Unit 2: The Normans. (STEP Strands S1 Key Concepts, S2 Source Skills and interpretation, S3 Knowledge and S4 Essay structure)Assessment 1 Why did William win the Battle of Hastings? (Essay) Assessment 2 How did King Harold die? (Source assessment)

Year Group: 7 / Term: 2 & 3 / Number of lessons per week: 2 / Number of weeks: 11
Aims /Objectives:
To understand how Britain developed up to 1066
To analyse and examine interpretations of the past to reach a judgement
To investigate what eleventh century England was like
To compare three different contenders for the throne of England
To analyse the tactics used by Harold Godwinson and William, Duke of Normandy in the Battle of Hastings. / Intended Learning Outcomes:
ALL:pupils will be able to define the meaning of history and know the meaning of significance and interpretation. To put dates and events into a chronological order, understand who the earlier settlers were and why William won the Battle of Hastings.
MOST:pupils will be able to identify the impact the different settlers had in Britain and reasons why William won the Battle of Hastings.
SOME:pupils will be able to make links between previous experiences and explain why certain people or events are significant, to interpret sources and evaluate their usefulness and reliability to reach a historical judgement.
SMSC- Spiritual, Moral, Social and Cultural Development:
Working together as ateam and in pairs to solve problems enabling the opportunity to express their thoughts and feelings in a safe environment.
Developing an understanding of respect for each other and surroundings using routines and clear teacher expectations. / Reference to National Curriculum:
To understand historical concepts and how Britain changed under the Normans.
To develop and deploy historical terms
Inspire curiosity to know more about the past and the use of evidence and interpretations. / Teaching Strategies:
Active Learning strategies to encourage students to participate in lessons
Use a range of AFL to gage progress and provide effective feedback / Differentiation:
Writing frames to support weaker students
Use of cartoon storyboards to understand battles
GT team leaders in group activities
Literacy:
Understanding new keywords. Emphasis on spelling and meaning, reading and listening to identify new words. / Numeracy:
Timelines activity and dates
ICT: Create a history booklet on the invaders of Britain up to 1066 / Cross – Curricular:
Geography – map work / Assessment:
Why did William win the Battle of Hastings? (Essay)
How did King Harold die? (Source assessment)
Independent Learners / Creative Thinkers / Reflective Learners / Team Workers / Self - Managers / Effective Participators:
Investigating and researching independently using the resources available to build confidence. / Creating ideas around factual knowledge and extending learning through evaluating facts and opinions. / Being able to reflect on learning through effective feedback from teachers and peers. / Working together effectively to explore ideas and situations in groups and to form solutions collaboratively. / Organising and developing time management skills and showing commitment individually through homework. / Showing enthusiasm through asking and answering questions in class and through sharing ideas on tasks and class activities.
Week / Lesson / Activities linking with SEN & LIT/NUM/IT / OUTCOMES / AFL / Unit Assessment/Homework
1 / 1 Who were Britain’s earliest settlers? /
  • Page 10 – 11 Immigration Nation’has detailed information on the Stone Age and Bronze Age
  • Pupils could create time line to plot when settlers arrived
  • Explain in their own words key terms e.g. Stone Age
  • Complete differences and similarities table on the Stone Age and Bronze Age
  • Consider which time period they would choose to live in and explain why
  • Analyse the contribution the early settlers had on Britain.
/ Students should be able to:
  • Understand who the earliest settlers were
  • Identify how they lived and the impact they had in Britain
  • To explain the differences and similarities between Stone Age life and Bronze Age life.
/ Q and A
Decision making / Homework
1 / 2 Who were the Celts? /
  • Page 12 Immigration Nationhas card with key information on the Celts.
  • Add Celts to timeline from pervious lesson to show when they arrived in Britain
  • Create a mind map to show contribution and impact the Celts had. Pupils could decide on the branch topics e.g. clothes they wore, work they did.
  • Map of different tribes in Southern England Page 24 Skills in History
/ Students should be able to:
  • Understand who the Celts were
  • To identify the impact and contribution they had in Britain
/ Q and A
Decision making
Week / Lesson / Activities linking with SEN & LIT/NUM/IT / OUTCOMES / AFL / Unit Assessment/Homework
2 / 3 What impact and contribution did the Romans have on Britain? /
  • Page 12 Immigration Nationhas card with key information on the Romans
  • Add Romans to timeline from pervious lesson to show when they arrived in Britain
  • Create a mind map to show contribution and impact the Romans had. Pupils could decide on the branch topics e.g. food, language
/ Students should be able to:
  • Understand when the Romans arrived in Britain
  • To identify the impact and contribution they had in Britain
/ Q and A
Ranking
Decision making / Homework
2 / 4 Who were the Vikings? /
  • Page 12 Immigration Nation has card with key information on the Vikings.
  • Add Vikings to timeline to show when they arrived in Britain
  • Create a mind map to show contribution and impact the Vikings had. Pupils could decide on the branch topics.
  • Compare all groups to see who contributed the most or had the biggest impact on Britain
  • Students could vote on which group and explain why they chose that group
/
  • Understand who the Vikings were
  • To identify the impact and contribution they had in Britain
  • Consider which group of settlers had the most impact on Britain.
/ Q and A
Decision making
Vote
3 / 5What impact and contribution did the Anglo Saxons have on Britain? /
  • Page 12 Immigration Nationhas card with key information on the Anglo Saxons.
  • Add Anglo Saxon to timeline to show when they arrived in Britain
  • Create a mind map to show contribution and impact the Anglo – Saxons had. Pupils could decide on the branch topics.
  • Consider who had the most impact Romans or Saxons
/ Students should be able to:
  • Understand who the Anglo – Saxons were
  • To identify the impact and contribution they had in Britain
  • Consider who had the most impact Romans or Saxons
/ Q and A
Decision making / Homework
Create a mine historical booklet on the early settlers.
Week / Lesson / Activities linking with SEN & LIT/NUM/IT / OUTCOMES / AFL / Unit Assessment/Homework
3 / 6 What was England like in the 1060s? /
  • Pages 66 – 67 Contrasts and Connections has a good range of sources to show England’s development in the 1060s in relation to Europe and the Middle East
  • Maps of England to show population in the 1060s and English Earldoms Pages 66 – 67 Contrasts and Connections
  • Pages 8 – 9 Re –Discovering Medieval Realms map and activities to investigate England in the 1060s
  • Students could create top 10 facts about England in the 1060s
  • Students could design an information leaflet giving the positives and negatives about life in England in the 1060s.
  • Pages 8 – 11 Invasion, Plague and Murder has background on Anglo – Saxon society
/ Students should be able to:
  • To understand what England was like in the 1060s
  • To analyse sources to identify what life was like in the 1060s
  • To make judgments on whether England was a good place to live in the 1060s
/ Q and A
Decision making / Homework
Historical poster on life in Britain in the 1060s.
4 / 7 Who should be King? /
  • Pages 12 – 13 Re –Discovering Medieval Realms, Pages 12 - 13Invasion, Plague and Murder and pages 10 -11 Contrasts and Connections all have activities to show the reasons why William, Harold and Hardraada should be king.
  • Pages 10 -11 Contrasts and Connections uses a range of sources to support the claims of the potential kings
  • Students could decide which one should be king
/ Students should be able to:
  • To understand why there were three claimants to the throne of England
  • To identify who they were and why they believed they should be king
  • To make judgments on which one should be king
/ Q and A
Decision making
Ranking / Homework
Write a PEE paragraph on who should be king.
Week / Lesson / Activities linking with SEN & LIT/NUM/IT / OUTCOMES / AFL / Unit Assessment/Homework
5 / 8 Who won the Battle the Battle of Stamford Bridge? /
  • Pages 14 - 15Invasion, Plague and Murder has a cartoon story board to show the events of the battle
  • Battlefield Britain Hastings shows the battle events students could look at the strengths and weaknesses of the battle.
  • Students could consider who will know be king
  • Role paly the events from the cartoon story board
  • Students could design their own cartoon storyboard of the events
/ Students should be able to:
  • To understand who fought at the Battle of Stamford Bridge
  • Describe the battle events
  • Consider why Harold won the battle
/ Q and A
Ranking
Decision making / Homework
6 / 9 Why did William win the Battle of Hastings? /
  • Pages 18 - 21 Invasion, Plague and Murder has a cartoon story showing the events of the battle.
  • Students could analyse factors that helped Harold and William in the battle
  • Battlefield Britain Hastings – shows the battle events students could look at the strengths and weaknesses of the battle – link to previous lessons tactics and weapons used.
  • Students could create own storyboard of events.
  • Preparation for assessment
  • Students can look at the strength and weaknesses of both Harold and William and factors such as preparation, leadership and luck - card sort activity
  • Students could complete a table using evidence from previous lessons to show why William won the Battle of Hastings
/ Students should be able to:
  • To understand why William won the Battle of Hastings
  • Identify strength and weaknesses of Harold and William during the battle
/ Q and A / Homework
Week / Lesson / Activities linking with SEN & LIT/NUM/IT / OUTCOMES / AFL / Unit Assessment/Homework
7 / 10 Assessment
Why did William win the Battle of Hastings? /
  • SEN writing frame for assessment
/ Assessment 1
Why did William win the Battle of Hastings? Essay
8 / 11 Assessment
How did King Harold die? /
  • Source investigation pages 22 – 23 Invasion, Plague and Murder
  • Students analyse and evaluate a range of sources to decide how they think Harold was killed.
  • Write own explanation using Point Evidence Explanation Link
  • SEN writing frame to support their answer.
/ Students should be able to:
  • Understand how Harold died
  • Identify the different ways that Harold died by analysing a range of sources
  • To consider if the sources can really tell us how Harold died
/ Q and A
Decision making
Vote / Assessment 2
How did King Harold die? Source assessment
9 / 12 How did William gain control of England? /
  • Pages 22 – 23 Invasion, Plague and Murder has range of sources for students to use to investigate how William gained control of England
  • Students look at William’s actions after the Battle of Hastings and the impact this had in the Anglo – Saxons
  • Pages 26 – 29 Re –Discovering Medieval Realms looks at the long term and short term problems. Students rank problems
  • Students could create a newspaper article about William’s actions from a Saxon/Norman point of view
  • Chapter 6 Medieval Minds
/ Students should be able to:
  • To understand how William gained controlled of England
  • To identify the problems William had to solve after the Battle of Hastings
  • To consider the impact this would have had on the English
/ Q and A
Decision making
Ranking / Homework
Week / Lesson / Activities linking with SEN & LIT/NUM/IT / OUTCOMES / AFL / Unit Assessment/Homework
10 / 10 How did William keep control? /
  • Pages 26 – 29 Re –Discovering Medieval Realms has a problem solving task
  • Students could rank the problems into importance
  • Students come up with their own solutions to Williams’s problems
  • Pages 28 – 29Invasion, Plague and Murder focuses on castle building across England one of William’s solutions to keep control
  • Chapter 6 Medieval Minds – worksheet 6.1 students match the text boxes to the scene and then colour code into like and dislike.
/ Students should be able to:
  • To understand how William controlled England
  • To identify the problems William had to solve
  • To consider if William made the right choices
/ Q and A
Decision making
Ranking
11 / 11 What was the Domesday Book? /
  • Students are divided into groups (Houses) and are given a set of sources on the Domesday Book. From the sources they answer a range of questions.
  • Use Horrible Histories scene on how information was taken.
  • Pages 30 – 31Invasion, Plague and Murder has information about the Domesday Book and activities
/ Students should be able to:
  • Understand what the Domesday Book is
  • To extract information from sources to answer questions about the Domesday Book.
  • Consider how important the book is for historians
/ Q and A / Homework
11 / 12 What was the feudal system? /
  • Pages 32 – 33Invasion, Plague and Murder has information about the feudal system and activities
  • Students could create their own diagram
  • Role play
  • Pages 92 – 93 Skills in History has different diagrams representing the feudal system and activities.
/ Students should be able to:
  • Understand the term feudal
  • Identify who is in the feudal system.
  • Consider why William introduced it
/ Q and A
Decision making
Vote