This is a 69 page resource pack that contains practice exam questions, sources and interpretations for the Edexcel - Russia and the Soviet Union course, all broken down by key topic. Included within the pack are: Practice questions 59 practice questions for Q1 35 practice questions for Q2 49 practice questions for Q3a 12 practice questions for Q3b 12 practice questions for Q3c 12 practice questions for Q3d Sources 46 sources for key topic 1 41 sources for key topic 2 19 sources for key topic 3 17 sources for key topic 4 Interpretations 12 interpretations for key topic 1 4 interpretations for key topic 2 5 interpretations for key topic 3 5 interpretations for key topic 4 Where interpretations are authored by C. Kent, they have just been made up to enable a question to be asked. These interpretations have a letter assigned alongside a number, e.g. Interpretation 3A.

A lesson that looks at the development of the arms race within the Cold War. There are links to YouTube resources and many slides contain additional guidance in the ‘notes’ section of the slide. There is also an additional collection of sources with tasks as a supporting worksheet. This is designed for the Edexcel ‘Superpower Relations and the Cold War, 1941-91’ unit.

A self-contained presentation that goes through the main claimants to the English throne before 1066.

This bundle contains the bulk of the resources I used to provide my A-Level unit on Britain, 1625-1701 (Edexcel) last year. It contains a combination of PowerPoint presentations as well as worksheets. Although this represents a significant amount of time and effort, I am only pricing this at £10 as it comes with some caveats: These resources will not be sufficient for the full provision of the political and religious components of the A-Level course. Some lessons are built on the presumption that you have access to the core textbook. They provide direction on relevant pages and recommended tasks, however most lessons are not built on this and if you do not have access to the textbook then there will still be value in accessing the information in the bundle as well as the structure that the course was carried out in. There is some direction to external websites given in the notes. One task in the unit directs you towards Massolit, which is an incredible resource and I would highly recommend making use of it. The course will still require extensive time dedicated to understanding the course. Some slides direct discussion, but do not provide all of the information. Although I’d consider this level of knowledge expected to successfully run an A-Level course, I understand that it is a limitation of the resource that it is not comprehensive in and of itself. This bundle is intended as a resource to draw from. Some lessons you may feel comfortable running with without much amending. However, I’m only sharing this as it is a course I taught for one year and now will not be teaching again due to A-Level changes within the department, so I hope it is of some use in flushing out the courses for other teachers.

The fourth lesson in the audio-enabled, self teach enquiry on the Italian Renaissance. This lesson is not audio-enabled, however most remaining lessons in the unit are where audio-instructions are useful. This lesson focuses more on writing technique and the consolidation of the lessons so far in building towards the end assessment. Full information on the course can be found on the bundle resource page or the lesson one page. This is the last resource I will upload separately from the full bundle.

This is a substantial, eight lesson KS3 course looking at the causes of the Italian Renaissance. It was created with the intention of being able to provide directly to students so that they can then self-teach the course. Many slides come with audio-buttons that will trigger (if in presentation mode) to provide audio-instruction on what to do or what to know. Many lessons come with additional handouts and writing templates. The intended end product is an essay, where the question format is in line with a GCSE style question, to begin training students to understand how to access questions like that. Each lesson builds towards this end point, both in terms of content as well as analytical and written\ ability. The level of delivery for the unit was high-attaining Year 8, however there is enough content and complexity in the unit for it to be useful for Year 9 students as well.

The development of Germ Theory is complex and incorporates numerous factors that are integral to the Medicine Through Time unit at GCSE. This is a lesson that is built around a detailed game where students progress through the periods and (under tight timed conditions) utilise the information from the different cards to complete their table. It should be flagged that these lessons do not have to be used as a game and can just as easily be used as a simply comprehension and consolidation activity. The two word document sheets go with the first lesson, with lesson 2 then focusing on consolidating and adding a few remaining details to the topic. In completing these lessons, student knowledge should easily exceed the requirements of the course (though I make this claim without having any actual connection to the exam board!!!).

Part 3 of the audio-enabled, self-teach unit on the Italian Renaissance. Please refer to either part 1 or the overall enquiry bundle for full details.

This is a seven lesson unit that looks at the enquiry question ‘Why did William become king of England?’ Each lesson is provided through a PowerPoint, though some come with additional worksheets/resources. Each lesson is numbered for easy identification as to which resources fit with which lesson, and the overall recommended order to the course. The expected outcome of the unit is an assessed essay on the question ‘Why did William become king of England’, built around the following factors: The strength of the different claims The different strength of the nations William being prepared Harold being unprepared The specific events of the Battle of Hastings itself Luck Some slides come with additional notes to support understanding of the tasks or information on the slide. Alongside the content being imparted, these lessons also provide structured guidance on written technique.

Despite what the sample images suggest, the text does align and fit properly within the slides. I’m unsure why the sample images are showing this incorrectly. Three lessons are provided that start a new enquiry looking at crime and punishment over time, as well as providing the first two lessons of the unit for the Roman period. One additional worksheet is also provided to be used alongside the second lesson. Additional guidance is given in the notes to provide teachers with the necessary talking points. It is recommended that these are read through before delivering the lessons, as the lessons are quite teacher-led. Further resources for the enquiry will cover: The medieval period The Renaissance period The Victorian period These lessons build towards an eventual assessment question: ‘How did crime and punishment change over time?’

The third section of the Crime and Punishment unit. As mentioned in prior uploads, the text looks odd in some of the sample images for the resources - this is not the case within the actual resources once downloaded. If you do have any issues, please let me know. Included are two PowerPoint lessons that take students through the Renaissance period for Crime and Punishment. It is strongly encouraged to read the notes of the slides before presenting the lesson, to get a view of the content and the focus of each task. The final slide of each lesson has a large white box. In my lessons, I used this to type up sentence starters and some sentences based upon student input. If you are not comfortable with using PowerPoint to do this in lesson, I would encourage populating this information before the lesson.

Two lessons are provided on crime and punishment in the medieval period. Each lesson comes with a suitable word resource to provide additional content and structure learning. This is a continuation of the Crime & Punishment unit. The previous lessons (introduction & the Roman period) are already uploaded. For stretch and challenge: encourage students to develop their understanding of change and continuity through branching the medieval period into the Anglo-Saxon and Norman periods.

Part 2 of the audio-enabled, self-teach unit on the Italian Renaissance. Please refer to either part 1 or the overall enquiry bundle for full details.

The first lesson in my audio-enabled enquiry on the causes of the Italian Renaissance. Full information can be found in the larger bundle for the wider enquiry. This lesson is provided independently in case the price of the overall bundle is prohibitive.

A presentation-based lesson on censorship and Socialist Realism within Soviet Russia, designed to fall in line with the Edexcel exam specification for GCSE.

This is a short lesson on the Soviet Constitution of 1936, including a presentation as well as a worksheet. The presentation is primarily based around the worksheet and would require contextual knowledge on the part of the teacher.

A lesson looking at the challenges faced by Hitler once he had come to power. The lesson includes a card sort and diamond nine activity, with additional development to support the building of a judgement.

A lesson giving an overview of Hitler’s approach to dealing with the economy. This would either be appropriate for a KS3 lesson where you are covering the different components to Hitler’s leadership, or for an introductory lesson to a GCSE course.

In delivering this lesson, I needed to carry some content over into the subsequent lesson. As such, I have provided both presentation documents so that you may draw as you’d like from each in building out/delivering your own lesson. These lessons look at the Purges and the Secret Police, including an information sheet for students to read.

A lesson looking at the chronology of the rise of Stalin. Some teacher knowledge will be required to talk around the points within the presentation.