Examination command words created to support pupils with understanding expectations of all three papers.

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. I have based these clocks largely on the Pearson purple revision guides, the clock follows the pages from front to back. 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.

American West thinking quilt designed to provide pupils with the opportunity to make links between different events and consider their impact on the development of the American West. I have checked through both the Pearson textbook and revision guide to ensure that all key content is included in this A3 thinking quilt. Pupils first read the boxes and add a sentence to any that they are not sure of with the support of peers, revision guides or the teacher. They then colour code them based on catagories they could fit into such as ‘law and order’ and ‘conflict with Plains Indians’. You can find the lesson that this thinking quilt is a part of here: https://www.tes.com/teaching-resource/revision-key-features-of-the-american-west-edexcel-9-1-11884964

Session covers the Western Front section of the Edexcel history 9-1 course. Pupils cover: features of a trench features of the main battles key medical problems key medical advances blood transfusions and x-rays (problems and solutions) following up a source

This lesson is set to help pupils revise content surrounding Hitler’s rise to power in preparation for Paper 3 of the new edexcel specification (2016). Pupils will: Describe the Reichstag Fire Analyse the reasons he rose to power - differentiated Plan and answer (if time) a 20 mark interpretation question Analyse how useful a source is

Lesson to pair with who should be king homework. Who should be king homework - pupils have one each (3 claimants covered, Hardrada, Godwinson and William the Conqueror) Each profile includes: Why the individual wants to be king, problems with their plans, who they are and extension activity (an interesting fact about the individual). Support and differentiation: on the back of the worksheet it tells pupils who they are, their claim (strengths and weaknesses) and there are some websites for each individual at the bottom of the page. Pupils then use their research collaboratively to compare each other claimants and write a persuasive speech as to whom they think is the best choice.

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

Selection of homeworks to support pupils outside of their lessons, mixture of consolidating knowledge and exam questions. All fully differentiated to aid progress.

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.

two page document with key words for the unit on it - in line with Edexcel 9-1. I went through the Pearson textbook and included all of the key words from front to back of the textbook.

Three page document of key words for the Weimar and Nazi Germany unit. I used the Hodder textbook and went through cover to cover to produce a document of all key words to support pupils with the content prior to examination.

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.

Pupils explore the concept of chronology and how it supports historical learning, they are also introduced to the concept of a turning point and identify turning points in their own lives/across history. Includes a chronological order game of significant events from history. WALT: define chronological order and apply this skill to historic events. L3: Define what the term chronological means. L4: create a timeline of events from history in chronological order. L5: Explain what a turning point is. L6: Apply skills to a timeline of my own life and evaluate the biggest turning point in my life so far.

This lesson follows a pupil led investigation in which they discover what has happened to the ice mummies - this lesson builds upon this knowledge and develops skills of working with interpretations prior to baseline assessment - this lesson is part of a series of lessons that build upon use of sources, interpretations and finally a baseline assessment. These can be found separately or as part of a bundle in my tes shop. WALT: apply knowledge of the Ice Maiden to interpretations about what happened to her. L3: Recall key facts about the Ice Maiden. L4: Describe what an interpretation is and how a historian creates it. L5: Create an interpretation about what happened to the Ice Mummy. L5-6: Analyse interpretations that we will use in our assessment to plan why we agree and disagree with them.

WALT: Evaluate the reasons and response to the rebellion against Tostig.2-3: Recall key facts about the role of an earl. 4-5: Describe reasons Saxons did not like Tostig. 6-7: Explain why factors would make somebody rebel. 8-9*: evaluate whether Harold was right to exile his brother. Pupils will recall the roles of an earl for the starter. They will then go through each of the reasons the Saxons hated Tostig (printable handout that pupils highlight and annotate) They write a letter to Harold (LA) or a response from Harold (HA) explaining why they are upset/ how they are going to offer help They analyse the impact this had upon Harold’s claim and whether he was right to exile his brother.

Free resources, homework for pupils to support the Edexcel 9-1 medicine through time paper.