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.
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 second 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 state at least 3 facts about the religious reformation in Europe, analyse sources to understand the impact of Martin Luther’s ideas on countries in Europe and evaluate the reasons why the Huguenots and Puritans migrated.
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: 5 true or false questions to recap last lesson
Activity 1: Students watch a video about the religious reformation in Europe and answer 3 questions. Answers are on the next slide
Activity 2: Source investigation framed around the popular computer game-Among Us. It is important to be really strict on the Emergency meetings as otherwise it will disrupt the learning. All students must complete the table provided during the activity.
Activity 3: Students use the information to complete the Push Pull tables for both the Huguenots and the Puritans.
Plenary: Students create a role play based on the experiences of migrants they have learned about so far
Homework: Students must write a sentence for each speech bubble to review their learning
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 sixth and final lesson of the Migration to Britain scheme of work and focuses on
. 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 review the reasons why it is important to study migration and decide which they think is most important. Challenge: link what you have learned so far to each reason by giving an example
Activity 1- students glue the map of countries into their book and identify as many countries that the Vikings visited as they can.
Activity 2- students read through the interpretation of the Vikings and answer the questions. Students check their work using the answers provided and then discuss whether they agree with the view or not.
Activity 3- Group discussion on which group of migrants deserves to be named the First “English” people- in groups of 4, each student is assigned/chooses the group that they want to represent. They then have to meet up in a group with students representing the same group and generate the strongest case possible for their group. They then go back to their original group and present their case. The group must agree on which group of migrants deserves the title and why.
Plenary- students play a game of charades in teams of 4 acting out a key word, idea or concept from the lesson.
Homework- students use the examples provided to describe the historical context for the 5 questions.
This is the first 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 begin to explore why it is important for them to learn about the Norman Conquest, a theme that will run throughout the series of lessons. However, its primary aim is to give students an understanding of what England was like before 1066 and more specifically, learn about the Anglo-Saxons using primary sources.
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
a short activity to introduce students to the reasons why it is important for them to learn about the Norman Conquest
A title slide with a brainteaser linking Halley’s comet to the topic
clear smart differentiated learning objectives
starter- think, pair, share: students are asked to consider how England would look in 1066- what they would see and the differences to the present day.
Activity 1- working as pairs, students must put the cards into the correct chronological order from earliest to latest. Answers are displayed on the board for students to check.
Activity 2- students study and analyze two sources to describe the Saxon invasion of England and also explain what they can learn about Anglo-Saxon society.
Activity 3- students study and analyze 3 sources from the Sutton Hoo burial to explain what they can learn about the Anglo-Saxons and what more they would like to know.
Plenary- students share what they have learned with the person next to them
Homework. students choose one of the 3 objects from the sources and then write a creative story about it.
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 fourth 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 explain why people left the Carribean and moved to Britain after WW2, aanlyse sources to discover what life was like for West Indians in England and analyse the similarities and differences between the reasons why the Irish and West Indians migrated to 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 analyse a visual source and discuss 2 questions
Activity 1 & 2: Differentiated jigsaw group task to explain why people left the Caribbean for Britain and what life was like for them
Activity 3: Students compare and contrast the experiences of Irish and West Indian migrants in England
Plenary 3 students are selected as Teachers to summarise what they have learned and ask the other students questions
Homework: Students compare the push and pull factors for the last 4 lessons and answer the 3 questions
