Castles and Architecture

Overview

In this lesson (Lesson 6 of 7) you will explore how Norman power is shown through the design and functions of castles built after 1066. You will study images, make links to what life and authority were like, and sketch a castle layout with a clear purpose.

Learning intentions

Students will:

• identify key features of Norman castles (such as motte and bailey, walls, gatehouses, keeps)
• explain how castle design supported Norman control and defence
• use evidence from images to describe similarities and differences between castles
• sketch and label a simple Norman-style castle plan and justify its purpose

Success criteria

Students can:

• name at least three castle features and describe what each one is for
• give at least one reason why Normans built castles in particular places
• use image evidence (not guesses) to support their explanations
• produce a labelled sketch that shows a functional castle layout

Curriculum links

• UK NC History KS3: development of Church, state and society in Medieval Britain 1066–1509 through the role of Norman authority and institutions
• UK NC History KS3: study of a theme over time that consolidates and extends chronological understanding from before 1066
• UK NC History KS3: using historical sources/images to describe, infer, and explain change and impact on society

Lesson structure (45 minutes)

1. 0–5 min · Retrieval hook. Teacher displays two quick prompts from the previous lessons (e.g., “What problems did 1066 cause?” “Why would rulers need control?”) and asks students to answer from memory. Students write a 2-sentence response in their books, then share one sentence with the group.

2. 5–12 min · Image focus input. Teacher shows three images (or printed slides) of Norman-era castles (e.g., a motte-and-bailey type, a keep, and a gatehouse/walls). Teacher models how to “zoom in” on features and uses guiding questions: “What do you see?” “What might this feature be protecting?” Students complete a simple observation table: Feature / What it is / Possible function.

3. 12–22 min · Guided analysis (evidence → explanation). Teacher leads a short comparison using one castle as a class example, then students work in pairs on another image. Prompts: “Which feature suggests strength?” “How would this affect people inside and outside?” “Where might an enemy attack first?” Students underline evidence in the image (e.g., walls, raised ground, entrances) and write one explained paragraph using the sentence frame: “The castle has ___, which would help the Normans __ because ___.”

4. 22–35 min · Sketching task (design with purpose). Teacher introduces the worksheet challenge: design a Norman-style castle layout. Must include at least: motte (raised earth) or a strong central keep, an entrance/gate area, defensive walls, and at least one additional feature (tower, ditch, yard for supplies). Teacher reminds students to label clearly and add a brief justification box (“This would help with…”). Students sketch their own plan on the provided worksheet and label features. They add a short “purpose” justification for two features.

5. 35–42 min · Share and improve (quick gallery walk). Teacher sets expectations for peer feedback using “Glow and Grow”: one strength, one improvement linked to function. Students do a brief gallery walk (or table swap) and give one piece of feedback to a peer.

6. 42–45 min · Exit ticket (assessment). Teacher collects an exit ticket with two prompts and reads one exemplar response aloud if needed. Students answer independently: (1) “Name one Norman castle feature and its function.” (2) “Explain how castles helped Norman control.”

Resources

• Printed image set of three Norman castles (or slides for screen projection)
• Observation table worksheet (Feature / What it is / Possible function)
• Castle design worksheet with clear box layout for a plan, labels, and justification
• Coloured pencils or pens (optional) and pencils
• Sentence frames for students who need support
• Peer feedback prompt cards (Glow and Grow)
• Exit ticket slips or half-sheets

Assessment

• Formative: observation table checks during the image analysis segment (teacher listens for correct feature/function links)
• Formative: teacher circulates during sketching to see whether labels match evidence from images
• Summative for this lesson: exit ticket responses (feature identified correctly and a clear, causal explanation of function)

Differentiation

• Support: provide a model castle sketch with labelled features; offer sentence starters for the explained paragraph (“This suggests… because…”)
• Support: allow students to choose from a word bank (motte, bailey/yard, keep, walls, gatehouse, ditch) when labelling
• Extension: ask students to add a “social impact” note (e.g., what castle might change for local people: safety, fear, control, supplies)
• EAL/SEN: use visual cues and reduce writing load by allowing key phrases on the sketch justification box; pre-teach one or two terms before independent work

Extension (optional)

• SKIP.