Scheme of Work
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Subject: History
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Scheme of Work: The Norman Conquest
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Context (Aspect of the National Curriculum or Exam Board Specification that is covered): The Development of Church,
State and Society, 1066-1509
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Year Group: 7
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Length Covered: 6 lessons
Lesson No.
Lesson Aim
Lesson Objectives
Key Concepts/Terms
Ideas for
activities/resources
Starter and plenary
1
To learn what life was
like in medieval Britain in
1066.
1. To understand what
life was like for everyday
people in medieval
times.
When/what was the
Medieval period?
2. To explain the place
and role of the King in
medieval life.
King
Main Activity: Students act
as detectives, working on
source analysis activity.
Evidence is envelopes.
Student work in groups to
decide what life was like and
write 5 key findings which
are then fed back to the
class.
Starter: Washing line
timeline activity, with
key points students
would know from
history, eg, Victorians,
Romans, students’ own
birth date. Groups place
medieval time period on
line. Copy brief timeline
into book.
Chronology
Knights
Peasants
Society
Anglo-Saxons
Hierarchy
Plenary: Students write
post it note of one thing
they have learnt during
the lesson.
2
To understand the three
claimants to the throne
in 1066.
1: Compare the three
contenders to the throne
in 1066.
Contenders
2. Judge who had the
best claim to the throne
in 1066.
Throne
Heir
Viking
Pope
Norman
Democracy
3
To understand the
reasons why William the
Conqueror won the
throne in 1066.
1. To describe the events
of 1066.
Evaluate
Bayeux Tapestry
2. Use the knowledge of
events to decide the
reasons why William the
Conqueror won.
Knights
Round Heads
Housecarls
Main Activity: Students
work in groups of six and
are split into mixed ability
pairs within this group. Each
pair is given a job
application pack (fact-file)
about one of the three
contenders. In the pack will
be a CV for each contender,
as well as a reference list
(made up of different
historical sources) and a
cover letter (written in the
style of each contender).
Students feedback to their
group who they think should
be the rightful King of
England, based on the
evidence.
Activity 1: Chronological
card sort in groups, detailing
the main events of the
Norman Conquest. Cards
have main events, dates and
images from Bayeux
Tapestry. Teacher checks
and then fill out brief table
in book.
Starter: Students fill
out a post it note with
words describing good
qualities in a medieval
king. Fascinator on the
board with images of
medieval Kings to
provide stimulus.
Plenary: Feedback to
the class, with discussion
and vote. Students will
stand in different areas
of the room to show
who they are supporting
and respond to teacher
questioning about why
they chose each
contender.
Starter: As students
enter room, KS3 Bite
Size video is playing
which gives brief 2.5
minute overview of the
main events. This can be
played twice and
students can note key
events.
Archers
Fyrd
4
To understand what
challenges William faced
and what changes he
made after winning the
throne. Part A: Castles
and rebellions.
1. Identify the threats of
rebellion facing William.
2. Explain how and why
William reacted to the
rebellions.
Motte and Bailey Castle
Harrying of North
Rebellion
Activity 2: Norman
Conquest Top Trumps to aid
understanding of why
William won, eg, William,
Harald, Knights, tactics,
geography, other factors.
First Activity: Evidence
based activity looking at
historical sources showing a
range of reactions to
William’s rule. Students sort
into positive and negative.
Students will see that the
English were more resistant,
and then teacher can
explain rebellions.
Mini activity: Students plot
rebellions on map of
medieval England.
Final activity: Discuss HoN
from homework. Collective
discussion of how William
reacted. Methods on mind
Plenary: As students
prepare to leave the
lesson, they tell the
teacher one thing they
have leant in the lesson.
Homework: is to
consider three problems
William might have
faced in his new role as
King of England, and
find out three facts
about the Harrying of
the North.
Starter: Recap
homework and discuss
the problems William
might have faced.
Plenary: Each student
notes down one threat
faced by William and
one reaction to threats
and hands it to teacher
when they leave the
room.
map on board. Go back to
original map and students
plot the building of castles.
5
To understand what
challenges William faced
and what changes he
made after winning the
throne. Part B: Social
changes.
1. To describe how
society changed as a
result of the Norman
Conquest.
2. To understand why
society changed as a
result of the Norman
Conquest.
3.Develop empathy with
the different groups
involved in the Norman
Conquest.
Feudal system
Hierarchy
Peasants
Domesday Book
Census
Activity 1: On
iPads/Computers students
conduct 20 minutes of
research on the Domesday
Book. Fill out sheet with
questions. Feedback to
class.
Activity 2: Hierarchy activity
based on Anglo-Saxon
society. Students order
society ranking, using
pyramid template. Teacher
questions about which level
students would want to be
and why.
Starter: Students come
into room and are asked
to fill out a census – not
personal details just
trivial. Students work in
pairs to question each
other and fill out the
sheet. This provides
understanding of
construction of DB.
Plenary: Class discussion
about pros and cons of
the NC. Students vote
with hands whether they
think it was a positive or
negative thing.
Homework: Students
write a short diary entry
(about half a page),
pretending to be a figure
from medieval society,
such as Peasant, Knight,
6
To revise and then
assess knowledge and
understanding of the
Norman Conquest.
1. To demonstrate
knowledge and
understanding of the
Norman Conquest.
Viewpoints
Perspective
Balanced argument
Bias
Main Activity: Newspaper
article giving an overview of
whether the Norman
Conquest was positive or
negative, giving a point of
view of at least two different
people. This will be in the
form of a template. Books
can be used to help.
Lord, giving viewpoint
on the Norman
Conquest.
Starter: Blockbuster
activity recapping
knowledge covered in
previous lessons.
Plenary: Class re-vote,
after having written
article on whether NC
was positive or negative.
Has anyone changed
their mind?