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SECTION 1 OVERVIEW
MOVEMENT, SETTLEMENT AND EMPIRE:
FROM THE ROMANS TO THE NORMANS
The first half of this section is designed to
link back to KS2 History, enabling you to
evaluate the knowledge and understandings
pupils are bringing from KS2. The second
half introduces two of the major thematic
stories (Movement and Settlement and
Empires) and two key concepts (Diversity and
Interpretations).
Lesson sequence 1: The
mystery of the skeletons
(pp. 2–9)
Who were they and how did they die? Pupils
unravel the puzzle and you get the
opportunity to evaluate pupils’ understanding
of using sources as evidence
Lesson sequence 2: A quick
history of Britain before 1066
(pp. 10–19)
A rapid overview linking KS3 to KS2 topics
and evaluating aspects of pupils’
chronological understanding
Lesson sequence 3: The Big
Story: Movement and
Settlement Part One
(pp. 20–27)
A family-history based introduction to one of
the major KS3 themes – movement and
settlement, establishing key points about
migration across time. The concept of a Big
Story across time is also introduced
Lesson sequence 4: The
Roman Empire (pp. 28–47)
This section establishes three core
questions which we will use to investigate
empires – why did they want an empire, how
did they build an empire and how did the
empire affect the people within it? It also
introduces the concepts of diversity and
interpretations and summarises the Big
Story of empires so far
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Plan for The mystery of the skeletons

lesson
sequence 1
Summary This enquiry provides a mystery opening to KS3 History, a puzzle
with both definite and uncertain answers. Above all, it’s meant to
encourage discussion and assist you in formative assessment. It
will enable you to find out what pupils entering Year 7 know and
understand about how History is investigated and particularly about
the use of sources.

Time needed Approximately 2–3 hours

Key concepts and Evidence: types of sources; using sources as evidence

processes Enquiry: asking questions; testing hypotheses; creating answers;
distinguishing between certain and uncertain answers.

Resources • Pupil’s Book pages 2–9

• Activity sheets 1–5
• Major CD resource: DL Activity 0.1 The Mystery of the Skeletons
(a PowerPoint based version of this enquiry)

Objectives Pupils might ask: How old were they?

By the end of this enquiry pupils should
understand that in History
• asking questions is a vital part of investigating
the past
• we use a wide range of sources such as
documents and artefacts
• we ask questions about these sources to
check whether what they are telling us is
useful and reliable for our enquiry
• we explain what happened but sometimes we
cannot be certain about the answers because
we don’t have all the evidence we need.
Lesson Sequence
Starter
• Use the picture on page 2 as your starter
(from the book, the CD or Activity sheet 1A
in this TRB). Ask pupils (working in groups)
to list the questions they want to ask about
the picture, then compile a class list of
questions. Examples of questions you might
be looking for are in DL Activity 0.1.
Are they men or women? Were they
murdered? Are they husband and wife? Are
they children? How tall are they? What’s this
(the bowl or the jawbone)? Why are their
legs bent? Have the bones been disturbed or
were they buried like this? Where is Maiden
Castle? How did they die? Are the other 50
just like this? Why is the skull smashed in?
When were they buried?
• Introduce Clues A–D (Activity sheet 1B) and
ask whether groups can now suggest answers
to two central questions – who were they and
how did they die? Which answers do the class
as a whole think are the most likely?
• Now compare pupils’ first ideas with
Professor Knowall’s answer on page 3 to link
the clues to specific parts of his answer. What
mark would pupils give his answer? You can
use Activity sheet 2 for this. Professor
Knowall’s answer is also launchable from the
spread as an audio source on the DL CD – a
suitably arrogant interpretation.
• Make sure pupils understand the word
‘hypothesis’ – a first answer that needs

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checking and developing. It is an important
piece of historical vocabulary.
For an alternative technique to simulate the
moment of an archaeological discovery, see
http://www.thinkinghistory.co.uk/ActivityBase/
DiggingUpAMystery.html
Development
Step 1
Use pages 4–5 and Activity sheet 1C (the same
sources are available on the CD) to develop
pupils’ answers to the mystery questions.
• They can use the evidence collecting grid on
Activity sheet 3 to structure their work on
each source. It is important to help pupils
focus as much on column 5 (their degree of
certainty) as on column 4 (the ‘hypothesis’).
• Activity sheet 4 (a ‘zone of relevance’) will
also help pupils identify which sources are
most useful in relation to individual
questions.
The main variations within this overall plan
could be
• dividing up the sources amongst groups so
that each group reports back on two or three
sources
• dividing up the questions amongst groups so
that each group reports back on one or two
questions.
In either case pupils will tackle the task more
effectively if you model it first using one source
or one question with the whole class.
Step 2
Page 6 provides pupils with help in producing
their own written answer.
• First of all, you can go back to Professor
Knowall’s answer and (considering all the
sources) discuss which parts are supported by
evidence and which are not – and therefore
why, overall, his evidence bridge is collapsing.
• Secondly, pupils (perhaps in groups) can
have the satisfaction of creating a better
answer than the Professor, using the answers
in the grid (page 4) to guide them, together
with the sentence starters on page 6. It will
be very helpful for pupils if they talk through
their answers and listen to other answers
before writing. Talking through an answer
helps pupils to juggle the ideas and
information into order before committing
themselves to writing.
Lesson sequence plans
Plenary
• Pages 7–9 provide Doing History activities to
summarise the key points about what we do
in History and especially how we use sources
as evidence. Page 7 identifies three key
points about History. In addition to
answering the questions pupils can reinforce
their awareness of these points by recording
or illustrating them themselves, either on
paper (see Activity sheets 5A, 5B) or on the
Doing History Learning Log (DL Activity 0.2).
• Pages 8–9 look more closely at sources,
asking pupils to think closely about what
sources tell them and to think back to the
kinds of sources they used at KS2. Another
point you can draw out of this page is that
the sources have been discovered relatively
recently – new finds are still being made.
Assessment for Learning –
Outcomes to look for
a) What range of questions do pupils ask in
History? Are there types of questions they
need practice in asking? There is plenty
more practice in this through the book but it
is also a direct focus at the start of Section 2
(pages 52–53), where pupils ask their own
questions about war.
b) Do they understand the historical process of
moving from asking questions to creating an
answer and the concept of a hypothesis?
c) Can they identify a wide range of sources?
d) Have they begun to ask questions about and
challenge the usefulness of sources for
answering particular questions?
e) How effectively do they use sources as
evidence to support answers?
f) How well do pupils cope with the idea of
uncertainty in answers? Does this need
reinforcement?
Other resources and linked
activities
• DL Activity 0.3 How to get better at History: a
five minute exercise where pupils agree or
disagree with a statement. This is very basic.
It will flow well from page 7. There is a more
developed treatment of this on pages 26–27
of the Pupil’s Book.
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Section 1

• DL Activity 0.4 How do we know about the

Romans? This is a card matching game to use
with pages 8–9 to clarify the types of sources
available to us. There is a parallel exercise
(DL Activity 2.12) later to identify the types
of evidence available about the Norman
Conquest.

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Plan for A quick history of Britain before

lesson 1066
sequence 2
Summary This quick history helps pupils connect topics studied at KS2 with
KS3 work on the Middle Ages. Pages 10–17 provide a visual
overview from the Iron Ages to the Normans, investigating the
impact of different groups of settlers. Pages 18–19 summarise key
ideas about chronology, enabling evaluation of pupils’ chronological
understanding.

Time needed Approximately 2 hours maximum

Key concepts and Chronology: sequencing of periods; BC and AD; centuries

processes

Resources • Pupil’s Book pages 10–19

• Activity sheets 6–9
• Major CD resources: DL Activity 1.2 A quick history of Britain
before 1066; DL Activity 0.2 Doing History Learning Log and
Chronology quizzes and activities (pages 18–19)

Objectives • Who came first? The Saxons, Normans,

By the end of this enquiry pupils should know
or understand
• that between the Iron Age and 1066 Britain
was invaded and settled by the Romans,
Saxons, Vikings and Normans
• that these settlers changed life in Britain but
there were also many continuities and pupils
should be able to identify some changes and
continuities as evidence
• the sequence of major historical periods and
why accurate chronological understanding is
important.
Lesson sequence
Starter
The essence of this unit is speed, hence the
focus on visual images.
• Have DL Activity 1.2 (PowerPoint version of
these four images) playing on the whiteboard
as pupils arrive to arouse curiosity.
It is also important to draw out what pupils have
retained from KS2. Therefore the starter activity
should consist of some quick-fire, lively questions.
Romans or Vikings?
• When you hear the word ‘Roman’, what do
you think of?
• Name one way the Romans/Saxons changed
life in Britain.
• Which of these groups do you think changed
life the most (class vote?)? Now let’s see if
you’re right.
Development
The intention is not to analyse each page slowly
in turn with the whole class but to have pupils
moving forwards and backwards across the four
pictorial spreads (pages 10–17).
Step 1
The swiftest method is to divide the class into
five groups, each group taking responsibility for
one question across time:
1. What kinds of work did people do?
2. What were their homes like?
3. What was their religion?
4. Who was their ruler and did he rule the
whole country?
5. What language did they speak?

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Section 1
Begin by focusing on pages 10–11 (Maiden
Castle) and ask each group to find the answer
to their question and report back, completing
the CD screen grid or Activity sheet 6. Possible
answers include:
• uses of iron – weaponry, farm implements,
horse harness
• work – farming, shepherding, defence
• houses – large, thatched, carefully-built –
they were very strong and well-designed
though pupils unlikely to think so at first
glance
• religion – see the text bottom right on
page 11 for details and the link to harvests
• reasons to invade – wealth from farming.
Step 2
Then set groups free to find out the answer to
their question on the other three pages, again
collating answers on Activity sheet 6 or the CD
screen grid.
Step 3
Build up an overview of each period from the
answers and award each group of people –
Romans, Saxons and Normans – a mark out of
10 with 10 equalling ‘everything changed!’
An additional task is to examine at least one of
the pictures and to make comparisons with
today. Ask about what sights, smells and sounds
people at, for example, Maiden Castle never
experienced that are familiar today – and vice
versa.
Plenary
Use pages 18–19 – Doing History: Chronology –
as the concluding activity. The tasks enable you
to find out how well pupils can
• place key periods on a timeline
• match images with periods and sequence
those periods (see Activity sheet 7).
Activity sheet 8 and DL Activity 1.7 focus on
developing pupils’ understanding of BC and
AD. For a more active version of this activity see
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Page 38
http://www.thinkinghistory.co.uk/ActivityBase/
MakingSenseofBCAD.html
Activity sheet 9 can also be used at this point to
summarise what pupils have learnt.
The CD also provides a series of quizzes and
other activities launched from these pages.
These ICT chronology activities provide a good
model for continuing consolidation of pupils’
sense of chronology. Experience shows that
pupils need regular but brief activities to build
up their sense of all aspects of chronology.
Assessment for Learning –
Outcomes to look for
a) Can pupils sequence the major periods
studied at KS2 and place them accurately on
a timeline?
b) Do pupils understand the meaning of BC
and AD and why, for example, 1066 was in
the eleventh century? (These ideas will
require regular reinforcement with most
pupils during KS3.)
Other resources and linked
activities
• QCA KS2/KS3 chronology guidance can be
found at
http://www.qca.org.uk/history/innovating/
improving_learning/chronological_ks12/
index.htm
http://www.qca.org.uk/history/innovating/
improving_learning/chronological/index.htm
• A discussion of chronological understanding
can be found at
http://www.thinkinghistory.co.uk/Issues/
IssueChronologyTime.html
• DL Activity 1.13 Spot the anachronism in a
Roman street: an on-screen version of the
activity on page 27 of the Pupil’s Book, which
asks pupils to spot anachronisms, offers basic
evidence about pupils’ sense of period.
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Plan for The Big Story: Movement and

lesson Settlement Part One
sequence 3
Summary This brief section builds on the quick history by introducing key
ideas about movement and settlement. This is the first ‘Big Story’
that pupils meet so this concept of a thematic story across time is
introduced through the concrete medium of a jigsaw puzzle.

Time needed Approximately 90 minutes maximum

Key concepts and Movement and settlement: what a ‘Big Story’ across time is and
processes the aim of being able to tell a number of Big Stories by the end of
KS3

Resources • Pupil’s Book pages 20–27

• Activity sheets 10–12
• Major CD resources: DL Activities 1.8 and 1.9 What do they have
in common?; DL Activity 1.11 The Big Story of Movement and
Settlement: Learning Log

Objectives Seacole and identify what the three stories

By the end of this enquiry pupils should
• understand that one of the main outcomes
of KS3 History will be the ability to tell Big
Stories such as the history of movement and
settlement across time
• be able to suggest themes that the Big Story
of movement and settlement will contain,
e.g. that people have always moved and
settled in other places and that we all have
migrants in our families, and provide
examples to go into the Big Story
• be able to identify a range of skills that will
help them to do well in History.
Lesson sequence
Starter
Use the puzzles on pages 20–21 quickly. They
are meant to be short, sharp activities. The
same puzzles can be presented using the
PowerPoint version in DL Activities 1.8 and 1.9.
It is better if they are revealed one by one in
this way.
Puzzle 1:
• You could tell the first story verbally, then ask
pupils to read the stories of Barates and Mary
have in common – that they were all
migrants.
• If you have a migrant in your own family
then substitute him or her for Uncle Frank –
pupils respond very positively to their
teacher’s family stories. (And you could use
that well-known migrant from Peru,
Paddington Bear!)
Puzzle 2 is about people who were all
descended from migrants, as explained on page
22.
Development
Step 1
Ask pupils which examples from pages 20–21
support key points A and B (in bold) about
movement and settlement on pages 22–23, then
ask them to supply more examples from the
Quick History on pages 10–17. Use the
Learning Log activity on Activity sheet 10 to
record these key points and examples for future
use.
Step 2
Introduce the idea of a Big Story across time
using the movement and settlement jigsaw on
pages 24–25. It is vital that pupils understand
that a major objective in KS3 History is for
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Section 1

them to be able to retell these stories across Assessment for Learning –

time, but this needs to be made concrete rather
than simply being a verbal explanation.
Outcomes to look for
Therefore creating jigsaw pieces from Activity a) Can pupils use information effectively to
sheet 11 and asking pupils to solve the jigsaw support the movement and settlement key
puzzle is an important task. points?
Alternatively, DL Activity 1.11 provides these b) Can they explain to you what a ‘Big Story’
same jigsaw pieces in PowerPoint for pupils to across time is and how this forms an
customise and save their own version. They can important part of KS3 History?
add detail to the pieces, or add pieces to show c) Can they identify important skills for success
other examples of migration. They can save this in History?
to use in Year 8 (where the focus will be on
emigration from Britain) and in Year 9 where Other resources and linked
we offer a major enquiry on post-war activities
immigration to Britain.
• DL Activity 1.10 On the move in the Roman
Plenary Empire (pages 22–23) focuses on eight
The Big Story jigsaw introduces one of the individuals. Pupils track on screen where
major aims of KS3 History and this leads into they started out and where they moved to
pages 26–27 on ‘How to do well in Key Stage 3 within the Empire, underlining how the
History.’ The linked DL Activity 1.12 provides Empire caused migration.
the chance for the class to vote on the • DL Activity 1.13 Spot the anachronism in a
significance of each skill. It is worth taking a few Roman street (pages 26–27).
minutes to ask what qualities on page 26
(Activity sheet 12) they rate highly for success
in History – an important Assessment for
Learning task. If you want our opinion of which
are the most important skills then 2, 5, 7, 9, 10
and 14 are a good top six. This is not to say that
some of the others are never helpful but they
do not make a historian. Underline from the
start that success in history is about enquiry and
questioning and explaining. Otherwise their
ideas on what makes for success may be
seriously flawed. (It is also worth thinking about
what creates success in other subjects and
comparing with History.)

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Plan for The Roman Empire

lesson
sequence 4

Summary The British Empire is a central topic in KS3 History but it is

important the pupils do not think it is the only one. As well as
learning about the British Empire they need to learn about empires
more generally. So we think it is useful for pupils to study another
empire at least briefly to see that the British is not the only empire
in History nor the only controversial one. This section introduces
three key questions about empires, each through a short activity,
leading to summary work on the concepts of diversity and
interpretations.

Time needed Approximately 4–5 hours

Key concepts and Diversity: differences between people’s experiences within the same
processes historical period and place
Interpretations: people create different versions of past events
through their choice of evidence

Resources • Pupil’s Book pp. 28–47

• Activity sheets 13–19
• Major CD resources: DL Activity 1.14 The Romans in Britain; DL
Activity 1.16 Did people love or hate living in the Roman Empire?;
DL Activity 1.20 Why was the Roman Army like a top football
team?; DL Activity 1.21 Make your own Roman movie; DL Activity
0.2 Doing History Learning Log; DL Activity 1.25 The Big Story of
Empires: Learning Log

Objectives • There are different interpretations of the

By the end of this enquiry pupils should be
aware that ‘empires’ is one of the thematic
stories they will be following through KS3 and
that this work forms the first stage of that story.
They should also understand and be able to
exemplify the following points.
• Empire builders acquired empires for a
variety of reasons and used a mix of methods,
including force, to hold them.
• Empires have a range of effects on people
within them.
• People within the same periods and places
have diverse experiences.
• People create different interpretations of the
past, depending on their choice of evidence
and topics.
impact of the Roman Empire because of the
diversity of experiences of people within the
Empire.
Lesson sequence
Starter
The concept of ‘empire’ needs teasing out at
the very beginning. One useful method is to use
the analogy (on page 28) of your school’s
establishing an empire that takes over other
schools in your area. Start by introducing and
developing that analogy, ensuring that you
explicitly discuss the three central questions
• Why would you want an empire?
• How would you win control and keep hold of
your empire?

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Section 1

• How would people in your empire feel about
it – a good thing or a bad thing?
Then ask pupils to think back to any earlier
work on the Roman Empire – what answers can
they suggest to the same questions in relation to
the Romans? This is important so you can build
on any prior knowledge and understanding of
the Romans.
Development
The three investigations on pages 29–41 can
and should be done much more quickly than
the number of pages suggests. They are not
attempting to provide a history of the Roman
Empire but to establish first ideas about
‘empires’ which can be carried forward and
used for comparison when undertaking more
detailed work on the British Empire later in
KS3.
Why did the Romans want an empire? (page 29)
This is a single lesson asking pupils to identify
the variety of reasons why the Romans
conquered the lands in their empire.
• The CD provides an audio version. You can
then save the list of reasons on a CD screen
or Activity sheet 13 for use the next time you
look at why an empire was built up.
• This activity can also be done by playing the
part of Paulinus yourself and asking the class
(in role as your slaves) to help you organise
your notes. For a description of this
approach see http://www.thinkinghistory.
co.uk/ActivityBase/Paulinus.html.
How did the Romans control their empire?
(pages 30–31)
This is another single lesson.
• Begin by asking what makes a successful
football team and build up a list of features,
such as the list on page 31. DL Activity 1.20
enables pupils to paste in a picture of their
own favourite manager or team.
• Then ask pupils to find evidence on pages
30–31 to show similarities and differences
between a modern sports team and the
Roman army. Again detailed notes are not
needed. Save the key points on the CD
screen or Activity sheet 14 for comparison
with other empires, notably the British
Empire.
Did people love or hate living in the Roman
Empire? (pages 32–41)
This is another quick activity, despite the
number of book pages. The aim is to identify
the diversity of experiences of people in the
Roman Empire and use this as a springboard
for looking at one major reason why
interpretations of the Roman Empire differ –
that it depends on whom you focus on. The
core is the love–hate ‘washing line’ (on Activity
sheet 15), or presented kinaesthetically with
pupils wearing tabards as shown on page 32.
This kinaesthetic approach can be great fun
and, more importantly, effective learning with
individual pupils holding props to say
something about their character’s experiences,
e.g. Horatius the villa owner with a new bath-
house has a bar of soap; Lepidina with the party
invitation has tinsel, party poppers and one of
those wiggly, party head-dress things; Lollia, the
laundry worker has a scrubbing brush and dry
bread to eat; and Diocles the charioteer has a
Roman helmet, sticking plasters for possible
injuries and a mirror to reflect his ego.
• Use Task 1 on page 32 with the whole class to
model the placing of people on the washing
line.
• Task 3 of Activity 1 can again be used with
the whole class, or the four people can be
divided amongst groups, depending on how
quickly pupils have grasped the idea.
• In Task 4 of Activity 1, divide the four people
amongst groups – there’s no need for
everyone to investigate all four people on
pages 34–41. The end product should be
similar to the artwork on page 42. Note that
each character has a mix of reactions to the
Roman Empire, e.g. Diocles started as a slave
but won fame and fortune so has moved
along the line during his career.
• The images on pages 34–41 are on the CD
with actors playing the characters. However,
it is well worth pausing before playing the
recordings to ask the class to examine the
visual evidence in the pictures and assess
their place on the love–hate line. Again
detailed notes are not needed. Save the key
points on the CD screen or Activity sheet 15
for comparison with other empires.
Plenary
• Pages 42–45 build from the ‘love–hate’
activity to establish baseline points about the
concepts of diversity and interpretation.
• Page 42: ask pupils to choose examples of
people from the completed love–hate line to
exemplify the two key points about diversity.
• Page 43: A good way into the ideas about
interpretations is to place pupils in tabards

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on the love–hate line, then divide the rest of
the class in two – one half are historians who
believe that the Roman Empire benefited
people, the other half are historians who
believe that it harmed people. Now ask each
half to choose one person from the line
whose experience supports their argument.
Then ask them to cross the room and take
their evidence back to their side of the room.
This physical movement can cement the idea
of using evidence to support an argument.
• The activity on pages 44–45 is an alternative
way of clarifying ideas about interpretations.
Pupils could cut and sort the rocks on
Activity sheet 18. Use Activity sheets 16 and
17 or DL Activity 0.2 to record and save
pupils’ conclusions for future use.
• Pages 46–47 introduce the Big Story of
Empires, allowing pupils to record the key
points about the main three questions about
empires and to see that this is linked to
future work on the British Empire (see
Activity sheet 19).
Assessment for Learning –
Outcomes to look for
a) Do the pupils understand the concept of
Empire?
b) Can they recall the three major questions
posed about ‘empires’ and suggest some
answers in relation to the Roman Empire?
c) Can they explain in their own words the
introductory ideas about diversity and
Lesson sequence plans
interpretations and offer some examples
from the Roman Empire to support these
points?
d) Can they see a link between the concepts of
diversity and interpretations?
Other resources and linked
activities
• DL Activity 1.18 How did the Roman Empire
grow? (launched from pages 28–29) is a
simple animation showing the extent of the
Empire at certain key dates.
• DL Activity 1.19 Load the legionary (pages
30–31) is a fun activity highlighting the
equipment carried by the legionary, which
can lead to discussion on why each piece of
equipment was useful – how it helped the
legionary be effective.
• DL Activity 1.22 Puzzles (pages 32–33, 46–47)
focuses on factual recall and classification.
• DL Activity 1.24 Developing extended
writing skills (pages 32–33). We have not
spent time on extended writing in Section 1
because we wanted the pace to be fast.
However, if you want to spend more time on
this, this maxi activity relaunches our
opinionated yet misguided hero from the
mystery of the skeletons (Professor Knowall)
and learns from his successes and failures as
an essay writer! The pupils are looking for
both factual errors and errors of judgement
and expression in his account of whether the
Roman Empire was a good thing.
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