A fun project that is a great addition to in-class castle or learning, so to introduce the topic in a practical way. Activity presents students with 4 decisions on castle material, shape, location and materials, and then gives them suggestions of how they can create the castle. They must also include detailed information about which choices they made, and why. This works best a homework project, and I’ve always had REALLY great results from it (the cake castles might have been my favourite…) Also includes a feedback form for both the teacher feedback, and pupil reflection on said feedback and their work. Really hope your groups enjoy it as much as mine always have :D

1st lesson in a series on the English Civil War. This lesson is quite challenging. wordsearch starter -key words Tracks where the new monarch/ruling family came from after the death of Elizabeth I Venn diagram task where students looks at the long/short term causes of the Civil War, and catagorise them according to power, money and religion Opinion line plenary Very detailed lesson (probably takes 2 lessons)

Second lesson in the English Civil War SoW This lesson defines what a civil war is, introduces the two sides of the war, the leaders, who makes up each side, why they chose that side, and what they looked like. Challenges conceptions such as the idea that all of Parliament supported the parliamentarians, and that the aim of the war was to get rid of the King. A task prompting students to make two recruitment posters leads them towards looking at exactly what each side disliked about the other, and where the specific conflict points were. Ends with a class source analysis.

This lesson is for the AQA GCSE: Conflict and Tension in Asia 1950-1975, Part 2: Escalation of conflict in Vietnam. Lesson 1 - focuses on the impact that French colonial rule - and it’s withdrawal - had on the escalation of war in Vietnam. Lays out the geography of Vietnam in relation to Korea, USSR and China, and the changing geography of the country itself during the conflict. Then focuses on the subsequent Japanese occupation during WW2, and how that lead to the divide of the country. Finishes with an 8 mark practice ‘write an account’ question. Includes a research homework on Ho Chi Minh and Ngo Dinh Diem

A lesson on the propaganda used by the British government to convince men to sign up. Designed for KS3 but could be used for LA GCSE. Has a great task that teaches students how to work through purpose/message questions relating to pictorial sources. They can then apply this to some other examples of propaganda posters, looking at the different methods being used to encourage British people to support the war effort. Finally - why do they think it was successful? Also includes a homework task to create a poster of their own.

This lesson is for the AQA GCSE: Conflict and Tension in Asia 1950-1975, Part 2: Escalation of conflict in Vietnam. 2nd lesson - Looking at why the USA became involved. Introduces the domino theory, before a detailed look at reasons for US involvement (inc. a video). Student time line task, with accompanying maps, to look at initial involvement, before a final source question (can be completed for homework), complete with instructions. Lesson requires the use of the Hodder AQA Understanding the Modern World textbook

This is the first lesson for the Edexcel A level Germany and West Germany 1918-89: Political and Governmental change 1918-89 course. PPT and accompanying worksheet that students can fill in and add extra annotations to. Begins with a bit of source analysis to get them back into the swing of things, and also includes a 20 mark essay question which could be completed or just planned. Worksheet also contain some suggested reading and watching on the topic.

This lesson is for the AQA History GCSE ‘Germany 1890-1945: Democracy and Dictatorship’ course. It could probably be adapted for OCR/Edexcel too. It makes reference to the Red Oxford AQA textbook, but the lesson can be done without this as there is an information sheet provided. Lesson starts by looking at the famous Niemöller poem, asking students to think about what it means, and can they name any contextual examples from prior study that would corroborate with his claims. There is an introductory video clip for discussion, to get students thinking about why the Nazis would oppose the Church, and then a task to get them to look into why there wasn’t more opposition from the Church itself, as well as looking at the differing points of view from the different denominations, as well as a living graph task to track the relationship between the Nazis and the Church over time. Finishes with a 4 mark exam practice question which could be planned, written as a group, given for homework, or written up as a plenary activity.

This lesson is for the AQA GCSE: Conflict and Tension in Asia 1950-1975, Part 2: Escalation of conflict in Vietnam. Lesson 4 - a research led lesson to explore the tactics used by the US Army and Vietcong. Pupils will produce a booklet based on their research. Details are provided on the slides as a start point for discussion once the booklet has been completed. Finishes with some indepth questions to apply this knowledge, including an exam style question.

This lesson is for the AQA GCSE: Conflict and Tension in Asia 1950-1975, Part 2: Escalation of conflict in Vietnam. Lesson 3 - Focuses on how Johnson was able to escalate US involvement in 1964. This is a really fun lesson, running as a debate where pupils will debate whether the Gulf of Tonkin incident, or the 1964 presidential election, was the biggest factor. Lots of information provided, but students can do their own research too. Very detailed instructions as to how to run the debate. My classes always LOVE this lesson, so I hope yours will too!

Lesson includes: -Important topic key words Starter looking at Henry’s 1538 Great Bible, and what the imagery can suggest about Henry’s attitude to the Church A card sort looking at the different reasons why Henry broke with the Church - differentiated for HA and LA. Numbered, so can be printed, laminated and reused. A planning sheet helping pupils to pick out the stronger evidence Two different/differentiated choices for plenary question, complete with guidance and writing frame.

An extensive lesson using a variety of methods and evidence to determine why Mary was called ‘Bloody Mary’ , and how fair that judgement was (interpretation skills). A task where students match up the reasons that Mary was unpopular, and the reasons why (word document provided) A source task where students assess a range of contemporary and modern opinions on Mary (first introduces some arguments to suggest she might not have been ‘bloody’) Sources and recording table included. A REALLY fun group activity where Mary is put on the stand by the class. The class collectively selects 5 ‘accusations’ from a set of 7 as to why she may be called ‘bloody’, and then assess Mary’s defence against these claims. (check the notes on the PPT, it will help with how to navigate this accurately). Finally, pupils write an up answer, based on the evidence, to decide whether or not Mary really deserved to be called ‘bloody’. Classes always love this one - may take 2 lessons, especially if class enjoys group discussion.

8th and final/assessment lesson on The French Revolution -begins with a recap; what did people want from the revolution? key words activity illustrating what life was like in France after Napoleon and the return of the monarchy. Students must colour code whether each factor shows a positive change, or a bad/no change. There is a HA and LA version of this activity Finishes with a GCSE ‘How far do you agree?’ assessment qustion HA has a planning grid which will allow them to also think about aspects from throughout the scheme of work. -LA helps to pick out a piece of evidence for each side, and provides a writing frame

Lesson 5 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. Part of a series of lessons on Tudor Church state relations. VERY detailed notes on the role and structure of the church before 1529, and why it was becoming unpopular. Includes an introduction to Luther, Calvin and Erasmus. Also includes some summary/discussion questions at the end.

Lesson 6 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. Part of a series of lessons on Tudor Church state relations. Details the relations and struggles of the relationship between Church and State for the reign of Henry VII and Henry VIII leading up to the emergence of his ‘great matter’. Discusses the difficulties in the relations including tensions caused by the power and privileges of the Church (sanctuary, benefit of the Clergy, Hunne affair). Also includes positive relations and the role of Wolsey. Very detailed notes. Includes an annotated timeline task to summarise learning.

Lesson 8 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. Part of a series of lessons on Tudor Church state relations. Lesson provides detailed notes on the issues/opposition regarding the Acts of Supremacy and Uniformity, followed up with a student lead activity on the details of the Act of Supremacy. The lesson finishes with some summary questions which could be delivered as a class quiz, quick-fire session or group discussion.

Lesson 7 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. Part of a series of lessons on Tudor Church state relations. Provides detailed information/knowledge on the background and details of Henry VIII’s 1534 Act of Supremacy. Includes a sheet which can be filled in to help organise notes, and a final task to assess the significance of the different factors of the Act.

Lesson 10 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. This lesson begins with a recap, comparing the 1534 and 1559 religious settlements. The main bulk of the lesson begins with Elizabeth’s ‘Golden Speech’, and then looks backwards at how relations between Elizabeth and her parliament reached that point. It deals with the definition of three key terms; Royal prerogative Parliamentary bill, and Petition. This is then followed by examining three key events; War with Spain; Royal prerogative and monopolies; Parliament of 1601. There are detailed notes.

Lesson 13 in Rebellion and disorder under the Tudors, 1485-1603 spec - for ‘Aspects in breadth: Controlling a fractious nation – changes in Tudor government 1485-1603’. First lesson of 3.2 - Gaining Control of the Localities. Focuses outside of London, looking at and defining the localities. Gives some background on Wales and North, followed by some questions for students to investigate, and a comparison of the two areas. Lesson also looks in depth at the Law in Wales Acts of 1535 and 1542, and the 1537 re-establishment of the Council of the North. Concludes with some summary discussion questions. Layouts/sheets provided for stuents to use to fill in their notes if desired. Uses the Edexcel Pearson textbook.

7th lesson in the French Revolution scheme of work -begins with key words and asks pupils to judge what they think of Napoleon based on his painting. What does he want people to think of him? -Task to introduce his background -card sort which will ask pupils to judge whether each piece of information suggests Napoleon was a ‘saviour’ or ‘tyrant’ (both of these words are the key word list. There is a HA and LA version of this card sort. A final summary statement, asking pupils to use evidence from the card sort to support their view, and add an explanation (PEE/PEA)