Thank you for visiting my shop! All resources will be full lessons with a starter, learning objectives, 3 learning activities and AFL, a plenary and homework. All SOW's meet the Ofsted 3 I's and oracy criterion and aim to be engaging for students. I hope they are useful- feedback is greatly appreciated. Any issues, please email me at matthews_133@hotmail.com.
Thank you for visiting my shop! All resources will be full lessons with a starter, learning objectives, 3 learning activities and AFL, a plenary and homework. All SOW's meet the Ofsted 3 I's and oracy criterion and aim to be engaging for students. I hope they are useful- feedback is greatly appreciated. Any issues, please email me at matthews_133@hotmail.com.
This is the third and final lesson in my historical skills investigation lessons and focuses on explaining and developing the skill of using evidence as a historian.
This resource is the entire lesson on a power point and includes the following:
Historical joke and riddle to settle the students while they write down the title and date
Historical time period test based on the revision completed for homework
Clear smart differentiated learning objectives
Re-cap on the process of history to illustrate the focus of the lesson- using evidence
Activity 1- students must think of at least 3 things that we can use to find out about the past and create a list in their books*
AFL 1- table showing the 4 different categories of evidence and some of the main things we can use to find evidence
Activity 2- Teacher explains the difference between Primary and Secondary evidence. Students must then look at multiple different sources and decide whether they are primary or secondary sources or could be either.
AFL 2- self-assessment with answers on the board
Activity 3- Teacher explains the difference between comprehension and inference when analysing a source. Students then write their own definition of what they think inference means (doesn’t matter if they are completely wrong!). Then watch the video to check their definitions and change/improve them. Students then have a go at making an inference from the source provided on the source analysis template provided.
AFL 3- go through analysing the source with the students as a class and then RAG to check understanding
Plenary- Pyramid to complete: one question; two things learned and 3 key words
This is the second lesson of my three-lesson introduction to History to Year 7 students although it could be easily adapted for Year 8 and 9.
This resource is the entire lesson on a power point and includes:
Historical joke and riddle to settle the students while they write down the title and date
Clear SMART differentiated learning objectives
Chronology key words match up starter- students match the key word to its definition. Answers are then put up onto the board for students to check their work
Optional background info on the 5 key themes in History and why we use them as historians for teacher to explain to students
Activity 1- students use the information slide to create a mind map explaining what each theme covers and focuses on. Students must include a brief explanation in note form (use as few words as possible) and then add a symbol for each theme too. Differentiated information sheet included.
AFL 1- students explain what they have learned about the 5 themes in history for sixty seconds trying not to pause, repeat themselves or stall.
Activity 2- Chronology intro slide using a time line. I explain this to the students bit by bit explaining the key concepts of how we order time in history. Also, I explain how we put years into centuries and go through a few examples as a class.
AFL 2- students then put ten dates into the correct centuries and then check their own work. I would usually do a RAG check at this point to know each students confidence in doing this.
Activity 3- students must use the dates to create a time line in their books.
AFL 3- I circulate to check each students work to make sure that they are confident and completing the task correctly
Plenary- classic 3-2-1 where students discuss with the person next to them
Homework- students revise for a short test on Historical time periods at the start of the next lesson
The Norman Conquest of England 1066 bundle explores this momentous year in European History resulting in the Norman takeover of England. Students will learn about what England was like in 1066, why a dispute over the English crown happened, who the main contenders for the throne were and why they felt entitled. Students also study the Battle of Stamford Bridge and Battle of Hastings exploring both what happened and also why these battles were won. This bundle also has a built in assessment with students working in groups to create an election campaign for the contender they believe deserves to be the next king of England. This is designed to work on students oracy in line with Ofsted crieteria. Students will also explore why it is important to study the Norman takeover of England and it also helps develop students key historical skills of chronology, causation and consequence, analysing and evaluating sources, categorising factors and making judgements on importance.
There are 8 lessons included in this bundle:
England before 1066
What did the Anglo-Saxons do all day?
Who were the claimants to the throne?
Election Campaign Preparation Lesson
Election Campaign Lesson
The Battle of Stamford Bridge
The Battle of Hastings
Why William won
This bundle follows the Pearson Exploring History Book 1: Monarchs, Monks and Migrants but is not necessary to have to use these lessons.
This is the first lesson in the What drove people to migrate? series of lessons for a half term. This series of lessons is designed to follow on directly from the Migration to Britain series of lessons available to buy in my shop.
The aim of this lesson is toe enable students to describe at least 3 facts about the first Jewish community iN England, analyse sources to understand how the Jews were persecuted and then judge how successful the first Jewish community was.
This lesson consists of a power point with all resources and information included. The power point includes:
New Topic slide
Title slide with joke and riddle
Differentiated SMART learning objectives
Starter: word association game with help sheet of key words, individuals, themes and groups of migrants
Activity 1: Jigsaw group task to learn and note the key points in the story of the first Jewish community in Britain. An information sheet and differentiated version are included. Important that the teacher circulates each group to ensure work is being completed.
Activity 2: Source investigation were students work in pairs to highlight examples of how Jews were persecuted in England. I would recommend printing the sources for the students and ask them to stick into their books.
Activity 3: Students read an interpretation about the first Jewish community and write a sentence about how they were treated and what their role was. Interpretation is included with a differentiated version for lower ability students
Plenary: recap of why it is important to learn about migration to Britain- students must use the cryptic picture clues to identify the 6 main reasons why it is important to study migration
Homework: Students must create a memorial to the victims from the first Jewish community
This is the eighth and final lesson in the Norman Conquest series of lessons, which explores how William the Conqueror was able to take control of England.
This lesson aims to give students an in depth understanding of the reasons why William won the Battle of Hastings, as well as developing students ability to categorise causes and to make judgements on importance. The lesson also explores the strengths and weaknesses of the Normand and Saxon armies.
This resource is a power point including the full lesson and all resources needed. It includes:
A lesson title slide with a discussion question to get students thinking while they write the title and date
Clear, smart, and differentiated learning objectives
Starter- students choose which starter activity to complete- chronological order, explain the links, usefulness or add a picture
Activity 1-students read through the information about soldiers used in the Saxon and Normand armies and then discuss their relative strengths and weaknesses with the person next to them
Activity 2- In groups of 3/4, students read through the reasons why William won the Battle of Hastings and then categorise them into Tactics, Luck, William’s string leadership or Harold’s mistakes. Students then categorise the reasons by importance and then choose which one factor was the most important. I usually give each group of students a pack of cards and ask them to spread them over a desk as it is easier to sort them.
Activity 3- Students plan an answer to a GCSE 12 mark explain why question. Students choose which planning sheet they to use- easy, medium, difficult,
Plenary- in groups of 3, students must discuss the 3 questions
Homework. students write out their answer to the GCSE question
A three lesson series introducing key stage 3 students to the key historical skills of importance, chronology, thematic history and using evidence.
This bundle is ideal as the first 3 lessons taught to Year 7 students but could easily be adapted for Year 8 and possibly Year 9 students (as a refresher of the skills)
Lesson 1- Why do we study History? Students explore what history is and why it is important to study
Lesson 2- chronology and thematic History. Students are introduced to the 5 main historical themes and why we use them. Also, students learn about ordering time, creating time lines, putting dates into centuries and time periods.
Lesson 3- How do we use evidence to explore the past? Students are introduced to different types of evidence, primary and secondary sources, the difference between comprehension and inference when analysing sources and then attempt to make an inference from a source.
This seven lesson series directly follows on from
These lessons will explore the role that religion and economic factors played in peoples decisions to migrate to Britain.
We will explore these through case studies of several different groups of people- the Jews, the Huguenots, the Puritans, the Irish and the West Indians.
Also, we will look at how these groups have changed Britain and their long-term impact.
Finally, students will be introduced to the key historical skill of analsying interpretations and explaining differences between interpretations.
This is the third lesson of the Migration to Britain scheme of work and focuses on resistance to the Romans and more specifically on Queen Boudicca’s rebellion. This resource is the entire lesson on a power point and includes:
A joke and riddle to help settle the students while they write the title and date\
Clear smart differentiated learning objectives
Starter- students are presented with the bust of Emperor Claudius and are asked to create the story of the bust with questions to help guide them. This activity is great for encouraging students to engage with a source and its provenance.
Activity 1- students use the description of Boudicca by a Roman historian to create a drawing of what they think she looks like. They then look at a number of representations of her and decided which is closest to the description.
Activity 2- in pairs, students read through the story of Boudicca’s rebellion aloud alternating paragraphs. They then analyze the story by completing the tasks on slide 8. Students test their knowledge by putting the events of the rebellion into the correct order.
Activity 3- students are introduced to analyzing the provenance of a source and how this affects its reliability by focusing on a speech delivered by Queen Boudicca according to a Roman historian. Slide 14 is a help sheet of guiding questions for the challenge task of assessing the reliability of the source. Source 15 is a writing frame to help with the task.
Plenary- students are presented with a flashback race on the reasons why we study migration. In teams of 3 or 4, students write down as many reasons as they can think of in 2 minutes.
Homework. students create a comic book strip explaining the main events of Boudicca’s rebellion