History · Year 5

Active learning ideas

The Battle of Edington and the Treaty

Active learning helps students grasp the significance of the Battle of Edington because it brings a distant historical event into the classroom as a tangible experience. By simulating key moments and analyzing primary sources, students move beyond memorizing dates to understanding cause and consequence in a divided England.

• National Curriculum Attainment Targets
• KS2: History - Viking and Anglo-Saxon struggle for the Kingdom of England
• KS2: History - Military History

• 25–45 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 40 min · Whole Class

Simulation Game: The Shield Wall

Use PE mats or cardboard shields to demonstrate the 'shield wall' tactic used at Edington. Students work in two groups (Saxons and Vikings) to see how difficult it is to break a solid line of shields. They then discuss why discipline and teamwork were more important than individual strength.

Evaluate why the Battle of Edington was a turning point in English history.

Facilitation Tip

During the Shield Wall simulation, circulate with a stopwatch to ensure realistic timing and space constraints that mirror the chaos of medieval combat.

What to look for

Pose the question: 'Imagine you are a scribe in Wessex in AD 879. Write a short diary entry explaining why the Battle of Edington and the subsequent treaty were crucial for the survival of your kingdom.' Encourage students to reference specific outcomes of the battle and treaty.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Inquiry Circle
• 45 min · Small Groups

Inquiry Circle: The Treaty of Wedmore

Provide groups with a map of England and the 'terms' of the treaty (e.g., Guthrum must become Christian, the boundary will follow the old Roman road of Watling Street). Students draw the boundary on their maps and discuss who 'won' the treaty, Alfred or Guthrum.

Explain the terms of the Treaty of Wedmore.

Facilitation Tip

For the Treaty of Wedmore investigation, assign roles (scribe, Viking chieftain, Wessex noble) to deepen engagement with primary sources and legal language.

What to look for

Provide students with a map of England. Ask them to draw a line representing the approximate boundary of the Danelaw. Then, have them label three key differences in culture or law that might have existed between the two regions.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: Why did Guthrum agree to be baptised?

Students reflect on why a Viking leader would agree to change his religion after losing a battle. They discuss in pairs, considering reasons like making peace, gaining Alfred as a 'godfather', or political survival, and then share their ideas with the class.

Analyze how the Danelaw divided the culture and laws of England.

Facilitation Tip

Use Think-Pair-Share to structure the baptism discussion so hesitant students can rehearse arguments with a partner before sharing with the class.

What to look for

Students work in pairs to create a T-chart comparing the advantages and disadvantages for both the Anglo-Saxons and the Vikings resulting from the Treaty of Wedmore. Partners review each other's charts, checking for at least two distinct points in each category and offering one suggestion for improvement.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Start with the battle’s immediate effects before introducing the treaty, as this sequence mirrors how historians piece together events. Avoid presenting the Danelaw as a static boundary; instead, emphasize its fluid legal and cultural exchanges. Research shows that role-play and map-based activities improve spatial and analytical reasoning in medieval history, making abstract concepts more concrete.

Successful learning looks like students confidently explaining the battle’s strategic impact, the treaty’s terms, and the cultural divide of the Danelaw. They should use historical evidence to justify their reasoning and recognize how power dynamics shaped England’s future.

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Watch Out for These Misconceptions

• During the Shield Wall simulation, watch for students assuming the Vikings were permanently defeated and left England.

  Use the post-simulation reflection to point to the map of the Danelaw and ask students to locate where Viking control remained.

• During the Treaty of Wedmore investigation, watch for students interpreting the Danelaw as a physical wall like Hadrian’s Wall.

  Have students annotate the map with labels like "different laws" or "trade rules" to highlight its legal and cultural nature.

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Methods used in this brief

• Simulation Game
• Inquiry Circle
• Think-Pair-Share