Scheme of Work: Medieval Castles

Subject: History | Year: 7

Class/Set: ____________ Date/Term: ____________

Intent: Students will critically evaluate the architectural evolution of medieval castles and analyse the relationship between castle design, military technology, and social control in Britain from 1066 to 1500.

Timeframe / Lesson	Lesson Title	Learning Objective (LO)	Key Activities / Assessment
Lesson 1	The Norman Yoke: Motte and Bailey	To explain why William I used Motte and Bailey castles to consolidate power.	Model: Analyse the tactical advantages of timber structures. Annotate: Label a Motte and Bailey diagram using Tier 3 terms (Palisade, Foss, Keep). Discuss: Why speed of construction was vital in 1066.
Lesson 2	From Wood to Stone: The Square Keep	To compare the effectiveness of stone keeps against timber predecessors.	Analyse: Identify the weaknesses of wood (fire, rot). Evaluate: Study the White Tower (Tower of London) as a symbol of permanence. Task: Use a PEEL paragraph to explain one reason why stone was superior.
Lesson 3	The Iron Ring: Concentric Castles	To describe the features of Edward I's Welsh castles.	Identify: Define 'defensive-in-depth' and 'concentric'. Map: Trace the location of the 'Iron Ring' in Wales. Design: Create a floor plan for an 'impenetrable' castle using barbicans and portcullises.
Lesson 4	Mid-Unit Assessment: Why did castles change?	To demonstrate understanding of architectural progression (1066–1300).	Assess: Complete a formal formative assessment. Explain: Students write a comparative response on the shift from Motte and Bailey to Concentric designs. Criteria: Use of chronological markers and technical vocabulary.
Lesson 5	Under Siege: Offensive Warfare	To evaluate the effectiveness of different siege engines and tactics.	Categorise: Sort siege methods (Trebuchet, Mangonel, Sappers, Siege Towers). Debate: Which method provided the highest probability of success against a stone keep? Model: The Siege of Rochester (1215).
Lesson 6	Defensive Mastery: Living in a Castle	To investigate how castle design catered for both war and status.	Research: Look at the 'Great Hall' vs the 'Garderobe'. Inquire: How did the Feudal System dictate the layout of a castle? Draft: Write a 'Day in the Life' account using five Tier 3 vocabulary words.
Lesson 7	The End of the Castle: Gunpowder	To explain why castles became obsolete by the end of the Middle Ages.	Explain: The impact of gunpowder and cannons on curtain walls. Analyse: The transition from defensive fortresses to 'stately homes'. Summarise: Identify three factors that led to the decline of the medieval castle.

Resources Needed:

• Diagram packs of Motte and Bailey vs Stone Keep designs.
• Source pack: Images of Beaumaris and Caernarfon Castles.
• Video clip: Re-enactment of a Trebuchet launch.
• Mid-unit assessment booklets and mark schemes.

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⚠ TEACHER’S GUIDANCE

🏰 Pedagogical Strategy: Year 7 Transition

• Bridge the Gap: Year 7 students are transitioning from the descriptive focus of KS2 to the analytical rigour of KS3. Ensure that while they enjoy the 'story' of the Norman Conquest, they are explicitly taught how to use PEEL (Point, Evidence, Explanation, Link) to structure their historical arguments.
• Oracy and Tier 3 Vocabulary: Castles provide a rich opportunity for 'Tier 3' (subject-specific) vocabulary. Model: Use these words consistently in carpet sessions or starters. Encourage students to 'speak like a historian' by using terms like concentric and obsolescence instead of round or useless.
• Scaffolding the Mid-Unit Assessment: Provide a 'Writing Frame' for Lesson 4 for lower-ability students, focusing on sentence starters such as "One reason castles changed was..." or "This was significant because...".

🛡️ Safety & Nuance Check

• Sensitive History: When discussing sieges and 'The Norman Yoke', briefly acknowledge the impact on the local Saxon population (the 'Harrying of the North' context) to maintain a balanced historical perspective.
• Physical Models: If setting a homework task to build a castle, ensure parents are advised on the use of safe materials (cardboard/recycled plastics) and discourage the use of sharp craft knives without adult supervision.

🎯 Common Misconceptions

• The 'Stone First' Myth: Students often assume the Normans built stone castles immediately. Clarify: Emphasise that Motte and Baileys were 'pre-fabricated' timber structures designed for speed during an active invasion.
• The Function of the Moat: Many students believe moats were exclusively for keeping crocodiles or monsters. Correct: Explain their actual engineering purpose—preventing mining (tunneling) and making siege towers difficult to deploy.

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⚠ TEACHER'S KEY: Mid-Unit Assessment (Lesson 4)

Task 1: Vocabulary Match (Student Side)

• A) Motte: ____________________
• B) Palisade: ____________________
• C) Concentric: ____________________
• D) Barbican: ____________________

Task 2: Source Analysis (Student Side)

• Look at Source A (A drawing of a Motte and Bailey). List two weaknesses of this castle type.

Task 3: Explanatory Paragraph (Student Side)

• Explain why stone replaced wood as the main building material for castles by the 12th Century.

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⚠ TEACHER’S GUIDANCE (Answer Key)

Task 1 Answer: Vocabulary Match

• A) Motte: A large man-made mound of earth on which a keep is built.
• B) Palisade: A strong wooden fence used for protection in early castles.
• C) Concentric: A design featuring a castle within a castle (double walls).
• D) Barbican: A fortified gatehouse at the entrance of a castle.

Task 2 Answer: Source Analysis

• Weakness 1: Wood is flammable and can be burnt down during an attack.
• Weakness 2: Wood rots over time and is not a permanent structure.
• Weakness 3 (Bonus): The wooden palisade is easier to climb or break than stone walls.

Task 3 Answer: Explanatory Paragraph (Model Answer)

• Point: Stone replaced wood because it offered far greater defensive capabilities.
• Evidence: For example, stone does not burn, whereas timber Motte and Bailey castles were easily destroyed by fire arrows.
• Explanation: This meant that stone keeps were more permanent and acted as a stronger symbol of Norman authority over the English people.
• Link: Therefore, the shift to stone was essential for long-term control and military survival.

Pedagogical Pulse: When marking Task 3, look for the 'Explanation' phase. Many Year 7s will provide the 'Point' and 'Evidence' but struggle to explain why it mattered. Use green-pen feedback to prompt them: "How did this specific change help William keep his crown?"