What is slavery? Comparison activity of slavery - Egyptian, Medieval, Empirical and Modern Source analysis Level 3-6 (NC) differentiation Homework activity - pupils to research the four periods and draw a picture to represent slavery during that time period.

Revision booklet with: Knowledge checker (RAG rated) input of knowledge for each section laid out appealingly tasks at the end of teach unit - 10 ideas of how pupils can revise, four key words to define and a quick quiz (answers in the back) source (strengths and weaknesses) table at the back of the booklet

Whole lesson, fully differentiated with worksheets. The final task asks pupils to compare answers against success criteria to mark and then improve two weak 16 mark answers,

PSHCE lesson that explores the Ofsted framework for British Values. Taught to year seven, fully differentiated with gap fills and challenge tasks. Pupils create a poster at the end to be displayed in tutor rooms so that you can show that they understand what BV are.

Display created to inform pupils what is required for the new specification. goes from 1-9, I used the specification grade boundaries to create this display, the wording for g8-9 was identical which is why this grade boundary has one page rather than two.

This lesson allows pupils to analyse the reign of Lady Jane Grey and come to a decision as to whether she should have been executed. Pupils make a facebook feed that explores the events running up to the execution in which they make statuses and create life events for characters like John Dudley and Catherine Parr. They then create a letter in which they argue why they should not be executed and what a better option would be.

This session covers Jenner, Pasteur, Koch, Nightingale, Cholera (Chadwick and Snow) And the Public Health Acts.

Introductory lesson aimed at KS3 that builds GCSE skills of describe two features and how useful. Lesson is fully differentiated with worksheets within the powerpoint as hidden slides. Pupils green pen exam responses to develop understanding of what good writing looks like, pupils are given the opportunity to work up to a level 6 and all tasks are signposted and fully differentiated to support pupils to make good progress. Task one: Describe what England was like in 1588 (describe two features exam question) Task two: Explain why people would like/dislike Elizabeth Task three: How useful are portraits of Elizabeth to a historian?

Revision lesson designed to last one hour. Homework included that analyses the Oklahoma Land Rush and gives pupils a choice of three exam questions - narrative, consequence or importance. Pupils: define push and pull factors and explain why people moved west analyse a timeline of key features of the migration west describe the Mormon migration, Exoduster movement and Donner Party Analyse the importance and the consequences of the Homestead Act

Revision lesson based around building knowledge of government Acts and Treaty’s Pupils create a timeline using either worksheets or carousel (both options included). They colour code key features and consequences so that it is easy to revise from. Time permitting, pupils can then write exam questions that relate to the information they have studied SAMS questions included as examples to talk through with the group. Homework could then be to complete one of these questions.

An American West mock that follows the new specification, questions cover a breadth of knowledge and target pupils to answer questions about key developments of the unit. I plan to deliver this half way through teaching (after cattle industry) and will follow it with another at the end of the unit. There is a full feedback lesson included that focuses on pupils ability to answer and understand the examination questions, could be used as a walking talking mock for GCSE revision. In addition, there is a narrative account homework included (differentiated) to link to the last task.

This revision session is part of a series of sessions aimed at building pupils knowledge and understanding of the Anglo-Saxon and Norman England unit for Edexcel 2016 specification. As part of this session pupils will gain an overview of: Saxon society Edward the Confessor and the kings power Law and order Economy Power of the House of Godwin The Normandy Embassy The Revolt against Tostig 1065

Pupils will explore the invasion of Poland with the aim of creating a GCSE style narrative account in preparation for the skills needed at KS4. Pupils will: examine the Munich Agreement and hypothesise how peopl e would react to it Watch a video of the invasion and collect notes to be able to describe the invasion Put the events of the invasion into chronological order using visual prompts for support create a narrative account using a GCSE support sheet that allows development towards explaining why events lead to one another and cause change.

Aimed at developing skills required for the GCSE reforms at KS4, this lesson encourages pupils to develop PEEL paragraphs for the explain two consequences question. This is part of a scheme of work about WW2 - the rest of which can be found within my shop. Pupils will: Identify who Winston Churchill is as a hook to the lesson describe why France surrenders using images to challenge them to think outside of the box Use a WAGOLL to identify examination skills required and the structure of a PEEL paragraph Use an information sheet (included) and the WAGOLL to structure their own PEEL paragraph explaining a consequence of the defeat of Poland. Peer assess their work to reflect on their own progress within the lesson.

WALT: Examine the events of the Battle of Stamford Bridge and evaluate its significance. 1-2: Identify pros and cons for Harold travelling to York. 3-4: Describe the events of the Battle of Stamford Bridge. 5-7: Explain why Harold was able to claim victory. 8-9: Evaluate the significance of the Battles of Gate Fulford and Stamford Bridge. Pupils evaluate whether Harold should have travelled to York before watching a video that examines the events of Stamford Bridge (Video worksheet included) they then explain the main reason that they think Harold won the battle before evaluating the impact the battle may have on the Battle of Hastings.

WALT: Evaluate why the Nazi Party only received 2.6% of the vote in 1928. Identify the meaning of the phrase ‘ Lean Years’. Describe features of the period 1924-28. Explain why circumstances in Germany lead to little support for the Nazis. Evaluate why the Nazi Party only received 2.6% of the vote in 1928. Starter: Pupils complete a freya model with the meaning of 'lean years’ Task one: Describe features of the period 24-28 - pupils complete a carousel task, differentiated worksheet and answer sheet provided Task Two: Explain why circumstances in Germany lead to little support for the Nazis (see cover photo for activity), WAGOLL and answer slide provided to go through with pupils Task three: Evaluate why the Nazi’s received 2.6% of the vote: Explain why exam question with sentence starters for PEEL structure.

Fully differentiated lesson about the New Woman in Nazi Germany Students will: WALT: evaluate how far women’s lives improved in the 1920s.Identify visual changes to women by 1925. Describe how areas of women’s lives changed. Explain how society reacted to these improvements for women. Evaluate how far you agree with a statement. Students complete the screenshotted task before analysing a how far do you agree statement using a ‘agree’o’meter’. Students are also given the opportunity to look at source work and analyse whether the changes were positive or negative for women.