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I have been a History teacher in mainstream UK schools for over 10 years, with my students achieving well above national averages for value added at GCSE and A Level. My students' responses have also been used an exemplars by the examiners in their reports. During this time I have also taught Citizenship, PSHE and Politics.

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I have been a History teacher in mainstream UK schools for over 10 years, with my students achieving well above national averages for value added at GCSE and A Level. My students' responses have also been used an exemplars by the examiners in their reports. During this time I have also taught Citizenship, PSHE and Politics.
Was Gandhi a failure - A Level History
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Was Gandhi a failure - A Level History

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This is a taster lesson for Year 11 students to prepare them for A Level History. It could also be useful during the A Level itself when exploring Gandhi, either as an introduction or for revision.
Medicine Through Time- Individuals Revision
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Medicine Through Time- Individuals Revision

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This is a revision task for students studying Medicine Through Time. Students complete the worksheet on the 'Great Individuals' they study through the course. There is a help sheet to assist weaker students and a starter which forces students to identify the differences between some of the key individuals.
Why was the king being whipped- Henry II and Thomas Becket
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Why was the king being whipped- Henry II and Thomas Becket

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This is a lesson for mixed ability Year 7 students on the power of medieval kings. Students work out the why Henry II was being whipped, using a series of clues that can be placed in envelopes around the room. All the information they need is in the clues. This ends with a structured writing task around why the king is being whipped.
How did the British Empire affect Australia?
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How did the British Empire affect Australia?

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This is a 1 to 1.5 hour lesson for Year 9 students on the early British Empire in Australia. The lesson uses the BBC 'In Our Time' series to understand the first encounters between the British and Aborigines. The questions are structured so that even weaker students are able to access the difficult language of this audio clip. This is followed by differentiated worksheets.
How significant was the Montgomery Bus Boycott
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How significant was the Montgomery Bus Boycott

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This is a double lesson (1.5hrs) for Year 10. The first activity was using sources from the US National Archives- students have to answer the questions in groups. The links for the clip (which is on BBC Learning Zone) is in the notes section of the powerpoint. The final part of the lesson, asks students to evaluate the significance of the bus boycott. I scaffold this by giving them all statements (cut up the statements of significance and then give them to students) and get them to move around the room.
Was appeasement cowardly?
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Was appeasement cowardly?

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This is a lesson for a mixed ability Year 9 group focused on appeasement. I used two videos from BBC Learning Zone for stimulus - the links are saved in the notes section of the powerpoint. The first video should be used to answer the first task on the worksheet. The second is for the 2nd page of the worksheet (LO2).
How did WWI affect civilians?
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How did WWI affect civilians?

(1)
This is a background lesson before students started the controlled coursework task on the Impact of WWI on civilians in Britain. For the activity I spread the information slides (at the last part of the PPT) around the room. They then filled the worksheet in using these. For the plenary you can print off a 'brain shape' for the 'fill your brain' activity. The clips for the activities are in the notes section of the powerpoint.
Why did men join up to fight in WWI?
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Why did men join up to fight in WWI?

(3)
Looking at the different influences of propaganda and conscription students examine why people joined up to fight. The oral testimonies are all from the BBC website. I also used a clip from BBC Learning Zone of one of the last veterans. I attached the EAL sheet just in case anybody else needed it.
Why do people have different opinions about Cromwe
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Why do people have different opinions about Cromwe

(2)
I used the X factor to explain why people have different opinions and interpretations of History, because the students always understand why different mentors support their own acts, even if they are terrible acts and can't sing. You can update it each year with the latest acts.