The King’s Medium Term Plan
Year 7 Learning Cycle 2 Learning Plan
Module 2
HISTORY
Overarching
Challenging
question
What makes an invasion successful?
Subject
Challenging
Question
What makes an invasion successful?
This Learning Cycle pupils will investigate chronological invasions of Britain, comparing those that were successful to those that were not.
They will consider the causes of each invasion and evaluate the components that make an invasion successful. Pupils will focus on the
invasions of 1066.
KEY FOCUS – KC4 Cause and Consequence
Lines of Enquiry
Progress
Objectives
Week 1: Why did we get the name Baratanac?
Week 2: Why did the Romans have to invade twice?
Week 3: Why did the Vikings invade us?
Week 4: Why were there so many claims to the throne in 1066?
Week 5: Why did Harold lose the Battle of Hastings?
Week 6: How useful is the Bayeux Tapestry as a historical source?
By the end of this learning cycle, students in History will be able:
o
Recall why Britain has been invaded in the past.
o
Identify reasons for, and results of, different invasions of Britain.
o
Explain the events before, during and after the invasions of 1066.
o
Analyse the Bayeux Tapestry to show how useful sources can be.
o
Summarise and evaluate the factors that make an invasion successful.
Assessment in week 7 will be against the above objectives
The King’s Medium Term Plan
Week 1
2+1
Year 7 Learning Cycle 2 Learning Plan
Why did we get the name Baratanac?
Lesson 1: Why have people invaded Britain?
Hypothesis; ‘People invaded Britain for our resources’
Progress Outcomes:
Identify at least 6 reasons why people have invaded Britain.
Analyse and divide these reasons into push and pull factors to show how reasons can be linked.
REACH; To hypothesise why people would invade Britian today and compare.
Learning Activities:
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DO NOW – Look at the World map, choose a country you would invade and give reasons for your choice.
Map summary – List Reasons why Britain was so attractive?
Shade in the push/pull factors on your list.
Write an extended answer to the question ‘Why have people invaded England? Success criteria – peer mark.
REACH; Break out discussion on an invasion today.
Lesson 2: Why did we get the name Baratanac?
Hypothesis ‘ All sources are useful in History’
Progress Outcomes:
Define the word Baratanac.
Analyse and examine 3 sources of information to decide which are most useful.
REACH; To evaluate if unreliable sources are useful.
Learning Activities:
The King’s Medium Term Plan
Year 7 Learning Cycle 2 Learning Plan
 DO NOW – Examine 2 types of modern sources.
 Source Analysis on 3 types about Baratanac origins.
 Notes on Ipad in preparation for exercise.
 Who, What, When, Where, Why activity – using notes, into books.
 Intro to KP2 – Using sources - Evaluation of three sources with summary of most useful.
REACH marking can be completed at this point
Resources; Key note presentations, books, Ipads, World map app, Medieval textbook for map reference, grade point descriptor chart,
modern photographs/newspaper example.
Home learning:
You are a leader of an army. You have to prepare a speech for your followers explaining to them why you should invade Britain. Use the
maps to help.
REACH:
Ongoing Note pad; Begin to consider ‘a successful invasion’ by listing factors you need to consider when invading. Using this list, plan an
invasion of Southern England.
The King’s Medium Term Plan
Week 2
2+1
Year 7 Learning Cycle 2 Learning Plan
Lesson 3 + 4: Why did the Romans invade twice?
Hypothesis; ‘You have to have a strong leader in order to invade a country’.
Progress Outcomes:
Identify why the first Roman invasion was unsuccessful.
Explain at least 3 reasons why the second invasion was successful.
Create a Roman scribe’s document evaluating the invasions.
REACH; To research strong leaders who have invaded other countries in order analyse their importance.
Learning Activities:
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DO NOW – How vast was the Roman Empire? Map work.
Group reading circles; Roman information booklet.
Key question answers in groups.
Draft (progress/success criteria check by Lead Learners) and complete a battle summary from the point of view of a Roman scribe.
(Ongoing into Lesson 4)
Resources; Key note presentation, books, Ipads, Roman map, Roman booklet (NB), Battle summary guidelines,Internet.
Home learning:
Research skills; Roman leaders - guidelines sheet.
REACH:
Research the Battle of Britain in preparation for a comparison exercise.
Make a list of Roman qualities that made them successful invaders. Explain how these can be linked to our ASPIRE code.
Week 3
Lesson 5: Why did the Vikings invade Britain?
The King’s Medium Term Plan
2+1
Year 7 Learning Cycle 2 Learning Plan
Hypothesis; ‘The Vikings were motivated by greed’.
Progress Outcomes:
Identify 3 causes and 3 consequences of the Vikings invasion of Britain.
Analyse and categorise and prioritise the causes, and be able to justify choice.
Learning Activities:
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DO NOW – Key word definitions – cause and consequence. Teacher roleplay.
Whole group reading on Viking invasion (Internet page given) – spider diagram on reasons for invasion and one for results of
invasion.
Exercise on prioritising reasons and results – movement game.
Lesson 6: Why did the Romans and Vikings successfully invade Britain?
Hypothesis; ‘The Vikings and Romans invaded for the same reasons.’
Progress Outcomes:
Explain and compare the similarities/differences of the Viking and Roman motivation to invade.
Evaluate the factors that made these invasions successful.
REACH; Compare and contrast the Viking and Roman invasions to the Battle of Britain.
Learning Activities:
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DO NOW – 4 facts about Romans and Vikings.
Essay planning sheet; similarities of motivation, planning and invasion.
The King’s Medium Term Plan
Year 7 Learning Cycle 2 Learning Plan
 Hamburger Theory essay introduced – notes to be added. PEEL introduced in History.
Peer and self assessment at this point
Resources; Key note presentations, books, Ipads, Vikings information sheet/page, Medieval textbook for reference, grade point descriptor
chart, Hamburger sheet, note taking sheet, coloured pencils.
Home learning:
Complete an essay explaining why the Romans and Vikings successfully invaded Britain.
REACH:
Make a list of Roman/Viking qualities that made them successful invaders. Explain how these can be linked to our ASPIRE code.
Week 4
2+1
Lesson 7: Why were there so many claims to the throne in 1066?
Hypothesis; ‘The best claim to the throne is a good warrior.’
Progress Outcomes:
Identify 3 claims to the throne in 1065.
Analyse the three claims to distinguish who had the best claim.
Evaluate in order to argue for and against each contender.
Learning Activities:
 DO NOW – Where would you be King? exercise.
 Voting poll – Nearpod and ratings system.
 King’s Got Talent role play - who has the best claim? Whole group marking.
The King’s Medium Term Plan
Year 7 Learning Cycle 2 Learning Plan
Lesson 8: How does the Battle of Stamford Bridge show a failed invasion?
Hypothesis; ‘To be unprepared is to fail.’
Progress Outcomes:
Identify at least 3 key factors that explain why Hadrada failed to invade successfully.
Explain the causes of Hardrada’s failure.
Apply knowledge of the Battle to show events and analyse reasons for English victory.
Learning Activities:
 DO NOW – Mind map – how to defeat an invading army.
 Group/iPad reading and recap of the Battle of Stamford Bridge. Card sort.
 Chart on reasons Harald lost and King Harold won/newspaper draft sheet.
 Complete newspaper – REACH to include interviews/analysis of why failed.
REACH marking at this point
Resources; Key note presentations, books, Ipads, Claimants information sheets, chart templates, grade point descriptor chart, emailed
newspaper emplates, card sort.
Home learning:(can be newspaper article if Reenactment Day is a different date)
BATTLE REENACTMENT DAY – cNOVEMBER 29TH – Provide a summary of your army’s role play. This must be suitable for Year 6 children,
who will hopefully join in with you on the day.
REACH:
Produce a political campaign for one of the claims to the throne (Guideline sheet).
The King’s Medium Term Plan
Week 5
2+1
Year 7 Learning Cycle 2 Learning Plan
Lesson 9: Why did Harold lose the Battle of Hastings?
Hypothesis; ‘A tired army should not fight in a battle.’
Progress Outcomes:
Explain 5 reasons why Harold lost at Hastings.
Analyse and prioritise these reasons into an order of importance.
REACH; To hypothesise how the battle would end differently if factors were altered.
Learning Activities:
 DO NOW – What factors might make you lose a battle?
 Pair reading 1066 poem and whole class discussion of reasons why Harold lost at Hastings?
 Rank order chart of Reasons. Give reasons why in pairs. PEE focus.
 Museum room design on Norman Victory. Group work guidelines sheet/sucess criteria.
ONGOING TO LESSON 10
Peer and self assessment at this point
Resources; Key note presentations, Battle of Hastings sheets, books, Ipads, Group work sheet – lead learners list, Museum resources, poem,
museum example.
Home learning:
Complete a chart comparing Roman invasion to Norman Invasion. Explain the similarities and differences.
REACH:
Compare the reasons for the Norman Invasion’s sucess to Hitler’s failed invasion of France in World War 2.
Week 6
Lesson 9: How useful is the Bayeux Tapestry – the story of an invasion?
2+1
Hypothesis; ‘A pictoral source is not useful because it has no words’.
The King’s Medium Term Plan
Year 7 Learning Cycle 2 Learning Plan
Progress Outcomes:
Explain what the Bayeux Tapestry describes.
Evaluate 3 sources and decide which is the most useful.
Conclude whether the Bayeux Tapestry is useful.
Learning Activities:
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DO NOW – Evaluation of modern sources – pick a corner game.
Booklet analysing The Bayeux Tapestry – step by step tasks.
Final conclusion of usefulness –vote and feedback session.
Lesson 10: What makes an invasion successful? - REVISION
Hypothesis; ‘Invading a country successfully is down to luck’.
Progress Outcomes:
Explain and decide upon and evidence at least 5 reasons why invasions have been successful in the past.
Evaluate learning to prepare for assessments.
Learning Activities:
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DO NOW – List all the invasions – in chronological order.
Mind map on Invasions; success and failure.
Learning teams revision exercise.
Resources; Key note presentations, books, Ipads, Mind map ideas, Bayeux Tapestry booklet, all Learning Cycle 2 work and sheets/web
pages.
The King’s Medium Term Plan
Year 7 Learning Cycle 2 Learning Plan
Home learning:
Revision.
REACH:
Evaluate the usefulness of newspapers and the Internet as sources of evidence.
Week 7
ASSESSMENT ;
MULTIPLE CHOICE – Knowledge
Using PEEL – Knowledge and Understanding
USING SOURCES – how useful are different sources? - Analyse
REASONS WHY SOME INVASIONS WERE SUCCESSFUL/UNSUCCESSFUL – essay writing and communication towards Challenging Question.
Gap Analysis Reinforcement
Gap
Reinforcement
Whole group peer markning on using PEEL.
Differentiated workshops on grade pointed Source Analysis.
Differentiated workshop on extended writing – Communicating about the past, using examples.
Extended Learning
(This is not part of THEMATIC EXTENSION – Investigation into other Invasions in our History and comparing these. Developing the ability to make links across
the ‘timed’
periods.
schedule but is HISTORICAL ENQUIRY – developing Source Analysis skills. Looking at the origin and nature of sources
seen as additional
support)
The King’s Medium Term Plan
Year 7 Learning Cycle 2 Learning Plan
The King’s Medium Term Plan
Year 7 Learning Cycle 2 Learning Plan
The King’s Medium Term Plan
Year 7 Learning Cycle 2 Learning Plan
The King’s Medium Term Plan
Year 7 Learning Cycle 2 Learning Plan
The King’s Medium Term Plan
Year 7 Learning Cycle 2 Learning Plan
The King’s Medium Term Plan
Year 7 Learning Cycle 2 Learning Plan
The King’s Medium Term Plan
Year 7 Learning Cycle 2 Learning Plan
The King’s Medium Term Plan
Year 7 Learning Cycle 2 Learning Plan
The King’s Medium Term Plan
Year 7 Learning Cycle 2 Learning Plan
The King’s Medium Term Plan
Year 7 Learning Cycle 2 Learning Plan