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 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.