KS3 Calculating the Chaos: A Maths and History Investigation

Essential information

Maximum group size 120, £6 per pupil (£6.50 from 1 September 2026), minimum fee £240 (£260 from 1 September 2026), 10am until 2pm.

The event

Use maths to investigate a real historical event— the 12th-century Anarchy! In 1135, Henry I died without a direct male heir. Henry wanted his daughter, Empress Matilda, to rule England, but his nephew Stephen claimed the throne instead. Now civil war has broken out between the supporters of each side. One of Stephen's supporters is Hugh Bigod, constable of Norwich Castle.

Meet characters from Hugh's 12th-century circle and use practical maths skills to decide how to make Stephen a more effective ruler. This day replaces the Storming the Castle event.

Learning outcomes

Explore the real-life geometry of Norwich Castle and its decorative exterior through hand-on exploration of transformations, arch building and compass work
Choose Stephen's inner circle of advisors by comparing and contrasting Stephen's nobles using number judgements
Calculate how to defend a castle though handling Medieval arms and armour
Explore ways to besiege a castle and catch the enemy. Calculate the number of men needed to surround a castle, work out where best to place trebuchets to bring down a castle's walls, and use grid references to catch the enemy

Curriculum links

Working mathematically

Through the mathematics content, pupils should be taught to:

Develop fluency

select and use appropriate calculation strategies to solve increasingly complex problems
use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships
substitute values in expressions, rearrange and simplify expressions, and solve equations
use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics

Reason mathematically

extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations
extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating proportional relations algebraically
identify variables and express relations between variables algebraically and graphically
make and test conjectures about patterns and relationships; look for proofs or counter-examples
begin to reason deductively in geometry, number and algebra, including using geometrical constructions
interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning
explore what can and cannot be inferred in statistical and probabilistic settings, and begin to express their arguments formally

Solve problems

develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems
develop their use of formal mathematical knowledge to interpret and solve problems, including in financial mathematics
begin to model situations mathematically and express the results using a range of formal mathematical representations
select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems

Pupils should be taught to:

Number

interpret and compare numbers in standard form; use standard units of other measures develop their use of formal mathematical knowledge to interpret and solve problems, including in financial mathematics
define percentage as 'number of parts per hundred', compare 2 quantities using percentages select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems
begin to model situations mathematically and express the results using a range of formal mathematical representations

Algebra

use and interpret algebraic notation, substitute numerical values into formulae and expressions, interpret mathematical relationships both algebraically and graphically, recognise geometric sequences

Ratio, proportion and rates of change

change freely between related standard units, use scale factors, scale diagrams and maps
solve problems involving percentage change, including percentage increase, decrease and original value problems

Geometry and measures

calculate and solve problems involving perimeters of 2-D shapes, interpret mathematical relationships both algebraically and geometrically
derive and use the standard ruler and compass constructions (perpendicular bisector of a line segment); identify properties of, and describe the results of, translations, rotations, and reflections applied to given figures

Probability

record, describe and analyse the frequency of outcomes of simple probability experiments involving fairness, using appropriate language; enumerate sets and unions/intersections of sets systematically, using tables, grids and Venn diagrams

Statistics

describe, interpret and compare observed distributions of a single variable through appropriate measures of central tendency (mean, mode, median) and spread (range, consideration of outliers)

History

The development of Church, state and society in Medieval Britain, 1066-1509

How to book

Advance booking is essential. To book, please call 01603 493636 or email [email protected].