Fourth lesson of the scheme - changes made by the Normans to England Lesson exploring the establishment of castles by the Normans. Starter video introduces why castles were helpful to the Normans, group ‘site of a castle’ decision making activity, card sort on how and why castles were built/used, GCSE style describe question on why castles were built leading to a corners judgement plenary.

Third lesson of the scheme - changes made by the Normans to England Lesson exploring law and order changes. Starter discusses concept of keeping order and what the Normans could do, video note activity with the sheet, analysis of the changes on the table analysing the extent of change of the laws and how this benefitted the Normans, discussion of successes and failures for the Normans, 3,2, 1 plenary.

Second lesson of the scheme - changes made by the Normans to England Lesson exploring the use of land/Feudal system by William. Starter for 10 recaps previous learning, video introduces the feudal system leading to a labelling exercise of the system in action explaining the different roles, table creation of the positive and negatives of the system using the hand out, discussion plenary on the benefits of the system for William.

First lesson of the scheme - changes made by the Normans to England Lesson exploring the Harrying of the North. Decision making starter on views of William, source carousel/investigation of the events/actions and results of the rebellion, discussion on how the Harrying helped William, leading to a 4 mark describe GCSE style question, interpretation plenary.

Lesson exploring the immediate events after the battle of Hastings. The starter focuses on different groups in society and how they would perceive William (e.g. Norman knights, Saxon earls etc). The video introduces methods William used to keep control (built on in subsequent lessons). Pupils then analyse the actions of William after Hastings and say advantages and disadvantages for each, leading to a judgement on how William was able to consolidate his power. Pupils then have a choice of differentiated questions to answer leading to a review of the key groups in society as a plenary after these actions.

Lesson exploring the way that Harold Godwinson died. Starter utilises the bayeux tapestry scene to explore how Harold is portrayed as being killed. Pupils then investigate five sources and complete the table to analyses the content and provenance of the sources. This is brought together with a paired summary analyses enabling students to reach a conclusion, leading to supported judgement on their own theory on Godwinson’s death.

Lesson exploring the factors that enabled William to win the battle of Hastings. True or false starter recaps the key points of the battle and claimants, whilst the video explores some of the reasons for William’s successes. The card sort categorisation allows thematic understanding of why William won building to an explanation of the significance of different factors. A voting plenary allows assessment of the understanding of the factors. Optional essay plan homework assessment included.

Lesson exploring the chronology of the battle. The view recaps the key events and the paired chronology task allows students to see the key events. This can then be completed as a cartoon strip. The plenary focuses on source analysis skills of utility assessing how useful the source is for exploring William’s leadership/tactics

Lesson exploring the preparations of William of Normandy. Starter uses the Bayeux Tapestry to gain evidence from. Pupils then explore the advantages and disadvantages of William’s preparations in a table, linking them to the problems they could cause Harold Godwinson. Pupils answer an explain question (AQA 8145) - Explain what was important about William’s preparations for the invasion of England, leading to a judgement line plenary on how effective William’s preparations were

Lesson exploring the importance of the battle of Stamford Bridge to the outcome of Hastings. Starter recaps Hardrada and a video explores the build up to the battle and events. A sequencing tasks allows students to chronologically order the events (teacher copy included) and then assess the positives and negatives of Stamford Bridge overall. The lesson builds to a 4 mark describe question (AQA 8145) - describe two problems Godwinson faced fighting William at Hastings due to the battle of Stamford Bridge.

Lesson focusing on planning an answer to: Which contender had the stronger claim to the throne: Harold Godwinson or William of Normandy? Use of WAGOLLS and WABOLLS to introduce the ideas of explanation and linking to the question before students write up or plan their response (your choice). Judgement line plenary allows assessment of all students opinions. Mark scheme and assessment grid included.

Two lesson sequence exploring who thought they deserved the throne and why their claims were valid/invalid. The starter explore how the throne was passed on in Medieval England the positives and negatives of each method. A peer-assess describe question is included. The main task is individual research of one claimant which leads into a snowball/market place the following lesson to share the learning of all the claimants, leading to a judgement on who had the strongest/weakest claim to the throne. An explanation question is included to assess student understanding and corners plenary assesses all students. A homework task (optional) is included which tests who had the stronger claim of Godwinson and William linked to the 12 mark essays for AQA 8145. Plan included.

Lesson exploring the Norman link to the throne of England. The starter recaps the position of Normandy and its significance, the main task is a carousel/information hunt to discover why the Normans were important and why William felt he had a claim to the throne. Bringing it all together pupils list why William would be an effective King and using the information on the slides assess ‘how’ significant Normandy was to England by 1066.

Lesson exploring the power of the Godwins and early Viking links to the throne. Starter focusing on the power of a King, leading to a video showing the different rulers up to 1066 - leads into a discussion over different claimants. Source analysis of the Viking claim moving on to analysis of how the Godwins helped and hindered Edward. Summary interpretation introduces the skills of the ‘how convincing’ question for AQA 8145.

Lesson exploring England before 1066 focusing on society, the economy, how England was ruled and religion. The lesson uses sources as a starter, moves on to categorising themes and includes a choice of differentiated questions at the end and a progress check plenary

A guide for students showing them how to structure the America 1920-73 questions and the conflict and tension in Asia questions. All structures have several sample questions included for pupils to attempt and can be used in conjunction with the revision grids. A revision list is also enclosed at the end.

Lesson focusing on revising key content and skills for conflict and tension in Asia. Starter for 10 recaps key events and themes from the topic. The lesson then builds to reviewing each question style and applying knowledge to the questions in a scaffolded and structured way.

Grid containing revision suggestions and focused tasks for pupils pre-exam. Tasks are varied including acrostic poems, flash cards, mind maps and newspaper articles.

The sixth lesson in the learning sequence on The Globe historic environment. This lesson starts by recapping the key features of The Globe, building on this to review the annotated diagram. Pupils then analyse the mark scheme and suggested structure and come up with their ‘top tips’ for answering this question. Pupils then use their changes table from the previous lesson to complete the PEE planning grid to practice structuring the answer. Pupils can then use this to complete the essay plan to the sample question: “The main change that the theatre demonstrated was increase in wealth of the Nobility and the Gentry”. How far does a study of The Globe Theatre support this statement? You should refer to The Globe Theatre and your contextual knowledge. (16 marks). The plenary is a model paragraph that can be printed out and annotated in pairs to demonstrate good practice.

The fifth lesson in The Globe historic environment lesson sequence. This lesson starts by introducing the key societal changes to pupils, reinforced by a video clip. Pupils then complete the card sort in pairs to match up the evidence on The Globe to the different changes; using the cards to populate the table showing the different changes. The plenary asks students to consider which change they think is the most significant and to justify their choice.