History department
Level / Course
KS3 Year 7
Key questions/objectives
What was England like in 1060?
Assessment: who had the most claim to the throne in
1066?
Number Lessons needed: 3 Taught:3 Preparation:1/2
Key Skill: Interpretations
CAG 1
Main learning activities
Consider Prince George Christening photo.
Share any pre-existing knowledge of 1066.
Read and extract key information from snippets to fill in
table.
Share and get knowledge from peers.
Link and analyse key information in spy report.
Peer assess reports.
Share excellent examples
Reflect on what would make William want to invade.
Who should be King in 1066
Who will be the next King/Queen of England – how do we know this?
Discussion of primogeniture and link to how Edward had no children
and different in Middle Ages
1066 Blind Date activity competing worksheet with who should be
King.
Spoken discussion, class vote – who has the best claim to the throne
with pupils defending their claim. Complete voting slip.
Who should be King in 1066 –
preparation and assessment
Preparation for assessment
Written assessed piece - who had the most claim to the
throne in 1066?
Learning outcomes/skills
All: will be able to write a paragraph
to describe some of the main
reasons why England would be either
a good or a bad place for William to
invade.
Most: will be able to describe and
make links between the main reasons
why England would be a good and a
bad place for William to invade.
Some: will be able to describe and
begin to analyse the different
reasons why England would be a good
and a bad place for William to invade
All Should know that there were 3
claimants.
Most Should be able to explain WHY
they have a claim.
Some Should be able to evaluate the
strengths of the claimants.
All will be able to identify an opinion
about who should be King
Most will be able to describe different
opinions about who should be king in
1066, offering supporting evidence
Some will be able to describe the
strengths and weaknesses of the
differing claims to the throne.
History department
Level / Course
KS3 Year 7
Key questions/objectives
What should Harold do in 1066?
What happened at the Battle of
Hastings?
Assessment: Why did William win the Battle of Hastings?
Number Lessons needed:4 Taught:3 Preparation:1/2
Key Skill: causation
CAG 1
Main learning activities
Try to identify Harold’s big problem from the map. Listen to
explanation of key problem.
Fill in table on Harold’s options. Discuss suggestions and vote
on your choice.
Read through and discuss the events of 1066. Reflect on
Battle of Stamford Bridge.
Watch Battlefield Britain clip, 13.23 -23.00 and note down a
few key points about the Battle and its outcome. (15mins.)
Devise a headline and brief news report on the Battle of
Stamford. Can be for a newspaper or a script for a news
report. Share reports.
Role play Harold and the messenger 28th September 1066
Show Bayeux Tapestry clip
http://www.youtube.com/watch?feature=iv&src_vid=bDaBNNyM8o&v=LtGoBZ4D4_E&annotation_id=annotation_55956
1
Stick down of the battlefield, and share observations on
what is noticed about the battlefield?
Answer questions, following ppt., to gather information and
join in acting out of Battle scenes.
Review and check answers with row and try to find 3 big
reasons why William won. Share ideas on why William won.
Prioritise the 3 big reasons why William won the Battle, put
the most important first then work down. Think pair share.
Learning outcomes/skills
All Should know that Harold had to
choose which coast to defend
Most Should be able to explain the
advantages and disadvantages of
Harold’s options
Some Should be able to identify the
consequences of the Battle of
Stamford.
All Will understand that William
won the Battle of Hastings in
1066
Most Will know 3 main reasons
why William won the Battle of
Hastings in 1066
Some Will understand why Harold
lost and be able to make a
judgement about the most
significant factor
Key questions/objectives
Why did William win the Battle
of Hastings?
Why did William win the Battle
of Hastings? Preparation and
Assessment
Main learning activities
Based on previous learning write a one sentence summary
answer to the question - Why did William win the Battle of
Hastings.
Draw up table of why William won William’s strength,
Harold’s mistakes, Luck, Any other reasons to fill in with
information from Battlefield Britain clip, 23.19 onwards
Highlight the strongest piece of evidence for each reason
why William won. Share ideas with your partner and come to
an agreement.
Plenary discussion - Which do you think was the most
important reason why William won?
Sort and colour code factor sheets.
Explanation of Burger and PEE paragraph.
On burger plan and PEE paragraph sheets jot down idea of
what key points to include.
Answer assessment question – Why did William win the
Battle of Hastings? (30mins.)
Learning outcomes/skills
All Will understand that William
won the Battle of Hastings in
1066
Most Will know 3 main reasons
why William won the Battle of
Hastings in 1066
Some Will understand why Harold
lost and be able to make a
judgement about the most
significant factor
All will be able to identify an example
of a cause without reason or
justification
Most will be able to identify several
examples of causes of an event with a
simple description
Some will be able to describe
examples of causes with simple links
between them
History department
Level / Course
KS3 Year 7
Assessment: How significant was the feudal system in
helping William control England?
Number Lessons needed: 4 Taught: 3
Preparation:1/2
Key Skill: significance
CAG 2
Key questions/objectives
Main learning activities
What problems did William have to
deal with?
William has won the Battle of Hastings on 14th October 1066 and
Harold is dead. William is not crowned king of England until Christmas
Day. Why do you think there was such a big delay? Discussion of
ideas, link in idea of problems to deal with.
Using William’s Problems worksheet in pairs sorting order of priority,
initially urgent and can wait then number 1-5. Short paragraph to
explain no. 1 choice (opportunity to model PEE paragraph). Peer
assess paragraphs and share excellent examples. Match problems and
solutions, copy into books.
What do you think of William’s solutions? Discuss the tactics used by
William and if they would be popular.
How did William control England?
Who has the most power in the school? Draw a diagram to
show how power is spread out in school.
Normanopoly clip -What can you learn about how popular
William was? What ways of controlling England are shown in
the Normanopoly clip
Group work - Can you come up with a system that deals with
all these problems without bankrupting William? Share your
plans.
Draw a diagram to show the feudal system.
Take part in Feudal system demonstration then students to
explain back the system.
Task time – explain how the feudal system worked
Students to get into Feudal System order.
Learning outcomes/skills
All will know the 5 main problems
William faced after Hastings and
that some were more urgent than
others.
Most will be able prioritise the
problems and match them to the
solutions
Some will be able to explain why
some problems were more urgent
than others
All will understand that the King is
at the top of the feudal system
Most will know who gives what and
who gets what in the system
Some will be able to explain how the
system solved William’s problems in
controlling the country
Key questions/objectives
How William used different
methods to make sure he was
completely controlled England.
How significant was the feudal system
in helping William control England?
Preparation and Assessment
Main learning activities
Unscramble the words and fill in the phrase. The words are
all to do with the Feudal system
Using pages 26- 28 in the text book fill in the gaps in
William’s problems and solutions.
Share answers and thoughts on William’s solutions.
Cut out and match up the problems and the solutions. Stick
down each problem with its matching solution underneath it.
Watch clip from Disney’s Robin Hood showing Sheriff of
Nottingham and share thoughts on the character of a
sheriff.
Create an advert for the position of Sheriff of Norfolk.
What can we learn about William from the kind of people he
would want as Sheriffs?
Learning outcomes/skills
Complete planning grid
Assessment write up 30mins.
All will be able to identify a method of
control that was significant for William
keeping control of England.
Most will be able to describe the
reasons why the feudal system or
another factor was significant for
William keeping control of England.
Some will be able to explain one or
more developed reasons why the
feudal system or another factor was
significant for William keeping control
of England.
All will understand that William had
long term problems to deal with
Most will be able to describe and
explain how William solved his
problems
Some will be able to analyse how
effective his solutions were
History department
Level / Course
KS3 Year 7
Assessment: Domesday Book source assessment
Number Lessons needed: 3 Taught: 2
Preparation: ½
Key Skill: Source Skills
CAG 2
Key questions/objectives
Main learning activities
Learning outcomes/skills
All will know the basic features of a
motte and bailey castle
Some will understand why castles
helped William control England
A few will recognise threats from
outside as well as inside England
Why did William build castles?
Students draw a quick sketch of a castle, then show a
picture of a Motte and Bailey castle, discuss differences
and how good this type of castle might be.
Draw and label motte and bailey castle, annotate around it
strength and weaknesses.
Model source based questions on castles before students
answer on their own.
What does the Doomsday book
tell us about Medieval England
Show picture of Domesday book and ask for suggestions of
what it is. Explain what it is
Read the information on Patcham and fill in sheets that go
with it.
Write down 3 things that you can learn from the sources.
Fill in Doomsday table and share ideas on how useful it is.
Write a paragraph you explain whether the Doomsday book is
useful to a historian studying medieval life.
Write down 10 questions for a modern day Doomsday Book.
Select students to share best question.
All will be able to describe aims and
outcomes of Doomsday Book
Most will be able to identify what
the Doomsday Book tells us about
Medieval life
A few will be able to analyse what
the Doomsday Book tells us about
Medieval life
The Domesday book – preparation
and assessment
Preparation time – reading sources, clarifying vocab and
filling in question planning grids.
Assessment time – 30mins.
All will be able to identify an
opinion about the Domesday book
from a source.
Most will be able to compare
sources to show similarities and/or
differences with evidence
Some will be able to describe
different opinions about the
Domesday book from more than one
source, offering supporting evidence