AQA GCSE 9-1 ELIZABETHAN ENGLAND, 1568-1603 I have produced these flashcards to help students be prepared for and help revise for their GCSE exam on Elizabethan England. They are easy to use and; simply cut out fold and line up. Students can test each other in class or take them for their home learning. The flashcards will help with: Recall, retrieval and retention 3rd tier vocabulary to attain the higher marks in the examination Vast subject content The Historic Environment for Sheffield Manor Lodge, 2023

Migration Nation The aim of this lesson is to assess the significance of migration and its influence today. Some key questions and misconceptions begin the lesson. This is extended by using some key words to students have to elaborate on, with help given if required. There are also some Case Studies from various countries to analyse and study, as students give reasons for the migration from them. There is also a chance to guess (with hints and prompts) which countries various people are from using modern day scenarios. There is some extended writing to complete as well as links to video and images to consolidate understanding. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated, fully resourced and includes suggested teaching strategies.

Migration Nation The aim of this lesson is to assess how influential the first settler were to Britain. Students are given the context as to why Britain was a good place to settle before deciding which tools unearthed were used for what. The main task is to assess what different tribes brought with them and their legacy today. There is a differentiated extended writing tasks and video links to accompany the lesson. The plenary is a family fortunes quiz which students have to decide the most common answers given from a survey of 100 people. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated, fully resourced and includes suggested teaching strategies.

This lesson aims to introduce the main contenders to the vacant throne of England in 1066 with the deat hof Edward the Confessor. Students have to understand why a chair (a throne) would cause a war and read a script to understand who the main contenders were and the reasons they put forward for having a claim to the English throne. Diffetentiated bloom’s questions aim to deepen their understanding and get them to analyse who has the best claim and why (thus extracting fact from fiction). A brilliant video link to English heritage and extra work sheets will give them all the knowledge required to create a newspaper report or table to ultimately evaluate these claims of the contenders The resource comes in PDF and Powerpoint formats if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included. The accompanying script for the lesson can be found here: https://www.tes.com/teaching-resource/medieval-britain-script-for-the-normans-who-had-the-best-claim-to-the-english-throne-in-1066-11456418 If you like this resource, please visit my shop where I have created further resources on Medieval Britain which can be found here: https://www.tes.com/teaching-resources/shop/PilgrimHistory

This lesson links to my previous one on the causes of the Great Fire of London. In this lesson, students have to decide how lucky London was to have the fire in the first place. They are introduced to conflicting arguments before they are given a plethora of evidence from which they will be able decide and make judgements on how to break the news to the current Mayor of London. They are subsequently given argument words to help them construct a persuasive letter. For extra challenge students have to decide if London was lucky or not in the short and long term and break down the evidence into political, social, economic or religious reasons. This is a fun, entertaining as well as a challenging lesson and would also suit a non specialist. The lesson is aimed at key stage 3, but can be delivered at key stage 2 also. The lesson comes with retrieval practice activities, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This double lesson aims to explain the treatment soldiers received on the battlefield for their injuries and the new treatments available or being developed to aid their recovery. Students will analyse and evaluate the work of the RAMC, F.A.N.Y, V.A.D.'s as well as the role played by Regimental Aid Posts, Advanced Dressing Stations, Casualty Clearing Stations and Base Hospitals, There is also a case study of the underground hospital at Arras. They will focus on the significant advances in the treatment of the wounded including the Thomas Splint, the Carrel-Dakin method of using a sterilised salt solution in the wound, mobile and static x-ray units and portable blood transfusion kits as well as the ability to store blood. Furthermore there are case studies involving the pioneering work of brain surgeon Harvey Cushing and the reconstructive facial surgery of Harold Gillies, Activities include recall and retrieval, evaluation and analysis, summarising, discussion and debate, source analysis, the use of video evidence as well as GCSE exam question practice. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

Edexcel 9-1 Medicine in Britain, Thematic study and historic environment This lesson aims to show how fighting in the trenches led to terrible injuries, infection and problems in treated the wounded. Students judge which medical conditions were the worst and rate them according to their severity. Case studies include trench foot and shellshock with an excellent BBC link to treating infection on the battlefield. They also learn the difficulties of transporting the wounded and which facilities were available for this at the beginning of 1914 and how this changed over time. Activities include recall and retrieval, evaluation and judgement, discussion and debate, a thinking quilt linking ideas together, as well as GCSE question practice, with help given if required. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

World War II The aim of the lesson is to question if it is right to help your enemy. Once the students decide what a collaborator is and the punishments involved, they have to make a judgement if they agree with collaborating in times of war or not. Their opinions are challenged throughout the lesson. They analyse the reasons for collaboration and complete a thinking quilt which challenges their literacy and evaluation skills. There are some brilliant sources to accompany the lesson, including visual images from the time as well as a case study of Chaim Rumkowski who helped the Nazis believing it was the key to Jewish survival in the ghettoes. The plenary is a retrieval practice activity deciding which is the odd one out. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in Powerpoint format if there is a wish to adapt and change.

This key word literacy display has been designed to be used on classroom walls (or on display boards outside) when introducing a new History topic to the students. It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display. The slides cover the following words and their definitions: The slides cover the following words and their definitions: Anglo-Saxons, allegiance, authority, cause, chainmail, change, Christianity, conqueror, consequence, continuity, defence, economic, features, feigned retreat, Fyrd, hierarchy, Housecarl, invasion, knights, landscape, medieval, Normans, oath, pagan, political, rebellion, religion, siege, society, victorious. The slides come in PowerPoint format so they are easy to change and adapt.

This lesson aims to explore how Elizabeth approached the difficult subject of religion in Tudor England. Students are given the context of the religious situation left to Elizabeth by her predecessors, which will then give them answers as to why she took a calm and pragmatic approach to it. Furthermore they have to decide through a colour coding exercise which were the smallest and major problems she faced with religion before deciphering her religious settlement using a text mapping activity. Key questions can be used to understand the decisions she took. A sequencing activity reinforces the learning of the lesson and its significance. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

This lesson sets out to question whether the reason that Henry broke from Rome all along was due to money. His expensive tastes, his wives, his need to build up his navy and coastal defences and to show Europe his prowess all took a toll on his bank balance. The monasteries with their wealth proved all too easy pickings for his Chancellor Thomas Cromwell in his ‘Valour Ecclesiasticus’. The lesson therefore allows the students to build up a picture of his need for money. Through some investigative work, they will shockingly find many ‘abuses’ and ‘vices’ in the monasteries, giving Henry the excuse to close them down and take their money for himself. They also have to complete their own report on the reasons why Henry broke from Rome with these new findings and some deliberately falsified accounts. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

The aim of this lesson is to evaluate the importance of the Tudors and assess how much the students know about them. The key skill of chronology is introduced from the start as students decide which Tudor came first to which came last. Key questions floating past the screen as well as the wall of mystery give clues and answers to some interesting and gruesome facts on the Tudor family. Students have the chance to create their own timelines, factual displays, key question and answer quizzes or an A-Z of Tudor facts. The lesson finishes which two plenaries to choose from which both test their new found knowledge. The resource comes in PowerPoint formats if there is a wish to adapt and change. I have also included suggested teaching strategies and differentiated resources to deliver the lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning.

The aim of this lesson is to challenge and question the role of the Church in Medieval Society and after the Norman Conquest. On face value, the power it had over people was enormous and with power came great wealth, often at the expense and help of the population. But was it all corrupt and how much did people willingly give over their goods in return for salvation? These questions are explored through statistics, facts and video evidence. Students are ultimately required to justify if the Church was corrupt by colour coding and rating batteries (linked to a final post it note challenge) and evidencing their choices. There are also introduced to a number of key words which they are required to recall in the plenary. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end using a rate ‘o’ meter to show the progress of learning. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

This lesson explores the role of monks and nuns in Medieval society and Norman England and questions their importance. Students learn how people joined the monastic community and how they helped the local community. Students also analyse their dress code and the reasons behind it, before engaging in literacy tasks such as linking their daily life to particularly headings and writing a narrative account. There are accompanying worksheets and video links to reinforce the learning. The plenary of ‘find and fix’ challenges the students to rewrite and correct a number of statements made. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end using a rate ‘o’ meter to show the progress of learning. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

The aim of this lesson is to assess how scary the Black Death was in 1348 in the Middle Ages. Students are introduced to the idea of why the Black Death was so scary, learning about the symptoms of the Bubonic Plague and Pneumonic Plague and the devastation that lay in its wake from empty villages today to paintings showing devastation and death. They learn key words such as contagion, flagellants, humours and miasmas and how these words link to the learning objective through a thinking quilt. They will also find out how the peasants gained in status as a result of the reduction of the workforce and how this gave them more bargaining power with their landlords over wages. The plenary is a Black Death connecting wall which requires students to link four key phrases and to explain how and why they link together. This lesson is therefore designed to be interactive, fun, challenging and engaging and could be used over two lessons. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end using a rate ‘o’ meter to show the progress of learning. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

This key word literacy display has been designed to be used on classroom walls (or on display boards outside) when introducing Norman England to the students. It is an easy resource to print and will hopefully save an incredible amount of time and effort when incorporating literacy into a new or existing scheme of work. The slides can also be laminated and used as mobiles hanging from the ceiling or used as part of an informative display. The slides cover the following words and their definitions on the Norman Conquest: A Church, charter, commemorate, compare, crusade, Domesday Book, Doom painting, evidence, feudalism, function, government, Harrying of the North, historical source, infer, interpretation, laws, martyr, medieval, Motte and Bailey Castle, parish, parliament, penitence, pilgrimage, reign, siege, significant, sin, surrender, The Church, tithe. The slides come in PowerPoint format so they are easy to change and adapt.

The aim of this lesson is to understand the causes and consequences of Harold Hardrada’s invasion of the north of England. Students learn through narrative and video evidence of the forthcoming battle of Stamford Bridge and how Harold Godwinson was able to win, despite the hurdles Hardrada’s army put in front of him. Furthermore students have to analyse how much power Harold Godwinson’s army had and efficiency rate (as with a house) why Harald Hardrada eventually ran out of energy. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

The aim of this lesson is to understand why Britain was such a good place to invade. Students are given a thinking quilt to link words and meanings together and challenge their reasoning skills. Further information will help them understand what Britain had to offer to invaders giving context to its cities, markets and population as well as natural resources and weather. Students are then required to justify why England was a good place to invade in 1066, with prompts and help given if required. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

Crime and Punishment The aim of this lesson is to analyse how and why attitudes towards punishment changed in the 18th and 19th Centuries with the development of ‘new’ crimes. Key questions are posed throughout the lesson. Why was there a shift from public to private punishments? Why was the prison system developed with a focus primarily on retribution and punishment? Why were there a change in attitude towards capital punishment and the desire to expand the police force? The first part of the lesson assesses the responses of governments to the crimes of highway robbery, poaching, smuggling, rioting, protesting and joining a Trade Union. Students plot the various crimes, giving explanations and reasons for the increase in crimes and how effective the government responses were to reduce it. There is a diamond nine activity and video link to help. The second part of the lesson plots the strengths and weaknesses of Government punishments such as transportation, the expansion of prisons and the police force. A thinking quilt at the end of this part of the lesson will check understanding and students can also complete some extended writing practice, with prompts and a markscheme provided. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated, fully resourced and includes suggested teaching strategies.

Crime and Punishment The aim of this lesson is to ascertain how attitudes towards punishment have changed in the 21st Century. Students begin the lesson by deciding which punishments are new in the modern era (change) and which punishments have stayed the same (continuity). They then analyse how successful new preventative measures are being promoted through schemes such as neighbourhood watch and community policing. Students also investigate the different policing departments set up to tackle crime, such as Special Branch and the National Crime Agency. There is a chance to debate the morality of the death penalty and whether it should be brought back or not, with arguments given for both sides. The final focus is on the role of prisons in today’s society, never far away from the news headlines. A true or false quiz is also designed to challenge misconceptions and clarify current prison problems. Ultimately there is some recall practice on previous thinking about punishments through the ages, before students can tackle some key assessment question practice, with help and a markscheme provided if required. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated, fully resourced and includes suggested teaching strategies.