This follows a lesson I have posted about the Treaty of Versailles. Pupils will examine sources in small groups through use of a carousel activity where each group adds to the last groups ideas (making it harder as they progress around the room and meaning they have to pick out smaller features of sources). They will then use this skill to analyse a skill themselves, before feedback to the class (AFL slide included). Following this pupils attempt a fully differentiated how useful question with options for two different structure strips and either two sources or one. Once completed pupils peer assess their work to explain what is good about their work and how they can move forwards next time they see that question type.

WALT: Explain how the creation of a police state changed things in Germany. Identify the features of a police state. Describe how one aspect of the police state worked. Explain the role played by the Gestapo in keeping control. Evaluate Hitler and the Nazi Party’s use of the police state. starter: key words activity Task one: infer two things from a source, including full mark answer so that pupils can self assess and improve their work. task two: video activity demonstrating how the police state functions task three: as seen on cover photo, pupils describe the key branches of the police state and explain how it helped Hitler keep control of Germany. task four: pupils examine four sources and apply criteria to explain which they feel is most useful for the enquiry (skills building).

WALT: Revise the events of 1066 and apply to an exam question. WILF 1: Identify events of each battle. WILF 2: Explain why William won the Battle of Hastings WILF 3: Evaluate how far you agree with a statement to come to a clear judgement. As with all of my revision lessons this lesson is accompanied by a single A3 sheet so that pupils do not require exercise books. task one: identify key events of each battle by labelling key features task two: question poing - 15 questions covering claim to the throne, Gate Fulford, Stamford Bridge and Hastings Task three: scales task planning 16 mark question task four: How far do you agree question with focus on integrated judgement (pictured)

Based on the game 'Beer Pong’ Rules:The class will be split into two teams. Each team will take turns answering questions to get a chance to throw the ball into the other sides cups. If you get the question wrong, the other team gets to throw the ball at your cups. The winning team is the first to clear all of their opponents cups. (and will receive haribo/chocolate) the resource includes questions that fly on and off screen - the answers to the questions are in the notes sections.

This lesson, like all of my revision lessons, is fully resourced so that pupils can work fully on worksheets - not requiring any exercise books or lined paper. WALT: Revise how Hitler controlled Germany. Grade 3: Recall key facts for Paper Three Grade 5: Describe key features of Hitler’s Germany. Grade 7: Explain how Hitler kept control of the population of Germany after 1933. Grade 9: Evaluate the most important method Hitler used to keep control of Germany. Starter: Quiz Task one: Carrot and stick donkey - what does it mean? how does it link to paper three? Task two: overview/sorting activity - support on the slide for pupils plus using own knowledge, answer slide provided Task three: annotate interpretations together Task four: why do interpretations differ/what is the main difference (full mark wAGOLLS provided) Task five: plan for a 20 mark interpretation question - can be set as homework, challenge to write conclusion (see cover photo for task in full)

WALT: Revise the value of contributions made to medicine by individuals. WILF 1: Identify individuals that contributed to medicine WILF 2: Describe what each person did WILF 3 : Explain how important each discovery/development was to the history of medicine. WILF 4: Evaluate who made the biggest contribution to medicine and compare their contribution to another individual Starter: pupils name as many individuals as they can and what they did Support: code breaker with five individuals encoded Task one: pupils name the individuals in the yellow box and two features of their work - i give students a different coloured post it note to add any others they think deserve to be in the top five and why as an extension. (as an extra task they can order them from ost to least important, then in chronological order) task two: students create the histograms shown in the cover image - aim is to allow them to analyse individuals without too much writing task three how far do you agree question

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.

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

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).

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.

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 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 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).