This is the fifth lesson of the Migration to Britain scheme of work and focuses on the Vikings and how they transitioned from being violent raiders to peaceful settlers. Specifically, it focuses on why the Vikings came to Britain, their impact and should the Vikings be considered violent invaders or peaceful settlers. This resource is the entire lesson on a power point and includes: A joke and riddle to help settle the students while they write the title and date\ Clear smart differentiated learning objectives Starter- students discuss what they already know about the Vikings using the guiding questions. If they dont know anything then they write a question they would like to ask Activity 1- students study the reasons why the Vikings came to Britain and complete a ‘push’/‘pull’ factor table analysis to show whether the Vikings pulled or pushed to Britain Activity 2- in pairs, students study a source and analyse the impact the vikings had on life in Britain. Activity 3- students read through the evidence and colour code it to decide whether it suggests the Vikings were murderous invaders or peaceful settlers. Plenary- students are split into teams of 3 or 4 and asked 5 questions. The team with the most correct answers wins. Homework- students have a choice of tasks based on learning style.

This is the fourth lesson of the Migration to Britain scheme of work and focuses on the arrival of the Anglo-Saxons in Britain. More specifically students will learn about Anglo-Saxon life, why the Anglo-Saxons came to Britain and how they changed Britain. This resource is the entire lesson on a power point and includes: A joke and riddle to help settle the students while they write the title and date Clear smart differentiated learning objectives Starter- students discuss the meaning of the term 'Dark Ages" and why some historians may not like the term Activity 1- students glue the images into the book and then label them using the information provided. Students then discuss what they like/dislike about daily life in Anglo_Saxon England Activity 2- students use the posters around the room to ass detail to the four main reasons why the Anglo-Saxons came to England. Students then vote for which one they think is most important. Activity 3- students create a poster illustrating how the Anglo-Saxons have changed Britain. Plenary- students explain what they have learned in the lesson for 60 seconds Homework. students create/find a riddle to share next lesson

This is the eighth and final lesson in the Norman Conquest series of lessons, which explores how William the Conqueror was able to take control of England. This lesson aims to give students an in depth understanding of the reasons why William won the Battle of Hastings, as well as developing students ability to categorise causes and to make judgements on importance. The lesson also explores the strengths and weaknesses of the Normand and Saxon armies. This resource is a power point including the full lesson and all resources needed. It includes: A lesson title slide with a discussion question to get students thinking while they write the title and date Clear, smart, and differentiated learning objectives Starter- students choose which starter activity to complete- chronological order, explain the links, usefulness or add a picture Activity 1-students read through the information about soldiers used in the Saxon and Normand armies and then discuss their relative strengths and weaknesses with the person next to them Activity 2- In groups of 3/4, students read through the reasons why William won the Battle of Hastings and then categorise them into Tactics, Luck, William’s string leadership or Harold’s mistakes. Students then categorise the reasons by importance and then choose which one factor was the most important. I usually give each group of students a pack of cards and ask them to spread them over a desk as it is easier to sort them. Activity 3- Students plan an answer to a GCSE 12 mark explain why question. Students choose which planning sheet they to use- easy, medium, difficult, Plenary- in groups of 3, students must discuss the 3 questions Homework. students write out their answer to the GCSE question

This is the first lesson in the Norman Conquest series of lessons, which explore how William the Conqueror was able to take control of England. This lesson aims to allow students to begin to explore why it is important for them to learn about the Norman Conquest, a theme that will run throughout the series of lessons. However, its primary aim is to give students an understanding of what England was like before 1066 and more specifically, learn about the Anglo-Saxons using primary sources. This resource is a power point including the full lesson and all resources needed. It includes: A topic title slide with a trivia question to get students thinking while they write the title a short activity to introduce students to the reasons why it is important for them to learn about the Norman Conquest A title slide with a brainteaser linking Halley’s comet to the topic clear smart differentiated learning objectives starter- think, pair, share: students are asked to consider how England would look in 1066- what they would see and the differences to the present day. Activity 1- working as pairs, students must put the cards into the correct chronological order from earliest to latest. Answers are displayed on the board for students to check. Activity 2- students study and analyze two sources to describe the Saxon invasion of England and also explain what they can learn about Anglo-Saxon society. Activity 3- students study and analyze 3 sources from the Sutton Hoo burial to explain what they can learn about the Anglo-Saxons and what more they would like to know. Plenary- students share what they have learned with the person next to them Homework. students choose one of the 3 objects from the sources and then write a creative story about it.

This is the third lesson in the What drove people to migrate? series of lessons for a half term. This series of lessons is designed to follow on directly from the Migration to Britain series of lessons available to buy in my shop. This lesson aims to enable students to describe at least 3 facts about the Great Famine in Ireland, identify and list how Irish migrants were mistreated in England and use sources to make 2 inferences about the experiences of Irish migrants in England. This lesson consists of a power point with all resources and information included. The power point includes: Title slide with joke and riddle Differentiated SMART learning objectives Starter: students must try and think of a reason why Ireland’s population was in decline up to the 1960’s Activity 1: Students watch a video and answer the questions Activity 2: Students work in pairs to identify the ways that Irish migrants to England were mistreated Activity 3: Students analyse 2 sources and attempt to make 2 inferences from each Plenary: students choose 3 emojis to represent how Irish migrants would have felt Homework: Students choose whether to create a comic strip or write a newspaper article

This is the fourth lesson in the What drove people to migrate? series of lessons for a half term. This series of lessons is designed to follow on directly from the Migration to Britain series of lessons available to buy in my shop. This lesson aims to enable students to explain why people left the Carribean and moved to Britain after WW2, aanlyse sources to discover what life was like for West Indians in England and analyse the similarities and differences between the reasons why the Irish and West Indians migrated to Britain. This lesson consists of a power point with all resources and information included. The power point includes: Title slide with joke and riddle Differentiated SMART learning objectives Starter: students analyse a visual source and discuss 2 questions Activity 1 & 2: Differentiated jigsaw group task to explain why people left the Caribbean for Britain and what life was like for them Activity 3: Students compare and contrast the experiences of Irish and West Indian migrants in England Plenary 3 students are selected as Teachers to summarise what they have learned and ask the other students questions Homework: Students compare the push and pull factors for the last 4 lessons and answer the 3 questions