This is a 5 lesson scheme of work I have created based upon Peter Frankopan’s ‘The Silk Roads’ aimed at UKS2. This unit focuses on the ancient period of the Silk Roads, ranging from the origin through to the founding of Baghdad. I have included instructions for the scheme with lesson orders, resources required and what to do during each lesson. The sequence of lessons is: Silk Roads Beginnning Greece vs Persia The Battle of Thermopylae Alexander the Great What traveled the Silk Roads? The final lesson is an assessment wherein pupils answer the enquiry set. There is success criteria attached for assessment of this. Each lesson is complete with full resources and links to educational videos I created to run alongside them. Feel free to adapt to suit your needs as this can quite easily be altered to suit KS3. If you download, please spare some time to review this resource.

This is a knowledge organiser I developed to assist with knowledge retention during the topic regarding Anglo Saxon life. I used this with Y5. Feel free to adapt and use to suit your needs.

This is a stand alone lesson I have created on the lives of Black Tudors, this could be used independently during learning on Tudors or could be added to to form a SoW focused on Black Tudors. t includes a look at John Blanke and Cattelena of Almondsbury. The tasks make use of the sources Miranda Kaufmann used as well as her conclusions from the sources.

Please find attached the learning journey that my Year 5’s will be following from September. It includes the enquiry questions that they will be focusing on in order and the historical skills which each enquiry will focus on. The actual SoW documents will follow as and when I complete them. I did not create the original template. These can be adapted as you wish to suit any year group.

Fully resourced scheme of work on the enquiry 'How did Britain build the largest empire ever? This unit has been influenced and uses sources from a range of scholarship including (amongst others): The Anarchy by William Dalrymple, The Silk Roads by Peter Frankopan, The English and their History by Robert Toombs and The Writing Revolution by Judith Hochman and Natalie Wexler. This comes with pre/post assessment and the following 9 lessons, the resources that go with the lesson are in brackets: Pre-test 1- What is Empire? (British Empire map + what is empire) 2- Why did Britain want an Empire? (With reasons for empire diamond 9 + why did britain want an empire) 3- How successful was British Colonisation of Jamestown? (Jamestown + How successful was british colonisation?) 4- How were Africans treated on Slave Ships? (Slave trade + Slavery sheet) 5- How did the East India Company impact the British Empire and India? (EIC Impact) 6- What led to the American War of Independence in 1775? (American Revolution) 7- Why was Slavery abolished in the British Empire? (Abolition of Slavery) 8- What caused the Sepoy rebellion in 1857? (Sepoy Rebellion) 9- How did Britain build the largest Empire in history? (Empire Build + Empire build sources) This can be made into a double lesson which incorporates techniques from the writing revolution by also using (Appositive plan) Post Assessment

This is a fully resourced scheme of work that explores the enquiry ‘What can we learn from the Cheddar Man?’. This is a 4 lesson SoW designed as an introductory unit to using sources for KS2. It includes the following lessons: 1- What is History? 2- How do we find out about the past? 3- Who was the first Brit? (Video linked in the notes on PP) 4- What can we learn from the Cheddar man? Each lesson is fully resourced with Powerpoints and materials needed for the lesson. The unit also includes a pre-test to be carried out before the unit and the same test as a post-test for after completion. Feel free to adapt to suit your needs and if you can spare the time, please drop me a review.

A display with some of the most influential women in History. There are obviously far more women than this deserving of recognition and over time I will add to this. For now I have selected 10 of the most recognisable names, trying to cover a variety of disciplines, nationalities and time periods. Much of the text has been taken from websites such as HistoryExtra, BBC Bitesize and Biography.com I have included my original powerpoint which is editable and also individual JPEG’s for each Slide for individual downloads.

This is a lesson I have used with Year 8 to discuss the impact the East India Company had on the British Empire and India. This lesson uses part of Dan Snow’s documentary about the EIC as background before moving on to using sources and scholarship from William Dalrymple’s ‘The Anarchy’. I have added a link to the bbc bitesize page with the video in the notes. This lesson was designed for Y8 as part of a unit on the British Empire.

This is a display designed for KS2 on how to work out which century a year is in. Feel free to edit to suit your needs.

This lesson focuses on using a variety of sources to look at different interpretations of how William dealt with his problems after the battle of Hastings. It uses sources from both Norman and Anglo Saxon points of view as well as scholarship from Marc Morris. It then ends with an extension task which builds on the P.E.E skills developed in previous lessons.

This is a lesson about the plague for year 7. In the starter I give a sermon in the character of William Mompesson the priest in the town of Eyam retelling the story of the self isolation of the town. I have attached the sermon that I wrote and the accompanying powerpoint for in the background. This is particularly impactful if you can fashion some sort of pulpit to speak from! I also tend to put on some Church like music when the pupils enter the classroom which I transition into a dramatic sound clip of a creepy version of Ring around the Rosie (I have included a link to this in the notes section of the PP on slide 2! I then use this to go into a lesson on the causes and symptoms of the plague, making reference to the case of Eyam throughout. I have included the accompanying PowerPoint and the card sort activity which I use later in the lesson. The card sort activity and parts of the PowerPoint were magpied from other sources and not my own creations.

This is a mini scheme (3 lessons) used with Y5 looking at the extent of and the collapse of the Roman Empire. L1- Who was part of the Roman Empire? This lesson uses extracts from SPQR by Mary Beard to look at various aspects of the wider Roman Empire and the Romans interactions with the Empire. L2- Why did the Roman Empire split? This lesson looks at at why the decision was taken to split the Roman Empire. It involves mapping the divide between Eastern and Western Roman empires, why the Empire was split and a brief summary of what the Eastern Empire became. L3- Why did the Western Roman Empire fall? This lesson looks at the collapse of the Western part of the Roman Empire with a focus on historical literacy based on The Writing Revolution.

This is a resource which I use often, particularly to scaffold for those find it a little tough to get started when writing historical arguments. Has definitely helped with the cohesion and standard of literacy within my pupils historical arguments.

This is the final lesson in my ancient Silk Roads SoW. It looks at: Trade, Religion, War and Knowledge. It culminates in a written assessment- for which I have provided a helpsheet with paragraph structure ideas, success criteria and an overview of information.

I have created a lesson which is part based on an analysis of the Windrush passenger database and part on exploring the stories of the individuals impacted by the scandal. This lesson has been set as a home learning activity for my Year 8 classes. The first activity is a series of questions based on investigating the database of the passengers and then looking closely at the landing cards of the individuals headed for Wolverhampton (you may want to adapt this to make it more suitable for your local area). The next section is looking at what the scandal was and the impact it has had. Final task includes a range of differentiated activities. I have included links to the database and the article used both in the PowerPoint.

This is a lesson looking at Anglo-Saxon Paganism. It was used with KS2 this year as part of a wider topic on Anglo-Saxon/Viking relations.

This is a lesson on Emma of Normandy used in a KS2 scheme looking at the Anglo Saxons and Vikings. It could also be used as a pre-cursor to The Battle of Hastings with Y7 or as a stand alone lesson of course.

This is a lesson looking at Edward the Confessor and why there was a succession crisis in 1066. I have used it this year with KS2 as part of a unit on Anglo-Saxon/Viking relations, however could equally be used with KS3 as a pre-cursor to The Battle of Hastings.

This is a SoW looking at what happened in Britain after the Romans left. It looks at the arrival of the Anglo Saxons followed later by the Vikings. It then explores the interactions between the two groups before leading to Emma of Normandy and why there was a succession crisis in 1066. Below is a run down of the lessons in the unit and the resources required in brackets. Lessons: What happened after the Romans left Britain? (PP- What happened after the Romans, Resource Sheet- Saxon Timeline) Who were the Anglo-Saxons? (PP- Who were the Anglo Saxons) What did Anglo-Saxons believe in? (PP- Saxon Beliefs. Resource sheet- Religion Activity) Who were the Vikings? (PP- Vikings) What happened when the Vikings invaded Britain? (PP- Viking settlement, Resource sheet- North England Map) What happened to the Anglo-Saxons and Vikings? (PP- Danelaw, Resource Sheet- Blank UK Map) OPTIONAL LESSON What makes a great Monarch? (PP- King Qualities, Resource Sheet- Lego Template Who was Emma of Normandy? (PP- Emma of Normandy SC, Resource sheet- Emma of Normandy) Why was there a succession crisis in 1066? (PP- Edward SC, Resource Sheet- Edward the Confessor)

This lesson looks at how Africans were treated during the middle passage. It includes a break down of how the triangular trade system worked, an inference question based on a source,a guided reading task based on Olaudah Equiano’s experiences and finally an evaluation question to answer the enquiry. This lesson was designed for Y8 as part of a unit on the British Empire.