Date: Period/Tim Class: SEN/EAL: No.

of
26/05/2010 e: 9GMO See pro map Pupils:
3 29

Lesson Title: Lesson Objectives: Lesson Outcomes:

Outnumbered 4:1(ish) – The How did we win the Battle of Britain? Should know some of
Battle of Britain What did Churchill mean by ‘Never in the the tactics employed by
field of human contact was so much RAF to defeat the
owed by so many to so few’ Luftwaffe

Lesson Context: Lesson Resources: Homework:

Dunkirk, Churchill DVD Battle of Britain (begins
with Dad’s Army intro and then Options sheet
montage of film and footage)
Rules of Engagement
Sponge balls
Strengths/Weaknesses w.s

Lesson Differentiation: Lesson Assessment:

Group Work: X Q & A: X
Outcome: Oral Feedback: X
Extension Presentations:
Task: Peer/Self:
Support Work: Written:
Other: X (Enactment – visual)

Timing: Activities: Evaluation/Notes:

11.20- Play DVD

11.30
Title and date... LO. Q: Britain’s air force was
outnumbered 4:1, how is it that Britain won the Battle
of Britain?
A) Luck
B) Better Planes
C) The Germans made too many mistakes

Explain the desperate situation after Dunkirk – We had

saved 350,000 men but now Germany was knocking at
our door... show the clip which should build the
emotions of the group

Explain the rules of the simulation - drawing it out on

11.30- the board – assign roles in the classroom
11.40 Spitfires - throw underarm, slow motion to get up, can
dodge balls but must stay on their line, after each turn
they go to the back of the queue
Messerschmitt – throw over-arm, walking

Re-enact the battle of Britain with the following rules:

MARK OUT COASTLINES of Britain and France – Arm
11.40- the two sides Q Standards:
12.00
1. Line up Luftwaffe (24 pupils : Messerschmitts) with
linked arms (8 x 3s) along the coast of France

2. 5 RAF spitfires lying on the floor randomly, 1 radar

needs to be standing ¾ way from France to Britain

3. All in position let the Luftwaffe walk towards Britain

in formation. Radar calls out ‘Luftwaffe!
Messerschmitt!” when Luftwaffe reaches them.

4. RAF get up in slow motion and get into position,

when in position Luftwaffe must stop.
 5. Turn by turn basis, RAF fire first at the Luftwaffe, if
hit the whole group of 3 must leave the skies and sit
down as observers.

6. Luftwaffe return fire. Spitfires circulate if hit or not.

Repeat steps 5 & 6 until Luftwaffe are defeated.

Now the students have an understanding for the rules –

a student or the teacher stands behind the Spitfires as
London – can take 15 hits from German fire – the
spitfires need to prevent the Luftwaffe from
hitting/reaching London (British Bulldog style)

Debriefing in the classroom: How did Britain win the

battle?
Fill in worksheet and stick in books. Go through as a
12.00- class using the completed sheet to help you.
12.20 Ask questions like: Why did the RAF have to get up in
slow motion? (took 15mins for spitfires to get into the
air, underarm = amateurs, replenished = high level of
factory focus on creating the spitfire) etc. Explain the
bombing of Berlin and then the bombing of London.

Students write answers to the two questions at the

bottom of the sheet.

Go back to starter question – what do they think the

answer is?

EXTENSION (if needed) Read out to the class source 7

12.20- p. 163 in Past and Present – ask them to create a wordl
12.25 of 10 words using the sources of how it might feel to be
a pilot during the Battle of Britain.