History · Year 7

Active learning ideas

Harold Godwinson's Rise and Challenges

Active learning works for this topic because students need to experience the physical demands of medieval warfare and the interpretive challenges of visual evidence. Moving beyond a simple retelling of dates and outcomes helps students grasp how military tactics, endurance, and chance shaped the outcome at Senlac Hill.

• National Curriculum Attainment Targets
• KS3: History - The Norman Conquest
• KS3: History - Development of Church, State and Society in Medieval Britain 1066-1509

• 25–40 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 40 min · Whole Class

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.

Differentiate between Harold Godwinson's claim to the throne and those of his rivals.

Facilitation Tip

During the Shield Wall Challenge, remind students to time how long they can hold their line to highlight the physical toll of the real battle.

What to look for

Pose this question to small groups: 'Imagine you are an advisor to Harold in January 1066. Present three arguments for and three arguments against him accepting the crown. Which side is stronger and why?'

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Gallery Walk
• 30 min · Pairs

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.

Assess the political implications of Harold's oath to William of Normandy.

Facilitation Tip

Ask students to circle the Bayeux Tapestry scenes they find most ambiguous before the Gallery Walk to focus their discussions on interpretation.

What to look for

Provide students with a Venn diagram template. Ask them to label one circle 'Harold's Claim' and the other 'William's Claim.' In the overlapping section, they should write points of agreement or shared justifications. In the distinct sections, they list unique arguments for each.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 03

• Inquiry Circle
• 25 min · Small Groups

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.

Justify Harold's decision to accept the crown despite potential challenges.

Facilitation Tip

Have groups assign roles for the What If Matrix activity to ensure all students contribute to the counterfactual analysis.

What to look for

Students write two sentences explaining why Harold's oath to William was politically significant, and one sentence justifying Harold's decision to be crowned king.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

A few notes on teaching this unit

Teach this topic by balancing tactical analysis with critical thinking about evidence. Avoid presenting Harold or William as clear heroes or villains, and instead focus on the constraints each leader faced. Research shows that students retain more when they engage with primary or near-primary sources, so use the Bayeux Tapestry and battle accounts to ground discussions in specifics rather than generalities.

Successful learning looks like students explaining how Harold’s shield wall functioned, interpreting the Bayeux Tapestry’s visual clues, and weighing the role of luck in William’s victory. They should use evidence from activities to support their reasoning and challenge oversimplified narratives.

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Watch Out for These Misconceptions

• During the Shield Wall Challenge, watch for students assuming the battle was over quickly.

  Use the timed holding exercise to estimate how long Harold’s forces maintained their line, then compare it to the historical timeline of nine hours to emphasize the endurance required.

• During the Gallery Walk: Decoding the Tapestry, watch for students treating the Bayeux Tapestry as a factual, objective source without considering its biases.

  Ask students to compare the tapestry’s depiction of Harold’s death with written accounts from the time, then discuss how visual shorthand and propaganda shape our understanding.

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Methods used in this brief

• Simulation Game
• Gallery Walk
• Inquiry Circle