SEN version of Assessment Why was the Roman Army so successful

There are 2 versions of these marksheets - one levelled for teachers and one for photocopying for students. They have been designed around the key skills of the National Curriculum - chronology, knowledge & understanding, interpretations, source work and organising é communicating ideas. The students will not see the levels (although you could easily add them in if you wanted). The idea behind this is that students will focus on the comments made so they can improve rather than becoming complacent/despondent about the level achieved. there is opportunity for student comment and reflection on their work also.

Sheet for students to shade in their achievement in each skill area over key stage 3. Also student friendly generic level descriptors and skill specific level descriptors.

Another in the series of essay sorts to help students understand how to construct essays. Involves no writing, just thinking, and leaves students with a takeaway product they can use as a model for future extended writing on causation. Builds on a prior lesson where ‘William’ makes a speech to the class about his reasons for wanting to conquer England. also attached

6 clues to help students work out the reasons why Stalin and Hitler signed the Nazi-Soviet Pact. Most clues not very complicated but obviously they are clues, so will require some working out and teacher scaffolding to point students in the right direction

Requires students to work in groups. One member of the group comes to teachers desk to collect a statement, returns to group and has to summarise it in their own words. members of the group to write it down. Statement is NOT to be shown to the group. Then process is repeated with a new member of the group collecting and summarising. To differentiate, higher attaining students can be given questions intermittently to develop their thinking skills. By the end ALL students should have a narrative of the Ghost Dance, ALL students should have worked in groups and developed their communication and cooperation skills. SOME students will have developed further thinking and discussion skills.

Course notes for the Elizabeth element of AQA new spec 2D Religious Conflict and the church in England. provisional final draft of SOW uploaded 13.3.17, along with slightly revised final notes spaced learning ppt for 1569 revolt uploaded 13-3-17 revision game added 13.3.17

This activity is designed to help students think about the construction of an effective essay (Nat Curriculum Skill 5 - organising and communicating ideas). The instructions are at the end of the document and hopefully should be clear. It requires some teacher prep in photocopying and cutting up sets, but is truly effective. I have used the same style activity with all age groups, as it is easily adaptable to different topics. With Key Stage 4, i have made it more difficult by presenting 2 different explanations to end each paragraph- one basic, one more analytical. For Key Stage 5, I have included analytical links between paragraphs. Please email me at jordansnotes@yahoo.co.uk if the instructions are not clear! You will see the difference in students writing style immediately. I have also attached a literacy exercise that can be done after this to consolidate understanding of the reasons why the SP failed.

Core notes on this topic with some associated lesson activities

1) introduction lesson - 'silent sentences' activity 2) Core notes for the A2 course, covering the period from Jan 1535 to Oct 1536 (as Pilgrimage of Grace is about to start) for students 3) Structured discussion lesson to consolidate understanding 4) source work - comparative evaluation in line with new spec

Information sheets to help students write and improve introductions/conclusions. National Curriculum Skill 5 - organising and communicating ideas

Core notes for students and teachers, plus 2 sample activities

'Gaming' lesson for students in the form of a multiple choice quiz, which they answer in teams. Purpose: • To recap the key components of Hitler’s foreign policy already studied • To clarify the reasons why Britain appeased Hitler • To spike the dopamine levels of students at the optimal learning moment Lesson plan attached

Students have work book to complete. There are a series of activities which can be arranged on different desks or given in a pack to students. The order of completion does not matter. The activities could also be done as standalone activities or homeworks Activities include - -source work activity on shell shock victims -jigsaw of a cross section of a trench -a sorting exercise for health hazards where students have to categorise various health hazard cards (in their own categories) and then prioritise greatest threat -a memory game for ‘who served in the trenches’ designed to encourage students to think about the nature of imperial warfare and to challenge preconceptions about british and french v the germans -war statistics (taken from spartacus) work -a literacy exercise on equipment - fair amount of reading but limited writing - define the terms for a ‘historical dictionary’ including as much detail as possible in 50 words. details of the activities are in the student booklet but do not have to be done like that, they are just an idea for teachers on how to use the resource

Complete notes on reign of Edward VI (first draft). Written for AQA new A level spec, Reformation in England unit. This is content notes not lesson activities. There are questions for students which can be set as hwk or to scaffold independent reading (answers are provided too)

Obviously, the Czech crisis is a Paper 1 topic, but to introduce students to skills these 2 questions follow the paper 2 format Also attached summary of Paper 2 skills

2 different evaluation sheets for helping group work along!

Spaced learning activity for the 3 rebellions of Oct 1536-Jan 1537 (inc. PoG of course) Core notes for students Discussion lesson questions

2 more sets of notes - On resistance and on responsibility. there are other notes covering the other aspects of this course on this forum also added thinking maps for revision activities

instructions on document