WALT Analyse sources to explain how gas was used during WW1. Recall key features of the main battles of WW1. Identify key features of the first use of mustard gas. Describe the three types of gas used in WW1 in detail. Explain how they harmed a soldier. Apply: Analyse sources to evaluate their utility. The first task recaps the main features of battles in WW1. the main body of the lesson revises key knowledge of gas attacks, before focusing keenly on source skills using the IS-SAYS-KNOW structure and modelling the answer to the first source as a group.

WALT Evaluate changes in government action and attitude. Summarise government attitudes in each period using a phrase. Identify actions taken by the government during each plague. Explain how government actions differed. Apply: Analyse the importance of government action and apply knowledge to a past paper exam Q. Students revise core knowledge - focusing firstly on the two plague case studies in reference to a past paper exam, before moving through to compare GOVT actions 1700-1900 and 1900-present and applying their understanding to an exam question. Each task is fully reviewed with green pen improvement slides provided.

WALT: Evaluate the progress made to Public Health 1850-1900 Recall features of the Public Health Act of 1875. Describe developments in Public Health before 1854. Explain how and why the approach towards Public Health changed after 1850. Apply: Explain why there was progress in Public Health 1850-1900 (12 marks). Students recall (starter and wilf 1) knowledge on early public health and the Public Health Act (taught previously) before building on this with knowledge about the Great Stink and three key acts that can be used as evidence the government abandoned their Laissez-Faire ideology. This leads to a tiered apply task in which students can connect their knowledge coherently in response to a 12 mark question.

WALT evaluate why there was progress in medicine 1900-today Recall key developments of medicine in the 1900s. Describe changes to public health in the 1900s. Explain why developments demonstrated significant progress. Apply: Analyse why there was rapid progress in medicine 1900-present. Students revise the modern period with a focus on progress. The lesson builds up to a graph task which asks students to measure the impact of each breakthrough which then supports their knowledge with the application task. Students are asked to look at their graph and only select ideas that focus on causes to address a common mistake made by students when sitting the GCSE (missing the focus of the question).

WALT explain why there was progress in medicine 1500-1700. Recall individuals who contributed to medicine during the Renaissance period. Describe features of Renaissance medicine. Explain why there was progress in the understanding of the human body 1500-1700. Apply: Analyse factors that contributed to medical progress 1500-1700. Students start by recapping contributions of key individuals in the period before attempting a four mark question based on those individuals. Knowledge is layered through use of two videos before students unpick how factors caused progress, particularly in reference to anatomy, during the period 1500-1700.

WALT: evaluate how rapid change in treatments was 1500-1700 4-5: Describe features of continuity in treatments 1500-1700. 6-7: Explain why there were changes in treatments 1500-1700. 8-9: evaluate whether change was ‘rapid’ during the period 1500-1700. Starter: Recall task on whiteboards to establish starting points Task one: students complete task pitched at their working at level - there is also a challenge task. all three tasksk can be green penned using the next slide so that each task is AFL’d at the right level. Task two; students highlight areas of similarity and change, should task is four mamrkers (4 mark mark scheme and green pen provided), could develops judgement - whole class AFL Slide provided using traffic lights and full mark answer Task three: Planning and applying skills to ‘rapid change’ judgement 16 mark question using support and challenge planning grid

WALT: Explain why there was change and continuity in Renaissance medical preventions. 4-5: Describe features of continuity in preventions 1500-1700. 6-7: Explain why there were changes in preventions 1500-1700. 8-9: evaluate why there was change to preventions during the Renaissance. STARTER: 4 mark similarity Q with new knowledge, green pen slide included with two WAGOLL’s and a 4/4 challenge for students to spend time improving their work. INFORMATION GATHERING: Students create a leaflet imagining that they are an apothecary advising people how to avoid getting sick, leveled differentiation and challenge task. APPLY TASK: I do, we do, you do, 12 mark Q

WALT: explore the key skills needed to reach full marks on an ‘importance of’ question. Recall prior knowledge from the Norman unit. Describe the assessment objectives and mark scheme. Analyse and criticise an example answer. Apply my understanding to an exam question to demonstrate my knowledge. This lesson has been created to build students confidence with using and applying assessment objectives to their learning - i have found that through using skills builders students grow in confidence and full marks seems more attainable. Students annotate the mark scheme and an example answer before applying their knowledge to a new question and marking their peers work to demonstrate further undertstanding. The starter activity recalls prior knowledge of the Normans topic, however the task from slide 11 could easily be moved to the starter if you do not teach this topic/ have not taught it prior to this lesson.

These quizzes have been designed as 5, 4, 3, 2, 1 tasks to drop into other lessons. The idea is to use them as a way to interleave prior knowledge into current topics and ensure that knowledge is returned to frequently to develop knowledge retention. The 5, 4, 3, 2, 1 structure gives students instant formative assessment in which they can then choose a topic to ‘pledge’ to revise that week as part of their homework. Every quiz has a green pen slide with answers to go through with students to support the teacher. Students find these tasks very fun and engaging and can see where their strengths and weaknesses across a topic lie. I have designed the task to revise important concepts briefly at least once by the time they have completed all of the starter activities. The activities could also be used as a building block to help students identify what they will be doing for the rest of the lesson (to be used closer to exams when completing revision tasks).

These quizzes have been designed as 5, 4, 3, 2, 1 tasks to drop into other lessons. The idea is to use them as a way to interleave prior knowledge into current topics and ensure that knowledge is returned to frequently to develop knowledge retention. The 5, 4, 3, 2, 1 structure gives students instant formative assessment in which they can then choose a topic to ‘pledge’ to revise that week as part of their homework. Every quiz has a green pen slide with answers to go through with students to support the teacher. Students find these tasks very fun and engaging and can see where their strengths and weaknesses across a topic lie. I have designed the task to revise important concepts briefly at least once by the time they have completed all of the starter activities. The activities could also be used as a building block to help students identify what they will be doing for the rest of the lesson (to be used closer to exams when completing revision tasks).

This lesson is designed as an introductory lesson for GCSE students to the American West topic (Edexcel 9-1). It focuses on the founding of the 13 colonies and the geography of the American West. it includes two videos that provide context for students and a skills builder section focusing on developing a very basic narrative account structure as for some students this may be their first introduction to this question type. WALT: Explore the arrival of Europeans in America. Identify what life was like in the first settlements. describe the geography of the United States in the 1800s. Create a narrative account describing the growth of America. Hypothesise why the colonies wanted independence from Britain in 1776.

These quizzes have been designed as 5, 4, 3, 2, 1 tasks to drop into other lessons. The idea is to use them as a way to interleave prior knowledge into current topics and ensure that knowledge is returned to frequently to develop knowledge retention. The 5, 4, 3, 2, 1 structure gives students instant formative assessment in which they can then choose a topic to ‘pledge’ to revise that week as part of their homework. Every quiz has a green pen slide with answers to go through with students to support the teacher. Students find these tasks very fun and engaging and can see where their strengths and weaknesses across a topic lie. I have designed the task to revise important concepts briefly at least once by the time they have completed all of the starter activities. The activities could also be used as a building block to help students identify what they will be doing for the rest of the lesson (to be used closer to exams when completing revision tasks).

These quizzes have been designed as 5, 4, 3, 2, 1 tasks to drop into other lessons. The idea is to use them as a way to interleave prior knowledge into current topics and ensure that knowledge is returned to frequently to develop knowledge retention. The 5, 4, 3, 2, 1 structure gives students instant formative assessment in which they can then choose a topic to ‘pledge’ to revise that week as part of their homework. Every quiz has a green pen slide with answers to go through with students to support the teacher. Students find these tasks very fun and engaging and can see where their strengths and weaknesses across a topic lie. I have designed the task to revise important concepts briefly at least once by the time they have completed all of the starter activities. The activities could also be used as a building block to help students identify what they will be doing for the rest of the lesson (to be used closer to exams when completing revision tasks).

WALT: compare the uses of moderate and militant action. Level 3: Define key words. Level 4: Describe the work of Martin Luther King and Malcolm X. Level 5: Explain whether militancy or moderacy was most effective in the Civil Rights Movement. Level 6: compare the most effective method to the least effective method of protest. Starter: key word match up task one complete worksheet whilst watching MLK video task two complete worksheet whilst watching Malcolm X video task three: read and annotate the newspaper article using a visualiser Task four: In your opinion, was being militant or being moderate a more effective method of protest? Why? see differentiation for task four on cover sheet

WALT: analyse and explain the importance of events for the fight for equal education. Level 3: Identify key features of a source Level 4: Describe key features in the fight for equal education. Level 5: Explain the importance of key events for the fight for equal education. Level 6: create a narrative account analysing the events that lead to equal education Starter: describing a source task one: recall Jim Crow Laws (taught in introduction to the Civil Rights Movement lesson) task two: Video about Brown V Board Task three: Video about Little Rock Nine Task four: GCSE style question Explain the importance of Brown V Board for the fight for equal education. (green pen slide included see cover photo) Task Five: Create a narrative account analysing the fight for equal education 1870 – 1972. worksheet provided to support LA students

Part of a three lesson SOW about the CRM in America. WALT: Evaluate methods used to fight for equality in 1960s America. Level 3: Identify the meaning of the phrase Civil Rights Level 4: Describe the Jim Crow Laws and examples of how they linked to life in the 1960s Level 5: Explain methods in which Civil Rights leaders fought for equality. Level 6: Analyse the methods you think would be most successful and explain why. Starter: what does Civil Rights Movement mean? using Frayer model task one: video task Task two define and describe the Jim Crow Laws using images Task three: describe and explain methods of protest task four: analytical discussion and annotation of President Kennedy’s Civil Right’s Address. Plenary: 3 - 2 -1 plenary task

The concept of a revision clock is that pupils spend five minutes completing each section - thus meaning they revise a large amount of a single topic in an hour. this resource includes two revision clocks, i plan to provide my pupils with it printed double sided, they will complete one side in class and one side for homework. Another technique is to ask pupils to fill out what they know in one colour, and then use a second colour to revise using a revision guide or textbook, giving them a colour coded guide to what they need to focus their revision on.

The concept of a revision clock is that pupils spend five minutes completing each section - thus meaning they revise a large amount of a single topic in an hour. this resource includes two revision clocks, i plan to provide my pupils with it printed double sided, they will complete one side in class and one side for homework. Another technique is to ask pupils to fill out what they know in one colour, and then use a second colour to revise using a revision guide or textbook, giving them a colour coded guide to what they need to focus their revision on.

Revision lesson that explores the church and youth groups pupils colour code the actions of each group and spend the majority of the lesson exploring and how useful question. the sources are about the reactions of the Nazis towards the opposition groups.

Whole lesson aimed at KS3 exploring Elizabethan/Tudor entertainment. Pupils examine an image of bear baiting and infer what they think is happening they read a source and add to/alter their description they self assess it they explore other types of entertainment finally they apply their knowledge by creating a poster for a spectator-fest in their Tudor village WALT: Explore methods of entertainment available in Elizabethan England. Level 3: Infer what you can learn from a source. Level 4: Describe types of entertainment available in Tudor England. Level 5: Explain why these sports were dangerous. Level 6: Evaluate which sport was most popular and compare why you think this is the case.