The Norman Conquest and Control · Autumn Term

Harold Godwinson's Rise and Challenges

Examining Harold Godwinson's position as Earl of Wessex, his oath to William, and his coronation as King of England.

About This Topic

This topic examines the military encounter at Senlac Hill on 14 October 1066. Students go beyond the basic narrative to analyse the specific tactics used by both sides, including the Anglo-Saxon shield wall and the Norman use of cavalry and archers. The lesson also considers the significant role of luck and timing, such as the wind changing just as Harold was distracted in the North, and the impact of the 'feigned retreat' that eventually broke the English line.

In the UK curriculum, this is a core study of military history and evidence. Students learn to evaluate the Bayeux Tapestry as a piece of Norman propaganda while acknowledging its value as a visual record. This topic comes alive when students can physically model the patterns of the battle, visualising the geography of the hill and the density of the shield wall through movement and spatial reasoning.

Active Learning Ideas

Simulation Game: The Shield Wall Challenge

Using masking tape on the floor to represent the ridge at Senlac Hill, students arrange themselves into a tight shield wall. They must react to 'Norman' tactical shifts (archers, cavalry, retreat) to feel how difficult it was to maintain discipline and communication during the day-long battle.

⏱ 40 min·Whole Class

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Gallery Walk: Decoding the Tapestry

Place large prints of key Bayeux Tapestry scenes around the room. Students move in pairs with a 'detective sheet' to find evidence of Norman bias, specific military equipment, and the mysterious death of Harold, noting where the images might be misleading.

⏱ 30 min·Pairs

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Inquiry Circle: The 'What If' Matrix

Groups are given different variables: 'What if the wind hadn't changed?', 'What if Harold had waited in London for reinforcements?', or 'What if the shield wall hadn't broken?'. They must use their knowledge of the battle to predict a likely alternative outcome and present it to the class.

⏱ 25 min·Small Groups

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Watch Out for These Misconceptions

Common Misconception

The Battle of Hastings was a quick fight that lasted an hour.

What to Teach Instead

The battle lasted nearly the entire day, which was exceptionally long for a medieval engagement. Using a timeline simulation helps students appreciate the physical exhaustion and the grit required to hold a shield wall for nine hours.

Common Misconception

Harold died from an arrow in his eye.

What to Teach Instead

The Bayeux Tapestry is ambiguous; the figure with the arrow might be Harold, or he might be the one being hacked down by a knight. Peer discussion of the tapestry's visual 'shorthand' helps students understand that historical 'facts' are often interpretations of messy evidence.

Frequently Asked Questions

Why did the English lose the Battle of Hastings?

It was a combination of exhaustion, bad luck, and tactical errors. The English had just marched from Yorkshire after fighting the Vikings. While their shield wall was initially impenetrable, the Norman 'feigned retreat' lured less disciplined soldiers down the hill, creating gaps that William's cavalry could exploit. Once the wall broke, the English advantage vanished.

Is the Bayeux Tapestry a reliable source?

It is a primary source, but it was commissioned by Bishop Odo, William's half-brother. It is designed to justify the invasion by showing Harold as an oath-breaker. While it accurately depicts weapons and armour, its narrative of events is carefully constructed to make William's victory look like divine justice.

How did the geography of the battlefield affect the outcome?

Harold chose the high ground on a narrow ridge, which forced the Normans to attack uphill through marshy ground. This negated the power of the Norman cavalry for most of the day. The battle only turned when the English left this defensive position, showing how crucial terrain was to medieval warfare.

What are the best hands-on strategies for teaching the Battle of Hastings?

Tactical simulations are highly effective. Having students physically occupy a 'hill' in the classroom helps them understand the defensive strength of the shield wall. Using 'living graphs' where students plot the morale of each army at different hours of the day encourages them to weigh the impact of specific events, like the rumour of William's death, rather than just reading a list of facts.

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