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 is a lesson looking at Anglo-Saxon Paganism. It was used with KS2 this year as part of a wider topic on Anglo-Saxon/Viking relations.

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 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 2/3 lesson looking at the origins of the Black Lives matter movement. The first lesson is very much discussion based around the end of slavery and through the civil rights movement. Looking particularly at the death of Emmett Till. The second lesson then looks at after the Civil Rights Act, briefly touching on the L.A Race Riots and then more recently with the death of George Floyd. I have included historical detail in the notes as well as videos throughout. This was used with Y8 as part of PSHCE lessons. It could equally be used as part of History lessons.

This lesson looks at the enquiry ‘How were black soldiers treated during WW1?’. Originally used with Y8, the lesson explores the experiences of the British West Indies Regiment as well as the African Carrier Corps. This lesson is based around extracts from David Olusoga’s work including Black and British and The World’s War.

This is a mini scheme (3 lessons) used with Y5 looking at the extent of and the collapse of the Roman Empire. L1- Who was part of the Roman Empire? This lesson uses extracts from SPQR by Mary Beard to look at various aspects of the wider Roman Empire and the Romans interactions with the Empire. L2- Why did the Roman Empire split? This lesson looks at at why the decision was taken to split the Roman Empire. It involves mapping the divide between Eastern and Western Roman empires, why the Empire was split and a brief summary of what the Eastern Empire became. L3- Why did the Western Roman Empire fall? This lesson looks at the collapse of the Western part of the Roman Empire with a focus on historical literacy based on The Writing Revolution.

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 used with Y5 looking at why the decision was taken to split the Roman Empire. It involves mapping the divide between Eastern and Western Roman empires, why the Empire was split and a brief summary of what the Eastern Empire became.

This is a lesson used with Y5 on the enquiry ‘Who was part of the Roman Empire?’. It uses extracts from SPQR by Mary Beard to look at various aspects of the wider Roman Empire and the Romans interactions with the Empire.

This is a remote learning lesson which challenges pupils to find items from around their house that match different hunt topics. It is designed to challenge their ability to make and explain links that are more abstract that normal. This particular lesson was aimed at Y5 but can easily be changed to match the topics you are currently teaching. I have included both the worksheet that some pupils may use and the accompanying Powerpoint.

This is a brief guide that I made for colleagues at school to help them create reoccurring meetings. It also shows how to edit already scheduled meetings to become reoccurring. I am by no means an expert on MS Teams, but hopefully it may help someone.

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 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 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.

Fully resourced scheme of work on the enquiry 'How did Britain build the largest empire ever? This unit has been influenced and uses sources from a range of scholarship including (amongst others): The Anarchy by William Dalrymple, The Silk Roads by Peter Frankopan, The English and their History by Robert Toombs and The Writing Revolution by Judith Hochman and Natalie Wexler. This comes with pre/post assessment and the following 9 lessons, the resources that go with the lesson are in brackets: Pre-test 1- What is Empire? (British Empire map + what is empire) 2- Why did Britain want an Empire? (With reasons for empire diamond 9 + why did britain want an empire) 3- How successful was British Colonisation of Jamestown? (Jamestown + How successful was british colonisation?) 4- How were Africans treated on Slave Ships? (Slave trade + Slavery sheet) 5- How did the East India Company impact the British Empire and India? (EIC Impact) 6- What led to the American War of Independence in 1775? (American Revolution) 7- Why was Slavery abolished in the British Empire? (Abolition of Slavery) 8- What caused the Sepoy rebellion in 1857? (Sepoy Rebellion) 9- How did Britain build the largest Empire in history? (Empire Build + Empire build sources) This can be made into a double lesson which incorporates techniques from the writing revolution by also using (Appositive plan) Post Assessment

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 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 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 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.