Viking Roundhouse Designers: A Descriptive Writing Task

This activity will immerse Year 3 pupils in the world of Viking homes, specifically focusing on roundhouses. Through exploration of images and information, they will gather details to write a descriptive report. The primary learning intention is for children to develop their descriptive writing skills, using factual information about Viking roundhouses to inform their writing. This aligns with the English National Curriculum for Year 3, focusing on writing non-fiction texts, using descriptive language, and organising ideas.

1. Introduction (10 minutes): Begin by revisiting the topic of Vikings. Ask children what they already know about Viking life. Introduce the idea of Viking homes – 'What kind of houses do you think Vikings lived in?' Show images of Viking longhouses and roundhouses. Explain that today we'll be focusing on roundhouses.
2. Explore and Discover (15 minutes): Provide pupils with a selection of resources about Viking roundhouses. This could include:
   • Large, clear images of reconstructed Viking roundhouses (inside and out).
   • Short, age-appropriate information texts or fact cards about roundhouses (e.g., 'What were they made of?', 'What was inside?', 'Who lived there?').
   • A simple diagram labelling parts of a roundhouse. Encourage children to discuss what they see and read in pairs or small groups. Provide a simple 'fact-finding' sheet or prompt questions (e.g., 'What materials were used?', 'How many rooms were there?', 'What was the central feature?').
3. Vocabulary Brainstorm (10 minutes): As a class, gather descriptive vocabulary related to roundhouses. Write these on the board. Think about materials (e.g., 'wattle and daub', 'thatch', 'timber'), features (e.g., 'hearth', 'smoke hole', 'benches', 'storage pits'), and adjectives (e.g., 'sturdy', 'cosy', 'dark', 'smoky', 'communal').
4. Planning the Report (15 minutes): Model how to plan a descriptive report. Suggest a simple structure:
   • Introduction: What is a Viking roundhouse?
   • Paragraph 1: Outside: What did it look like from the outside? (Materials, shape, roof).
   • Paragraph 2: Inside: What was it like inside? (Hearth, benches, sleeping areas, animals).
   • Conclusion: What was it like to live there? (Warm, smoky, busy). Children can use a simple planning frame or bullet points to organise their ideas and chosen vocabulary.
5. Drafting the Report (30-40 minutes): Pupils write their descriptive reports, referring to their plans, the information resources, and the vocabulary list. Encourage them to use descriptive adjectives and conjunctions to extend their sentences (e.g., 'and', 'but', 'because', 'so'). Remind them to write in full sentences and use correct punctuation.
6. Review and Refine (10 minutes): Encourage children to read their reports aloud to a partner, checking for clarity, descriptive language, and grammatical accuracy. They can highlight their favourite descriptive words or sentences.

• Images of Viking roundhouses (inside and out), both real and reconstructed.
• Age-appropriate information texts/fact cards about Viking roundhouses (can be teacher-created or from books/websites).
• Simple diagrams of roundhouses with labels.
• Whiteboard or large paper for vocabulary brainstorming.
• Planning sheets/frames for pupils.
• Writing paper and pencils.
• Optional: Model text of a descriptive report about a different historical building to show structure.