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.

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.

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.

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.

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 the first lesson in a scheme of work I’m planning around the start of the Silk Roads. Based on Peter Frankopans book of the same name. I have used elements of the teachers notes that go alongside the illustrated version of the text to inform the lesson. As I create more of the lessons, I will upload them together as a full scheme. Feel free to adapt to suit.

This is the second lesson in a scheme of work I am creating on the early period of the Silk Roads. This lesson includes a focus on the Ionian revolts and the first invasion of Greece by Persia and the Battle of Marathon. This lesson was designed and used with Year 6, but feel free to adapt as you require. The video I created to go alongside this is attached and a link is also included in the Powerpoint.

This is a lesson based on Non-Violent protest during the Civil Rights movement in the U.S.A. This lesson was designed with Year 8 in mind. Feel free to adapt to suit your needs.

This is the fourth lesson in my SoW on the early part of the Silk Roads. It can also act as a stand alone lesson on Alexander the Great’s influence on the development of the Silk Roads. It includes a Powerpoint and a worksheet based on extracts from Peter Frankopan’s Silk Roads. I have also included a WAGOLL for the worksheet. This has been designed with Y5/6 in mind, but feel free to adapt as you see fit.

This is the fourth lesson in my SoW on the early part of the Silk Roads. It can also act as a stand alone lesson on Alexander the Great’s influence on the development of the Silk Roads. It includes a Powerpoint and a worksheet based on extracts from Peter Frankopan’s Silk Roads. I have also included a WAGOLL for the worksheet. This has been designed with Y5/6 in mind, but feel free to adapt as you see fit.

Please find attached the Year 5 version of the Historians we will be studying display. Feel free to adapt to your own courses.

This is a progress chart which I will be using with Year 5 from September. It includes 3 sections: The first section is based on factual knowledge tests, both pre and post. The second section is on applied knowledge, these are historical skills which will be assessed on extended pieces of writing throughout the year. The bottom section is an area for pupils to include strengths and focus areas for each term based on their assessment outcomes. Feel free to adapt to suit.

Includes key knowledge and key words for learning about 1066 and the Norman conquest. This download includes a knowledge organiser document featuring maps, diagrams and a timeline. Usable as either a display or individual copies for pupils. It also includes a key word display for the topic. Feel free to adapt to suit your needs.

This is a lesson designed to discuss how William won the battle of Hastings and as an introduction to the use of P.E.E. I have used this lesson with both Y6 and Y7. Feel free to download and edit to suit your needs. Update- I have now included a D.I.R.T sheet which can either be used as a second lesson to improve upon the paragraphs created in the first lesson, or it can be used straight away in the lesson to guide the writing of paragraphs.

This is a single lesson enquiry that looks at some of the causes of the American Revolution, part of an overall enquiry on the British Empire. I start the lesson using a song from Hamilton- ‘You’ll be back’ as a hook and discussion piece before moving on to looking at some of the key events which led to the war. Would love to spend more than one lesson on this enquiry, but this is what I came up with as a short, sharp general overview.

This is a full lesson on the enquiry How did Religion impact the Silk Roads? which is based on scholarship from the Illustrated Silk Roads by Peter Frankopan. It uses extracts from the book in combination with techniques from The Writing Revolution to support writing in history. This was used with Y5 but could easily be used for Y6-7.

This is a full lesson on the enquiry How did trade impact the Silk Roads? It uses extracts from the illustrated Silk Roads by Peter Frankopan as a source analysis and summary task. It was used with Y5 but could easily be used with Y6 or 7 with minor tweaking.

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.