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 third lesson of the Migration to Britain scheme of work and focuses on resistance to the Romans and more specifically on Queen Boudicca’s rebellion. 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 are presented with the bust of Emperor Claudius and are asked to create the story of the bust with questions to help guide them. This activity is great for encouraging students to engage with a source and its provenance. Activity 1- students use the description of Boudicca by a Roman historian to create a drawing of what they think she looks like. They then look at a number of representations of her and decided which is closest to the description. Activity 2- in pairs, students read through the story of Boudicca’s rebellion aloud alternating paragraphs. They then analyze the story by completing the tasks on slide 8. Students test their knowledge by putting the events of the rebellion into the correct order. Activity 3- students are introduced to analyzing the provenance of a source and how this affects its reliability by focusing on a speech delivered by Queen Boudicca according to a Roman historian. Slide 14 is a help sheet of guiding questions for the challenge task of assessing the reliability of the source. Source 15 is a writing frame to help with the task. Plenary- students are presented with a flashback race on the reasons why we study migration. In teams of 3 or 4, students write down as many reasons as they can think of in 2 minutes. Homework. students create a comic book strip explaining the main events of Boudicca’s rebellion

This is the second lesson of the Migration to Britain scheme of work and focuses on the Romans and building source analysis skills. 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- class Hangman; divide the class into two teams and then use a random name generator to decide which team goes first. The team that guesses first wins. Activity 1- students colour and label a blank map of Europe to show where Italy ad Rome are and the countries that were part of the Roman Empire, when the Roman EMpire began and what date the Romans invaded Britain. They then check their work with the map on the next slide. Activity 2- students study and analyze the source closely to make 3 inferences on why the Romans wanted to invade Britain. Activity 3- students read through the changes that the Romans made to Britain and colour in the 3 that they think are most important. Students then speed debate what they think is the most important change completing the debate cards as they go. Plenary- students choose one of the tasks to complete- freeze frame, drawing, or poem. Homework. students create a leaflet travel brochure to encourage tourists to visit Roman Britain

This lesson is the first of a mini scheme of work on the early groups of migrants that came to Britain and focuses on who the Celts were and what changes they made to Britain. There is also an activity to help build on the skills of analyzing sources/making inferences The entire lesson is on the power point and the information needed for the homework is on the word documents. The lesson includes: a joke and riddle to help settle the students while they write the title and date clear smart differentiated learning objectives starter- Think, Pair, Share on the reasons why it is important to study migration ending with a class discussion Info slide on Britain before it became an island Info slide on when and where the Celts came from Activity 1- students use the information sheets to create a role play illustrating one aspect of life. 3 groups perform in front of the class. All students write down 3 things from life that they find interesting Activity 2- students study and analyze the source closely to make 2 inferences about what was important to the Celts, using the source analysis grid to help them. They then use the answers to check their work. Activity 3- with the person next to them, students study 4 of the changes the Celts made to Britain. Students then write down which they think was most important and why. Students then vote with their feet. Plenary- students discuss their opinions/views on life in Celtic Britain Homework. students create a storyboard about the life of St. Patrick using the information provided.

This is the third and final lesson in my historical skills investigation lessons and focuses on explaining and developing the skill of using evidence as a historian. This resource is the entire lesson on a power point and includes the following: Historical joke and riddle to settle the students while they write down the title and date Historical time period test based on the revision completed for homework Clear smart differentiated learning objectives Re-cap on the process of history to illustrate the focus of the lesson- using evidence Activity 1- students must think of at least 3 things that we can use to find out about the past and create a list in their books* AFL 1- table showing the 4 different categories of evidence and some of the main things we can use to find evidence Activity 2- Teacher explains the difference between Primary and Secondary evidence. Students must then look at multiple different sources and decide whether they are primary or secondary sources or could be either. AFL 2- self-assessment with answers on the board Activity 3- Teacher explains the difference between comprehension and inference when analysing a source. Students then write their own definition of what they think inference means (doesn’t matter if they are completely wrong!). Then watch the video to check their definitions and change/improve them. Students then have a go at making an inference from the source provided on the source analysis template provided. AFL 3- go through analysing the source with the students as a class and then RAG to check understanding Plenary- Pyramid to complete: one question; two things learned and 3 key words

This is the second lesson of my three-lesson introduction to History to Year 7 students although it could be easily adapted for Year 8 and 9. This resource is the entire lesson on a power point and includes: Historical joke and riddle to settle the students while they write down the title and date Clear SMART differentiated learning objectives Chronology key words match up starter- students match the key word to its definition. Answers are then put up onto the board for students to check their work Optional background info on the 5 key themes in History and why we use them as historians for teacher to explain to students Activity 1- students use the information slide to create a mind map explaining what each theme covers and focuses on. Students must include a brief explanation in note form (use as few words as possible) and then add a symbol for each theme too. Differentiated information sheet included. AFL 1- students explain what they have learned about the 5 themes in history for sixty seconds trying not to pause, repeat themselves or stall. Activity 2- Chronology intro slide using a time line. I explain this to the students bit by bit explaining the key concepts of how we order time in history. Also, I explain how we put years into centuries and go through a few examples as a class. AFL 2- students then put ten dates into the correct centuries and then check their own work. I would usually do a RAG check at this point to know each students confidence in doing this. Activity 3- students must use the dates to create a time line in their books. AFL 3- I circulate to check each students work to make sure that they are confident and completing the task correctly Plenary- classic 3-2-1 where students discuss with the person next to them Homework- students revise for a short test on Historical time periods at the start of the next lesson