Based on information on BBC Bitesize.<br /> Web pages hyperlinked on worksheet.

Overview of the Hundred Years' War.<br /> History in Progress 1066-1603 Book 1 textbook used.<br /> Students have an opportunity to revisit chronology, judge events and reach conclusions.<br /> Students produce a structured answer that is reviewed by their peers.<br /> We have 100 minute lessons - straightforward extension on the Battle of Agincourt.

Edexcel SHP B Impact of War 1903-1954 to support course. Includes advice on answering questions.

Discussion based activities that runs off the ppt.<br /> Challenge at the end (worksheets available for students to research questions)

Students produce a hypothesis to test based on lesson content/ discussion. Powerpoint guides them through a series of activities.

Students use a range of sources about women in Britain from 1900 to 1950 to show the impact of war. Initially students sort them chronologically (a guide is available for the pictures/ photos). After categorising them into time periods students analyse the content and write a series of statements that summarises the main themes in each period and significant change, discussing the impact of the wars. Help available on Slide 26. <br /> Feedback confirming impact on slides 9-13 (hyperlinked film clips on each slide).<br /> Slides 15-21 develop sourcework skills in preparation for Edexcel skills paper.<br /> Sources on Slides 22-24

An adaptation of other resources on the TES website. Students by looking at the death of Charles II work out the amount of progress in the Renaissance period. Students then use white and blue Edexcel textbook (p7-81) to make guided notes on the progress worksheets<br />

Medicine Scheme of work with hyper liked film clips to help kick start revision.

Knowledge and sourcework assessment

This presentation has combined elements of other presentations found on the TES site and adapted them to suit the classes I teach.<br /> It is largely a decision making less with loads of opportunities for discussion and debate. Most of the work was produced on whiteboards. Assessed piece of work was the source question on Slide 42.<br /> Some of the pictures are hyperlinked to film clips, the coloured buttons to the consequences on student choices.

No frills or thrills lesson. Students establish the strength of Hitler's position in January 1933.The lesson looks at two events, students working out how they increased Hitler's power by removing opposition. Lesson combines with a lesson on the Night of the Long Knives that is resolved by tackling the following exam question.<br /> ‘The Enabling Act in March 1933 was the most important factor helping Hitler to gain total power in Germany.’ <br /> Do you agree? Explain your answer. (16) <br /> You may use the following in your answer and any other information of your own.<br /> • February 1933: The Reichstag Fire was blamed on the Communists<br /> • June 1934: The Night of the Long Knives<br /> • August 1934: The death of President Hindenburg<br />

Use the web site on the worksheet to play Kings and Queens Top Trumps and record relevant answers.

See Roman Canterbury change after the Romans left Britain

This is a combination/ adaption of mine and others' work downloaded over the years. Follows traditional approach - class split into 4 countries, they make their decisions as countries then combined as big three countries. Plenty of opportunity for discussions. At all times Germany is ignored, I even rip up their version of the treaty. Knowledge gained then used to analyse cartoon(s).

Guidance for students from a range of sources

Scheme of Work with hyper links to hopefully kick start early revision

Lesson identifying the key features which then explores how it helped the people stay healthy and the problems with the system.<br /> GCSE exam question at the end.<br /> Resources at the end of the ppt

In this lesson students have the opportunity to reflect on previous topics studied and then research a series of textbooks in order to produce a mind map answering the key question.

Students work in groups of 4 to produce a board game answering the key question.<br /> Based on Medieval Minds textbook.<br /> Follow ppt<br /> Film clip on Slide 6 (if not working) - https://www.youtube.com/watch?v=y9N3Jl5C5ZQ<br />

Used as a starter at the beginning of the course on Germany. Students refresh their knowledge from Year 9. All answers have to come from a fellow student

Updated resources due to problems with previous set. Hope fully these work The purpose of this activity is to introduce students to the skills they need to develop at KS3. This is intended to be there first lesson. I normally place students in groups of four and tell them a man has been found dead and it is their job to piece together evidence to explain why. Students need to crack the codes and link all of the evidence. I just give them the packs and monitor their progress. They need to work out his 'real&' name and &';real' job and therefore how he died.