This is the fourth lesson in the Norman Conquest series of lessons, which explore how William the Conqueror was able to take control of England. This lesson aims to allow students to work as a group to create an ‘Election Campaign’ for their chosen claimant to the throne , which they will present to the class in the next lesson. This also provides and opportunity to develop students oracy skills both individually and as a group. You will need to bring lots of card and paper for each group to use to create their campaigns This resource is a power point including the full lesson and all resources needed. It includes: A title slide (no need for students to write this down as students will have it from the previous lesson) clear smart differentiated learning objectives starter- 5 quick fire questions to recall knowledge from the previous lesson Activity- students work as a group to create an election campaign including a speech, posters, flyers, rosettes, badges and a motto. It is important to encourage students to focus on their oracy and how they communicate woth others in the group- please see slide 6 for help on how to do this. Usually, I would print this off for students to have in their books at the start of the year. Plenary- students share 3 things on what they have learnt, what they feel/the group they have done well, what they would like to learn more about and knowledge they didn’t have at the start of the lesson. Homework. students finish creating their election campaigns ready for next lesson

This is the sixth 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 understanding of what happened when the Vikings landed in the North of England, what happened at the Battle of Stamford Bridge and the reasons why Harold Godwinson defeated Harald Hardraada. This resource is a power point including the full lesson and all resources needed. It includes: A topic title slide with a trivia question to get students thinking while they write the title and date clear smart differentiated learning objectives starter- students must decide whether the statements are true or false Activity 1-working in pairs, students read through the information cards about the Viking invasion and must put the events into the correct chronological order. Students check their work using the answers provided. Activity 2- students watch the video about the Battle of Stamford Bridge and note down what happened by writing one word per box. This will take time for students to grasp and you may need to do this very slowly to start with pausing the video often but it is worth it in the long run. Usually, I will play the video first in real time allowing students to just watch it and then ask them to begin noting on the second viewing. I have included a completed version of the note taking sheet to illustrate what the end result should be. For lower ability students it may be best to give them the completed notes and ask them to cross off when they hear that word. Students must then write a summary of what happened using their notes and again I have included an example. Activity 3- In a group, students must analyse the battle and then identify and explain the 3 main reasons why Harold Godwinson was able to win the battle. Then have a class discussion so that everyone is clear on the reasons. Plenary- students must explain what they have learnt about the Battle of Stamford Bridge to the person next to them for at least 60 seconds. Homework. students create a storyboard explaining what happened at the Battle of Stamford Bridge.

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

This lesson is the first of a mini scheme of work on the early groups of migrants that came to Britain and focuses on who the Celts were and what changes they made to Britain. There is also an activity to help build on the skills of analyzing sources/making inferences The entire lesson is on the power point and the information needed for the homework is on the word documents. The lesson includes: a joke and riddle to help settle the students while they write the title and date clear smart differentiated learning objectives starter- Think, Pair, Share on the reasons why it is important to study migration ending with a class discussion Info slide on Britain before it became an island Info slide on when and where the Celts came from Activity 1- students use the information sheets to create a role play illustrating one aspect of life. 3 groups perform in front of the class. All students write down 3 things from life that they find interesting Activity 2- students study and analyze the source closely to make 2 inferences about what was important to the Celts, using the source analysis grid to help them. They then use the answers to check their work. Activity 3- with the person next to them, students study 4 of the changes the Celts made to Britain. Students then write down which they think was most important and why. Students then vote with their feet. Plenary- students discuss their opinions/views on life in Celtic Britain Homework. students create a storyboard about the life of St. Patrick using the information provided.

This is the fifth lesson of the Migration to Britain scheme of work and focuses on the Vikings and how they transitioned from being violent raiders to peaceful settlers. Specifically, it focuses on why the Vikings came to Britain, their impact and should the Vikings be considered violent invaders or peaceful settlers. 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 discuss what they already know about the Vikings using the guiding questions. If they dont know anything then they write a question they would like to ask Activity 1- students study the reasons why the Vikings came to Britain and complete a ‘push’/‘pull’ factor table analysis to show whether the Vikings pulled or pushed to Britain Activity 2- in pairs, students study a source and analyse the impact the vikings had on life in Britain. Activity 3- students read through the evidence and colour code it to decide whether it suggests the Vikings were murderous invaders or peaceful settlers. Plenary- students are split into teams of 3 or 4 and asked 5 questions. The team with the most correct answers wins. Homework- students have a choice of tasks based on learning style.

This is the fourth lesson of the Migration to Britain scheme of work and focuses on the arrival of the Anglo-Saxons in Britain. More specifically students will learn about Anglo-Saxon life, why the Anglo-Saxons came to Britain and how they changed Britain. 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 discuss the meaning of the term 'Dark Ages" and why some historians may not like the term Activity 1- students glue the images into the book and then label them using the information provided. Students then discuss what they like/dislike about daily life in Anglo_Saxon England Activity 2- students use the posters around the room to ass detail to the four main reasons why the Anglo-Saxons came to England. Students then vote for which one they think is most important. Activity 3- students create a poster illustrating how the Anglo-Saxons have changed Britain. Plenary- students explain what they have learned in the lesson for 60 seconds Homework. students create/find a riddle to share next lesson

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

This is the third 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. This lesson aims to enable students to describe at least 3 facts about the Great Famine in Ireland, identify and list how Irish migrants were mistreated in England and use sources to make 2 inferences about the experiences of Irish migrants in England. This lesson consists of a power point with all resources and information included. The power point includes: Title slide with joke and riddle Differentiated SMART learning objectives Starter: students must try and think of a reason why Ireland’s population was in decline up to the 1960’s Activity 1: Students watch a video and answer the questions Activity 2: Students work in pairs to identify the ways that Irish migrants to England were mistreated Activity 3: Students analyse 2 sources and attempt to make 2 inferences from each Plenary: students choose 3 emojis to represent how Irish migrants would have felt Homework: Students choose whether to create a comic strip or write a newspaper article

This is the seventh 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 understanding of what happened at the Battle of Hastings through re-enacting the key moments from the battle itself and is therefore, a very popular lesson with students. During the re-enactment, the students learn about the different types of soldiers that made up the Saxon and Norman armies, the layout of the battlefield and the tactics used by William that helped him to win the battle. This resource is a power point including the full lesson and all resources needed. It includes: A title slide with a scene of the Battle from the Bayeux Tapestry fro the students to explore once they have written the title and date Clear smart differentiated learning objectives starter- students attempt to answer the questions about the Battle of Stamford Bridge Activity 1: Re-enactment of the Battle of Hastings Ask the students to stack their chairs and move the desks to the sides of the room so that you have a big space in the middle. Once finished, students to sit down in front of you. Even better if you can go outside to the playground if convenient and weather permitting. Run through the rules for the re-enactment as students will be excited and it is important to be very clear otherwise time will be wasted waiting for them to be silent. Choose up to ten students to be the Saxons and ask them to stand on the right hand side facing the other side of the classroom. Line 5 chairs up in front of them. The rest of the students will be the Normans. Choose one student to be King William and ask them to stand on the left hand side of the classroom facing the Saxon army. Then choose 6-8 students to be cavalry and ask them to stand alongside King William, 6-8 students to be foot soldiers and stand in front of the cavalry and finally 4 students to be archers with 2 standing each side of the row of foot soldiers. Now ask King Harold and the Saxons to line up silently outside the classroom in a single file line. Run through the re-enactment step by step using the instructions- focus the students by reminding them that they must remember every detail as they will be performing this without your instruction and re-creating it in a diagram after the re-enactment. Be very rigid with the rules as usually students will be very excited. Once the run through is completed, ask the students to re-enact the Battle without your instruction led by King William Once finished ask the students to get their exercise books and a pencil and then sit crossed legged in front of the white board. Activity 2: re-enactment recap. Students must describe the battle to you, which you then draw on the board and the students must also draw in their exercise books. Star with Homework. students create a storyboard explaining what happened at the Battle of Stamford Bridge.

This is the fifth 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 allow students to work as a group to create an ‘Election Campaign’ for their chosen claimant to the throne , which they will present to the class in the next lesson. This also provides and opportunity to develop students oracy skills both individually and as a group. You will need to bring lots of card and paper for each group to use to create their campaigns This resource is a power point including the full lesson and all resources needed. It includes: A title slide (no need for students to write this down as students will have it from the previous lesson) clear smart differentiated learning objectives starter- 5 quick fire questions to recall knowledge from the previous lesson Activity- Students present their campaigns as groups by giving a speech and using any other props that they have created. The rest of the class must complete the feedback sheet by giving them a score for each criteria. Plenary- students reflect on their learning by choosing two blobs on the tree and explaining why they represent their campaign. Then ask them to explain how they would improve it next time. Students then write a prediction of who they think became king at the end of 1066.

This is the third 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 and understanding of who the claimants to throne were in 1066 and why they thought they should be the next king of England. This resource is a power point including the full lesson and all resources needed. It includes: A title slide with a trivia question about the number of kings between 1066 and 1485 and how they died clear smart differentiated learning objectives starter- students must choose adjectives to describe a good and bad monarch in medieval times. Then explain the characteristics a good monarch was expected to have. Then explain why their was a succession crisis in 1066 and who the 3 main contenders to the throne were in 1066. Activity 1- students study two sources as evidence that Edward promised the king to William. Activity 2- students judge which of the 3 contenders had the strongest claim to the throne based on where they were from, their links to the royal family, why they felt they should be king, who supported their claim and if they were a good warrior. Students score the contenders out of 10 for each and then give them the total score. It doesn’t really matter who they choose but encourage students to score from the point of view of an Anglo-Saxon. Activity 3- students use their scores to choose which one of the three contenders had the best claim. They then write a short speech explaining why they think that contender deserved to be king. Students peer assess each others work. Plenary- class vote on who deserved to be king. Students write their name and the contender on the post it note and stick it to the board. Homework- students design a poster to persuade people to join the army for the their chosen contender

This is the second 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 a basic understanding of what the Anglo-Saxons did in their day-to-day lives looking at what they produced while farming. It also gives students and understanding of why England was an attractive place to invade in 1066. This resource is a power point including the full lesson and all resources needed. It includes: A topic title slide with a trivia question to get students thinking while they write the title and date clear smart differentiated learning objectives starter- students must work together to try and solve the riddle Activity 1- explain to students that the majority of people in Anglo-Saxon England would be farmers and would work the land to produce food for their lord/thegn as rent. Students are given a list of ingredients used by Anglo-Saxon farmers and must work out what they made from them. Activity 2- students are given a map with symbols showing why England was a wealthy country in 1066. They must label their map by matching the information to the symbol on the map. Activity 3- students are given 3 pieces of information about how Anglo-Saxon England was governed- the social hierarchy, The Witan and Justice. As a group, students must choose one and create a role play showing how it helped the king to run the country. Plenary- students must try to solve the riddle Homework. students are asked to create or find their own riddle to share next lesson.

This is the second lesson of the Migration to Britain scheme of work and focuses on the Romans and building source analysis skills. 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- class Hangman; divide the class into two teams and then use a random name generator to decide which team goes first. The team that guesses first wins. Activity 1- students colour and label a blank map of Europe to show where Italy ad Rome are and the countries that were part of the Roman Empire, when the Roman EMpire began and what date the Romans invaded Britain. They then check their work with the map on the next slide. Activity 2- students study and analyze the source closely to make 3 inferences on why the Romans wanted to invade Britain. Activity 3- students read through the changes that the Romans made to Britain and colour in the 3 that they think are most important. Students then speed debate what they think is the most important change completing the debate cards as they go. Plenary- students choose one of the tasks to complete- freeze frame, drawing, or poem. Homework. students create a leaflet travel brochure to encourage tourists to visit Roman Britain

This is the seventh and final 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. This lesson aims to allow students to define th term interpretation, understand how to analyse an interpretation and practice analysing the difference between two different interpretations This lesson consists of a power point with all resources and information included. The power point includes: Title slide with joke and riddle Differentiated SMART learning objectives Starter: students study an artwork with two different images in it and say which of them they see or both Activity 1: Students attempt to define the term interpretation, then discuss with the student next to them and amend if necessary. They then check their definition against the teacher’s explanation. Activity 2: Students are explained the IOIM method of analysing interpretations, are given two example answers and then have a first attempt at using it to analyse an interpretation. Activity 3: Students discuss two interpretations and then have a first attempt at identifying a difference between them Plenary: A quick quiz with 6 questions

This is the sixth 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. This lesson aims to enable students to rank the changes made by migrants to life in Britain in order of importance, discuss whether migration has had a positive or negative impact on Britain and judge whether migration has had a positive or negative impact on life in Britain. This lesson consists of a power point with all resources and information included. The power point includes: Title slide with joke and riddle Differentiated SMART learning objectives Starter: Hangman using a key word from the previous lesson Activity 1: Students rank he changes made by migrants in order of importance. Discuss ideas as a class for AFL. Activity 2: Students watch a video on whether migration has had a positive or negative affect on Britain as preparation for a class debate Activity 3: Students work in two separate groups to prepare and take part in a debate on whether migration is positive or negative. 3 students to judge and evaluate each argument and declare a winner. Students are provided with templates and information to help them. students explain their opinion about the impact of migration Plenary: Freeze frame on one of the impacts made by migrants Homework: 3-2-1 plenary

This is the fifth 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. This lesson aims to enable students to categorise the changes made by migrants to life in Britain, explain how the impact of migration has changed over time and then make a judgment about which group of migrants made the biggest impact on Britain. This lesson consists of a power point with all resources and information included. The power point includes: Title slide with joke and riddle Differentiated SMART learning objectives Starter: Students attempt to list the groups of migrants they have studied so far Activity 1: Students sort the cards into different categories- social, political, economic, religious. Students then write a sentence explaining which area they feel migrants have made the most impact. Class vote follows. Activity 2: Students study the cards again and analyse for continuity and change in the impact of migrants Activity 3: Students explain which group they feel had the biggest impact on England Plenary: Charades Homework: Students design a poster explaining which group they feel had the biggest impact on Britain

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

This is the first lesson I use to introduce Year 7 students to History but it could be used with Year 8 and 9. Hopefully, this will give you an idea of what my other resources are like. The entire lesson, worksheets and handouts are all on one power point to make life easy. The lesson includes: A joke and riddle to settle the students while writing down the title and date. Clear differentiated SMART learning objectives Starter- guess the topics Activity 1- History Snowball (post it notes required). Students write down their favorite (or any!) History fact and scrunch it up. They then throw it on the floor and pick up someone else’s fact. They then share their fact with the person next to them and decide which they think is the best fact. I usually pick 3 students to share the fact they liked the most at the end. Activity 2- Why studying History is important (video hyper-linked to the photo). Students watch the video and then work with the person next to them to rank the reasons to study History in order of most to least important. There is no right or wrong answer here but builds their skills of creating criteria and making judgments. There are then some questions to discuss at the end. Activity 3- after explaining what the historical process is, I ask students to create a poster explaining their favorite event/person/period of history using the example on the slide to give them the success criteria. There are also 2 slides with info for those students not sure of what to do- one on the Tudors and one on World War 2. Plenary- In groups of 3 or 4, two students will have a pretend conversation explaining what they have learned in the lesson in silence and the other two have to provide the voice over and explain what they think the other two students having the silent conversation are saying. Homework- Create a poster answering the question, “What is History?” Students must choose an event in History and find evidence from that event and also two historians interpretations of that event.