Knowledge Organiser to complement unit 3.2, Flashpoints in superpower relations, 1979-84 of Edexcel’s GCSE course, Superpowers and the Cold War 1941-1991 Covers the 1979 Soviet invasion of Afghanistan, the 1980/1984 Olympic boycotts, the introduction of Ronald Reagan, his Strategic Defense Initiative and the ‘Second Cold War’ The U-turn arrow represents President Jimmy Carter, the theatre masks represent Ronald Reagan, the rest are illustrative

Knowledge Organiser to complement unit 2.3, Czechoslovakia, 1968-69 of Edexcel’s GCSE course, Superpowers and the Cold War 1941-1991 Covers the appointment of Alexander Dubcek, life in Soviet Czechoslovakia, the ‘Prague Spring’, why Moscow was concerned and what the Soviet reaction was, consequences of the soviet invasion, Jan Palach, and the Brezhnev Doctrine.

Comparison table of the main events of the detente period in the 1970s, SALT 1, the Helsink Accords and SALT 2. For each, there is space for the positives and negatives of the meetings, and the impact on international relations (visually represented with a thermometer)

A word gap to explain how the Politburo and the Party were changed following the Great Patriotic War in Stalin’s USSR. Advise to print 1 sheet to A4

Students rank 9 reasons the Soviet Union beat Nazi Germany in the Great Patriotic War: The Soviet People Soviet Propaganda German View of the Soviet Soviet Industry Foreign Aid Stalin’s Leadership Strategic Mistakes by the Germans The Geography of Russia The Red Army (and Zhukov)

Knowledge organiser to complement unit 1.1 of Edexcel’s Medicine Through Time, c1250-present GCSE course - Ideas about the cause of disease and illness Covers Hippocrates and Four Humours, Galen and the Theory of Opposites, the Role of the Church, book learning, lack of alternatives, attitudes and society, science and technology, and astrology Advise to print A4 for revision/A3 for detailed notes

Knowledge organiser to complement unit 2.1 of Edexcel’s Medicine Through Time, c1250-present GCSE course - Ideas about the causes of disease and illness Covers what ideas stayed from the medieval period, alchemy, ‘animalcules’, changing views on the use of urine and the Four Humours, a scientific approach to diagnosis, Thomas Sydenham, the role of technology (printing press and microscopes), and the work of the Royal Society + summary box for what was understood by the end of the period. Advise to print A4 for revision/A3 for detailed notes

Knowledge Organiser to complement the English Crusaders for topic 3.1 of the Edexcel The Reigns of Richard and John, 1189-1216: The Dispute with the Papacy Covering a profile of Pope Innocent III, the role of the Archbishop of Canterbury, the 3 contenders for the position, the outcome, the 1208 Interdict and it’s consequences, John’s excommunication and the reconciliation.

Knowledge organiser to complement unit 2.2 of Edexcel’s Medicine Through Time, c1250-present GCSE course - Approaches to Prevention and Treatment Covers what ideas stayed from the medieval period, humoural treatments, herbal remedies, impact of the discovery of the New World, purging, transference, iatrochemistry, case studies of Thomas Sydenham and Syphilis for Treatment. Covers continuity from the Medieval period, practicing moderation, personal ‘constitution’ superstitions, prayer, Regimen Sanitatis, cleanliness of home and body, removing miasmata and new technologies such as the thermometer and barometer for prevention of disease. Advise to print A4 for revision/A3 for detailed notes

Inspired by @KKNTeachLearn Designed to complement unit 3.3, the Collapse of the Soviet Union, of the Edexcel Superpower relations and the Cold War, 1941-91 GCSE course. Students colour code the statements in the quilt into one of the six summits at the top of the sheet. Answers on the second sheet

Knowledge organiser to complement unit 1.2 of Edexcel’s Medicine Through Time, c1250-present GCSE course - Approaches to Treatment and Prevention Covers the church, hygiene and diet, Reigimen Sanitatis, purifying the air, Medieval ‘medics’ including, physicians, apothecaires, and surgeons, and caring for the sick at home, and in hospitals. Advise to print A4 for revision/A3 for detailed notes

Knowledge organiser to complement unit 4 of Edexcel’s Medicine Through Time, c1250-present GCSE course - Ideas about the cause of disease and illness Covers lifestyle and health as causes of disease, continuation from Enlightenment ideas, hereditary disease, early work on genetics, Rosalind Franklin, Crick and Watson, the Human Genome Project, impact on diagnosing and treating diseases, factors helping the development of genetics, and technologies for diagnosing disease. Advise to print A4 for revision/A3 for detailed notes

Knowledge organiser to complement unit 3 of Edexcel’s Medicine Through Time, c1250-present GCSE course -Medical Care in the Enlightenment Covers overview of hospitals in the Renaissance, Florence Nightingale and the Crimean War, subsequent impact on British Hospitals, nursing before Nightingale and how she changed it, developments in healthcare, cottage hospitals, workhouses, doctors, the role of the church, mass vaccination programs, Edwin Chadwick, 1848/1875 Public Health Act, and details of the latter, and Laissez-faire attitudes. Advise to print A4 for revision/A3 for detailed notes

Knowledge organiser to complement unit 3 of Edexcel’s Medicine Through Time, c1250-present GCSE course - Ideas about the cause of disease and illness Covers problems facing surgery, surgery before the Enlightenment, James Simpson and Chloroform, opposition to chloroform, aseptic vs antiseptic surgery, the ‘black period’ of surgery, Lister and carbolic acid, Jenner and Smallpox, inoculation, role of the government. Advise to print A4 for revision/A3 for detailed notes

Knowledge organiser to complement unit 3 of Edexcel’s Medicine Through Time, c1250-present GCSE course - Ideas about the cause of disease and illness and diagnosis. Covers continuation of ideas from the Renaissance, Louis Pasteur and Germ Theory, impact in Britain ft. Lister, Tyndall and Bastian, Robert Koch and vaccines, cholera in London with John Snow, and role of the government, factors affecting development and understanding Advise to print A4 for revision/A3 for detailed notes

KO to completement Edexcel’s GCSE course, the Reigns of Richard and John which covers Richard’s failure to capture Jerusalem. Recommend A4 print for revision and A3 for detailed notes.

Inspired by @KKNTeachLearn Designed to complement unit 1.1 of Edexcel’s GCSE Cold War course Students make a judgement about the tension level of the US-Soviet relationship at each key event and colour in the bar chart in one of two colours depending on whether they believe the US or the Soviet Union was to blame (or both colours for shared blame) to see how and why the tension levels increased and caused the Cold War

Complete set of my Cold War knowledge organisers which I designed to complement Edexcel’s GCSE Superpower Relations and the Cold War, 1941-91 course. There is a dual coding element: The moustache = Stalin because of his facial hair The dog = Churchill because of the car insurance adverts The lone star = Roosevelt because of the stars on the American flag The shooting star = Truman - same as Roosevelt but Truman’s is shooting because of the dropping of the Atom bomb The tie = Attlee - seemed appropriate The eye = Eisenhower - EYE-senhower The Hammer = Khrushchev - Hammer is symbol of Soviet Union and Khrushchev has an industrial background The piggy bank = JFK - reasoning is threefold; 1. JFK came from a wealthy family, 2. he presided over the ‘Bay of Pigs’ incident 3. the piggy bank has a hole in it The telephone = Nixon because of the phone tapping in the Watergate scandal The wallet = Ford because the USA suffered the worst economy since the depression under president Ford The U-turn = Carter because of his lenient position on the Soviet Union The heart with pulse line = Brezhnev because he dies of a heart attack The theatre masks = Reagan because of his hollywood background The trophy = Gorbachev because he won the Nobel Peace Prize The bush/shrub = George Bush because it’s a bush. The rest of the icons are purely illustrative

A tool to help with prioritising revision topics - compare every topic to the other and the spreadsheet will tell you which topics are your weakest and strongest, and therefore where revision should be prioritised. Instructions are on the spreadsheet. This model is for the AQA GCSE History unit on Norman England (specifically 2024) but can be easily adapted for other topics/subjects

A tool to help with prioritising revision topics - compare every topic to the other and the spreadsheet will tell you which topics are your weakest and strongest, and therefore where revision should be prioritised. Instructions are on the spreadsheet. This model is for the AQA GCSE History unit on America 1920-73: Opportunity and Inequality but can be easily adapted for other topics/subjects