I have created a lesson which is part based on an analysis of the Windrush passenger database and part on exploring the stories of the individuals impacted by the scandal. This lesson has been set as a home learning activity for my Year 8 classes. The first activity is a series of questions based on investigating the database of the passengers and then looking closely at the landing cards of the individuals headed for Wolverhampton (you may want to adapt this to make it more suitable for your local area). The next section is looking at what the scandal was and the impact it has had. Final task includes a range of differentiated activities. I have included links to the database and the article used both in the PowerPoint.

This is a resource which I use often, particularly to scaffold for those find it a little tough to get started when writing historical arguments. Has definitely helped with the cohesion and standard of literacy within my pupils historical arguments.

This is a display on how to infer in History. Designed for KS2 but could be edited for other KS. Feel free to edit to suit your needs.

This is a display I created for above my board in my classroom as a simple reminder how to construct an argument using Point, Evidence and Explain. Please note that I use this as a History teacher and so it may not be quite up to the standards for an English department, however I find it a useful reminder for pupils when constructing historical argument.

This is a lesson I have used with Year 8 to discuss the impact the East India Company had on the British Empire and India. This lesson uses part of Dan Snow’s documentary about the EIC as background before moving on to using sources and scholarship from William Dalrymple’s ‘The Anarchy’. I have added a link to the bbc bitesize page with the video in the notes. This lesson was designed for Y8 as part of a unit on the British Empire.

This is an introductory lesson to the Crusades. It will be part of a wider enquiry on ‘Why did people Crusade?’ This lesson gives a general overview into: What the crusades were Who was involved Where was targeted The importance of Jerusalem The added challenge is designed for home learning.

This is a stand alone lesson I have created on the lives of Black Tudors, this could be used independently during learning on Tudors or could be added to to form a SoW focused on Black Tudors. t includes a look at John Blanke and Cattelena of Almondsbury. The tasks make use of the sources Miranda Kaufmann used as well as her conclusions from the sources.

This is a display designed for KS2 on how to work out which century a year is in. Feel free to edit to suit your needs.

This lesson focuses on using a variety of sources to look at different interpretations of how William dealt with his problems after the battle of Hastings. It uses sources from both Norman and Anglo Saxon points of view as well as scholarship from Marc Morris. It then ends with an extension task which builds on the P.E.E skills developed in previous lessons.

This is a lesson used with Y5 looking at the enquiry Why did the Western Roman Empire fall? It draws upon techniques used in The Writing Revolution in attempt to improve literacy in Historical writing.

This is a lesson on Emma of Normandy used in a KS2 scheme looking at the Anglo Saxons and Vikings. It could also be used as a pre-cursor to The Battle of Hastings with Y7 or as a stand alone lesson of course.

This is a lesson looking at Edward the Confessor and why there was a succession crisis in 1066. I have used it this year with KS2 as part of a unit on Anglo-Saxon/Viking relations, however could equally be used with KS3 as a pre-cursor to The Battle of Hastings.

This is a SoW looking at what happened in Britain after the Romans left. It looks at the arrival of the Anglo Saxons followed later by the Vikings. It then explores the interactions between the two groups before leading to Emma of Normandy and why there was a succession crisis in 1066. Below is a run down of the lessons in the unit and the resources required in brackets. Lessons: What happened after the Romans left Britain? (PP- What happened after the Romans, Resource Sheet- Saxon Timeline) Who were the Anglo-Saxons? (PP- Who were the Anglo Saxons) What did Anglo-Saxons believe in? (PP- Saxon Beliefs. Resource sheet- Religion Activity) Who were the Vikings? (PP- Vikings) What happened when the Vikings invaded Britain? (PP- Viking settlement, Resource sheet- North England Map) What happened to the Anglo-Saxons and Vikings? (PP- Danelaw, Resource Sheet- Blank UK Map) OPTIONAL LESSON What makes a great Monarch? (PP- King Qualities, Resource Sheet- Lego Template Who was Emma of Normandy? (PP- Emma of Normandy SC, Resource sheet- Emma of Normandy) Why was there a succession crisis in 1066? (PP- Edward SC, Resource Sheet- Edward the Confessor)

This lesson looks at how Africans were treated during the middle passage. It includes a break down of how the triangular trade system worked, an inference question based on a source,a guided reading task based on Olaudah Equiano’s experiences and finally an evaluation question to answer the enquiry. This lesson was designed for Y8 as part of a unit on the British Empire.

In this lesson, pupils use extracts and sources to look at the enquiry- How Successful was British colonisation of Jamestown? It includes: PP with Task on Entry + Success Criteria. Double sided worksheet.

This is a unit of work that I have used with year 6 on the enquiry ‘How did the Samurai die out?’. It includes the following lessons: 1- When was Feudal Japan? 2- How was Japan controlled? 3- Who were the Samurai? 4- How was Japan ruled under the Shogun? 5- End of the Shogunate 6- The Satsuma Rebellion 7- How did the Samurai die out? Assessment Optional 8- Assessment improvement lesson This scheme includes all resources for each lesson along with success criteria grid for the final assessment. Feel free to adapt and change to suit your needs.

These are the Progress charts I have created for Y5-8 to track progress in History throughout the Year. It includes developing, meeting and exceeding criteria for the key second order concepts. Elements of it are specific to my school such as the pre/post section at the top therefore you are welcome to adapt these documents as you see fit.

Please find attached the learning journey that my Year 5’s will be following from September. It includes the enquiry questions that they will be focusing on in order and the historical skills which each enquiry will focus on. The actual SoW documents will follow as and when I complete them. I did not create the original template. These can be adapted as you wish to suit any year group.

This is the final lesson in my ancient Silk Roads SoW. It looks at: Trade, Religion, War and Knowledge. It culminates in a written assessment- for which I have provided a helpsheet with paragraph structure ideas, success criteria and an overview of information.

This is a knowledge organiser I developed to assist with knowledge retention during the lives of Victorian Children topic in Y6. Feel free to adapt and use to suit your needs.