Norman Conquest

Overview

This 45-minute lesson is the second in a 12-lesson unit entitled Normans: Castles and Conquests. It focuses on the pivotal event of the Battle of Hastings in 1066 and its profound impact on England. Pupils will explore this historical event using a combination of visual analysis, narrative comprehension, and interactive sequencing activities to build their understanding of the conquest’s causes and effects.

National Curriculum Links

History - Key Stage 2 (Years 3–6):
- Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
- Note changes in Britain from the Stone Age to the Iron Age, the Roman Empire and its impact on Britain, and the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor.
- Build an overview of world history, understanding connections, contrasts, and trends over time.
- Historical enquiry – use a range of sources to find out about the past.
Specific Learning Objectives for Year 5:
- Describe and make links between main events, situations and changes within and across different periods (NC PoS)
- Understand and explain the causes and consequences of the Battle of Hastings (1066)
- Use appropriate historical terminology (e.g. conquest, invader, reign, etc.)
- Analyse and interpret historical artefacts (e.g. sections of the Bayeux Tapestry)
- Sequence events accurately using timelines

Learning Objectives

By the end of this lesson, pupils will:

Explain the main causes and consequences of the Battle of Hastings.
Analyse a section of the Bayeux Tapestry as a primary historical source to infer details about the battle.
Sequence key events leading to and following the Norman Conquest using a cut-and-paste timeline activity.
Use historical vocabulary such as “conquest”, “invader”, “borough”, and “heir” confidently in discussion.

Resources

Printed simplified story of the Battle of Hastings (age-appropriate text, approx. 1-2 pages)
Colour printout of a selected, clearly labelled section of the Bayeux Tapestry (showing the battle)
Timeline worksheet with key events and blank spaces for sequencing (cut-out event cards)
Scissors, glue sticks, coloured pencils
Whiteboard and markers
Video clip (optional - short animated or narrated version of the Battle of Hastings, 3-4 minutes, classroom laptop or tablet)

Lesson Structure

1. Starter (5 minutes)

Engage: Begin with a quick recap question – “Who was king of England before 1066?” (Edward the Confessor) and “What happened after he died that caused problems?” Receive verbal answers and record key words on the whiteboard.
Set the Scene: Briefly explain that the lesson will focus on one of the most important battles in English history – the Battle of Hastings, which changed England forever.

2. Main Teaching and Activities (35 minutes)

A. Analyse the Bayeux Tapestry (10 mins)

Display the printed section of the tapestry showing the battle scene.
In pairs, pupils examine the image and answer guided questions:
- What can you see happening?
- Who do you think the people are?
- What weapons and armour are shown? What does this tell us about fighting in 1066?
- What emotions or actions can you infer?
Discuss answers together, emphasising that this is a primary source created soon after the event, telling a story from the Norman perspective.
Introduce the vocabulary: conquest, invader, etc.

B. Story Reading and Comprehension (10 mins)

Hand out the simplified story of the Battle of Hastings.
Read aloud as a class (teacher models fluent reading), encouraging pupils to follow along.
Discuss key points: why William of Normandy wanted to claim the throne; how Harold Godwinson became king; the events of the battle itself; the aftermath and consequences for England.
Ask pupils to summarise in their own words what happened and why it was important.

C. Cut-and-Paste Timeline Activity (15 mins)

Distribute timeline worksheets with a blank timeline and event cards (unsequenced) describing key moments such as: death of Edward, Harold’s coronation, William preparing his army, Norman fleet crossing the Channel, Battle of Hastings, William crowned King, changes after the conquest.
Pupils individually or in pairs cut out the event cards and arrange them in the correct chronological order on their timelines.
Circulate and support, prompting pupils to justify their sequencing choices using clues from the story and tapestry.
Once finished, do a quick class check by asking volunteers to place their cards on a large timeline on the board.

Plenary (5 minutes)

Recap learning with a quick quiz: “What was the Battle of Hastings? Who fought in it? What happened afterwards?”
Encourage pupils to share one new thing they learned today.
Highlight why understanding this event helps explain the start of Norman rule in England, setting up the next lessons about castles and Norman governance.

Assessment

Formative: Questioning during the tapestry analysis and story reading to gauge understanding.
Summative: Accuracy and reasoning demonstrated in timeline sequencing activity and verbal summaries.
Teacher will use observations to assess pupil understanding of cause/effect and chronological ordering aligned with NC expectations.

Differentiation

Provide extra scaffolded vocabulary sheets and sentence starters for pupils who need additional support.
Provide more challenging extension cards with historical terms or events (e.g. “The Feudal System introduced”) for more able pupils to add to their timeline and discuss.
Use peer discussion to support those with less confidence in reading.

Cross-Curricular Links

English: Developing reading comprehension and narrative skills through story reading and summarising.
Art: Interpret visual historical artefacts (cross-reference with tapestry art).
PSHE: Discussing themes of leadership, conflict, and change.

Teacher Notes

Ensure the simplified story is engaging and accessible, avoiding complex language but still historically accurate.
Consider showing the tapestry section on a projector for clearer viewing.
Use visual and tactile activities like cut-and-paste for kinaesthetic learners.
Encourage pupils to use newly learned vocabulary in all spoken and written tasks.

This lesson not only directly addresses the National Curriculum requirements for Year 5 History but also employs multimodal learning strategies to inspire engaged, critical thinking about this fundamental historical event.

Teaching Instructions