (1991-2009) and pre-dates the 2014 National Curriculum. It is part of a full sequence of lessons available here. Enactive learning - a Viking trading game to help children understand the full variety of Viking life and culture. They were so...

Viking travel

Please note: this lesson was produced as part of the Nuffield Primary History project (1991-2009) and pre-dates the 2014 National Curriculum. It is part of a full sequence of lessons available here. How did the Vikings travel so far? Using photos to investigate a Viking longboat. (See Gokstad ship for links to photographs.) Key...

Vikings settle down

Please note: this lesson was produced as part of the Nuffield Primary History project (1991-2009) and pre-dates the 2014 National Curriculum. It is part of a full sequence of lessons available here. This resource is free to everyone. For access to hundreds of other high-quality resources by primary history experts...

Vikings: who were they?

Please note: this lesson was produced as part of the Nuffield Primary History project (1991-2009) and pre-dates the 2014 National Curriculum. It is part of a full sequence of lessons available here. This resource is free to everyone. For access to hundreds of other high-quality resources by primary history experts along with free...

Sutton Hoo: describing artefacts found

Please note: this lesson was produced as part of the Nuffield Primary History project (1991-2009) and pre-dates the 2014 National Curriculum. It is part of a full sequence of lessons available here. Questions addressed in this lesson were: What would you expect archaeologists to find at Sutton Hoo? Why is it important to...

Saxon Ship Burial

Please note: this lesson was produced as part of the Nuffield Primary History project (1991-2009) and pre-dates the 2014 National Curriculum. It is part of a full sequence of lessons available here. The class had investigated life in Roman Britain. A visit to Dewa Centre in Chester together with class lessons and individual...

Saxon Settlers in Britain

The end of roman britain.

Please note: this lesson was produced as part of the Nuffield Primary History project (1991-2009) and pre-dates the 2014 National Curriculum. It is part of a full sequence of lessons available here. Writing poems in the KS2 literacy hour about the Saxon destruction of a Roman town. (These resources are attached below) Children...

Please note: this lesson was produced as part of the Nuffield Primary History project (1991-2009) and pre-dates the 2014 National Curriculum. It is part of a full sequence of lessons available here. Pupils asked: Who was Boudicca? What was she like physically and what was she like as a person? What did other...

The Roman army: Spy!

Please note: this lesson was produced as part of the Nuffield Primary History project (1991-2009) and pre-dates the 2014 National Curriculum. It is part of a full sequence of lessons available here. The year 5/6 class visited Julius Caesar's camp before he invaded Britain in 55 BC. I wanted the children to get...

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Internet Sources (600-1300 CE)

• British History Online British History Online is a digital library of key printed primary and secondary sources for the history of Britain and Ireland, with a primary focus on the period between 1300 and 1800. We aim to support the learning, teaching and research of our users from around the world.
• Corpus of Electronic Texts Documents of Ireland. CELT is producing an online database of contemporary and historical topics from many areas, including literature and the other arts. It is showcasing Ireland's heritage, and providing material for the greatest possible range of readers, researchers, academic scholars, teachers, students, and the general public.
• Digital Scriptorium Digital Scriptorium is a growing consortium of libraries and museums committed to free online access to their collections of pre-modern manuscripts.
• Eurodocs Covers content from prehistoric and ancient Europe, Medieval and Renaissance Europe, and Europe as a Supranational Region.
• The Icelandic Saga Database The Icelandic Saga Database is an online resource dedicated to publishing the Sagas of the Icelanders -- a large body of medieval Icelandic literature.
• Internet Medieval History Sourcebook An annotated list of resources for the study of Medieval History.
• Online Medieval Bibliographies Sourcebook The Online Medieval Sources Bibliography provides detailed information about modern editions - both in print and online - of medieval primary sources.
• Trelleborg Museum The National Museum of Denmark. Museum on the site of a Viking fortress.
• The Viking Age Danish National Museum. Covers many topics regarding Viking society and culture.
• Vikings: The North American Saga Smithsonian National Museum of Natural History. From the rise of the Scandinavian kingdoms during the Viking Age (A.D.750 to 1050) to the demise of the Greenland colonies around A.D. 1500, Vikings: The North Atlantic Saga examines the history of the western expansion of the Vikings and sheds new light on a well known culture.
• The Viking Ship Museum Museum of Cultural History. University of Oslo. Museum dedicated to Viking Ships and artifacts.

Primary & Secondary Sources

It is important to distinguish between primary and secondary source material. On this page, you will find a brief guide to understanding the differences between these two types of sources and where to find both primary and secondary materials in the library.

Primary Source Databases (600 - 1300)

Primary Source Books (600 - 1300)

• A history of the Vikings. by Jones, Gwyn 1907-1999 ISBN: 01928013413 Publication Date: 1968

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Homework tips for supporting children in primary school

Homework can be a sticking point for busy families.

After experts questioned its relevance for primary schoolers, many of you weighed in on Facebook, disagreeing on how much, if any, homework is the right amount for this age group. 

So, what is beneficial? And what are some strategies to help make it a less stressful part of the day for both parents and kids?

What's the value in homework?

Grattan Institute deputy program director Amy Haywood says there is value in homework — particularly set reading — for primary school-aged kids.

Ms Haywood, based in Naarm/Melbourne, says time spent reading independently or with an adult "is a really good use of time because it builds up the vocabulary".

In addition to reading, other key skills such as maths can be a focus.

"In classes is where they're doing a lot of the learning of new content or skills, and then outside the school might be opportunity to practise."

She says there's "clear evidence around practice leading to mastery, and then the mastery having an impact on students' engagement in school, [and] their confidence with taking on different learning tasks".

There's also a case for homework in later primary years as you might want them to build some of those study habits before they go into secondary school.

But, she says "schools need to be careful about what homework they are setting".

Communicate with the school

Ms Haywood encourages parents to speak to teachers if they have concerns about set homework.

"[Teachers] may not necessarily realise that a student is spending a lot of time or needing quite a bit of help.

"That new information is very useful for a teacher because it means that they can go back and understand what they might need to reteach and any misconceptions that they need to go over."

Find the best time for your family

Parenting expert and family counsellor Rachel Schofield says finding the best time for homework in your family's routine is important.

Based in New South Wales' Bega Valley, on traditional lands of the Yuin-Monaro Nations, she says for some families fitting it into the morning routine is easier.

It's also about when parents and caregivers are in "the best shape" to help, "because if you've got a kid that's battling homework, you're going to have to be in emotionally good shape".

"If you're really stressed at the end of the day, then that's probably not the best time."

Ms Schofield says "parents have incredibly busy lives" but if you can carve out the time "homework can become a place where you actually get to slow down and stop".

She says children below the age of 10 need a lot a supervision and shouldn't be expected to do homework independently.

Why homework straight after school might not work 

Ms Schofield says kids "need decompression time after school".

She says there's an understandable tendency among busy parents to get homework out of the way as soon as possible, but this could be working against them.

Snacks, play and time to offload are usually what primary-aged kids need, Ms Schofield says.

Some time to play and connect with a parent after school can be "really helpful".

Even 10 minutes "can make the whole trajectory of the evening go differently", she says.

Ms Schofield says kids can come home with "a lot of emotional stuff" and rough-and-tumble-play can be a good way to spend time with them and help them decompress after school.

Ms Schofield says you can also try and engage with your child 'playfully' if they are refusing to do homework.

It's tempting to be stern and serious in response, but she says treating it more "goofily" by poorly attempting to complete it yourself or asking your child for help with a task might get a better result.

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• Homework and Study

Minnesota Vikings Open Thread, 25 May 2024

A s we wait for any news we are left to wonder/speculate about position battles and the best course of action the team should take. For example, should the team start JJ McCarthy? Sam Darnold is getting 10M this year which is a lot but it is not too much and probably will prove worth the investment. There are many articles out there that discuss starting or sitting a rookie QB with a lot of them having a ton of nerd stats to confuse.

What the Last 20 Years Teach Us About How Rookie QB Seasons Predict Future Success

https://www.theringer.com/nfl/2021/9/30/22700483/rookie-quarterback-first-start-development-timeline

Will a team be better with its talented but undeveloped rookie or its reliable but unspectacular veteran? Some think throwing quarterbacks in before they’re ready can ruin their psyches; others think the best way for QBs to learn is to make mistakes and grow from them.

You can make all sorts of arguments about the best approach with rookie qbs. peyton manning got to start immediately in indianapolis after being picked first overall in 1998. those colts went 3-13 as manning threw 28 interceptions, which remains the record for most interceptions by a rookie. eventually, though, he figured things out and became one of the game’s all-time greats. in 2014, manning told peter king that the game slowed down for him during his rookie season, and that he feels playing as a rookie is “the best way to learn” for young quarterbacks., so what can we learn from this exercise after reviewing the data, i have three primary takeaways., 1. the most successful strategy, oddly, is using players in small roles before eventually naming them starters..

Data Supports The Idea Of Giving Rookie Quarterbacks Time To Develop

While the sample size of 30 QBs could be affected by outliers, there does seem to be a trend of QBs who are able to sit for at least four games outperforming those who start right away.

History of NFL QBs waiting to start: Here’s what stats since 2000 say about when they’ll most likely succeed

In almost every category, the group of players that took over in Year 3 performed the best, while the players who became starters in the second half of their rookie season performed the worst. Of course, these results are subject to all sorts of small-sample size concerns.

I am not sure if there is a right or wrong answer. I think the Vikings are taking the best approach and will let it happen organically. We all know that JJ McCarty will eventually be the starting QB for the Minnesota Vikings. They should give him at least 30 starts or more before making any long term decision on his future.

It is really an exciting time to be a fan of the Minnesota Vikings.

NFL Rumors: Vikings Haven’t Ruled Out J.J. McCarthy Being QB1 over Sam Darnold Week 1

Per ESPN’s Kevin Seifert, the Vikings haven’t ruled out McCarthy as their starter to open the regular season, but they “want his ascension to be organic” instead of putting him on the field because they don’t have anyone better.

Head coach kevin o’connell has been careful about not wanting to put too much pressure on mccarthy right now., “he’s doing a great job of handling everything and just enjoying seeing the process, rep-to-rep improvement, taking coaching points from josh or wes or myself, and just continuing to build on what we–we spent a lot of time together pre-draft, and one of the real benefits of that, is in a lot of ways, a lot of things we’re talking about he’s not hearing for the first time now,” o’connell told reporters during vikings rookie minicamp..

Rapoport: I could see Sam Darnold never relinquishing Vikings’ QB1 role in 2024 | ‘The Insiders’

Other Minnesota Vikings News and Links

Apparently the Vikings need to worry about re-signing Jordan Addison already

Minnesota Vikings newcomer named comeback candidate

Most interesting positional battles for Vikings heading into 2024-25

Minnesota Vikings 90-man roster: Will Ty James earn a roster spot at WR?

Harrison Smith’s On-Brand Offseason and Why He Decided to Come Back

New Vikings TE Robert Tonyan Could Be Needed During T.J. Hockenson’s Absence

Vikings Express Confidence in Blake Brandel as Starting Left Guard

Can Vikings Punter Ryan Wright Bounce Back From Sophomore Slump?

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