This lesson looks at the Nazi views on women and the family. This is the first lesson in Unit 4 (Life in Nazi Germany 1933-39) Students begin the lesson by studying the key vocab for the unit. A quick recap from the role of women during the Weimar republic before students analyses and assess the changes that took place between 1933-39. Once they have identified and explained the 3 key changes they have to complete a Blind Date task. In this activity students have to study the responses from 3 women to determine who would be most suitable for a German man in the years 1933-39. The final task is cretcreating ing a lonely hearts advert for the perfect Nazi woman. As always there are clear instructions, differentiated worksheets, a range of activities that cover the required knowledge for this aspect of the specification

The second lesson for Unit 1.1 (The situation on Elizabeth’s accession). This lesson looks at what was England like when Elizabeth came to the throne in 1558. Students organise features of England into given categories before completing analysis of the country and using the knowledge to complete a describe tow features of question. They finish by producing a comparison between England in 1558 and today.

The third lesson from the Edexcel Superpower relations and the Cold War GCSE course. Students continue to set the tone for the origins of the Cold war as they learn about the key differences between capitalism and communism through a debate. They then plot the key countries that followed each system on a world map before recapping their knowledge in a plenary. As always there are clear instructions and high-quality resources.

A lesson which introduces students to the types of crimes and punishments in Anglo Saxon Britain. Fully resourced with five worksheets, (inc. self-assessment document, source activities, Saxon society worksheets. There is a four mark exam question included in the presentation which can be used as evidence that the lesson outcomes have been met. Terms of Use: Purchase of this item entitles the purchaser the right to reproduce the pages for personal and classroom use only. Duplication for other classes, an entire school or for commercial use is strictly prohibited without written permission from the author. Minor editing is allowed but only for personal use. The document remains under copyright even when edited. Pasting this item in whole or part on the Internet in any form is strictly prohibited and a violation of the Digital Millennium Copyright Act (DMCA). Copyright 2017

Marking code stickers that I use for all my classes. This speeds up marking and encourages feedback. Stick the codes key in student's book/ classroom wall. Print out and stick! Simples! Printer sticker paper can be purchased online (avery standard 5160).Images are taken from Microsoft Office Clip-Art collections.

Students work through the impacts of the Berlin Wall to determine in the Wall increased or decreased Cold War tensions. After categorising the impacts they allocate score to make a pie chart before completing an exam style question. Student support and a step by step instructions included.

Students learn about the Nazi Police State through a student-led game. Students are introduced to a character living in the Nazi Police State. They have to remain in character during the game. There are various challenges to complete depending on who they are, for example if they are in the Gestpo they will need to identify enemies of the state. As students play the game they become to understand that no one is safe. Once they game has ended there are some written tasks to complete leading into an exam question (tips, instructions and literacy support included). As always there are clear instructions and differentiated resources. Enjoy :)

Students work through a range of activities to assess the different methods used by the Nazis to reduce unemployment. They then examine changes in living standards by reading about different characters in Nazi Germany before determining whose living standards did increase/ decrease and why. An exam question follows the task. Fully resourced, clear instructions and the required spec knowledge is covered.

This lesson looks at the key problems Elizabeth faced when she became Queen in 1558. There are some recap activities from the previous lesson which look at the structure of society and government and a 4 mark describe question. The main activity requires students to work through a card sort activity whereby the prioritise the evidence, organise it based on significance and follow it up with a 4 mark exam question and an activity whereby offer Elizabeth advice before attempting a 12 mark question. Exam support included.

A lesson which introduces students to the types of crimes and punishments in Anglo Saxon Britain. Fully resourced with five worksheets, (inc. self-assessment document, source activities, Saxon society worksheets. There is a four mark exam question included in the presentation which can be used as evidence that the lesson outcomes have been met. Terms of Use: Purchase of this item entitles the purchaser the right to reproduce the pages for personal and classroom use only. Duplication for other classes, an entire school or for commercial use is strictly prohibited without written permission from the author. Minor editing is allowed but only for personal use. The document remains under copyright even when edited. Pasting this item in whole or part on the Internet in any form is strictly prohibited and a violation of the Digital Millennium Copyright Act (DMCA). Copyright 2017

This lessons looks at the reasons for the refugee crisis, the Soviets response and how the events between 1958-61 affected superpower relations. Students learn about living standards in Germany before working out where various people lived based on their knowledge. This activity is reinforced by some open ended questioning to challenge the more able. Students then study the key events in the years and plot these on a tension graph. They annotate their decisions. They end the lesson by completing an 8 mark narrative question (support included for less able as well as a student friendly mark scheme). As always there are clear instructions and high-quality resources.

This lesson teaches the skills required for the Narrative Question, paper 2. Students begin by looking at the mark scheme. In pairs they create a list of 3 top exam tips. They are then introduced to two Question 2 style exam questions. They work their way through a series of differentiated steps before writing up a response to one of the questions (the other can be set as a homework or as a starter for the next lesson). There are some sample responses that the students can mark and comment on (editable so that you can change depending on your groups ability range). Once they have done this there is opportunity for them to develop their answer before a bit of peer assessment. The lesson concludes with the students refining their exam tips set out in the starter activity. A structure strip and worksheet included. for the structure strip, I make the double-sided (cut out the literacy support and stick it to the back of the strip). I hope people find this lesson useful.

An introduction to the Early Elizabethan England Edexcel Unit. This lesson looks at the key events during Elizabeth's childhood and how they might have influenced her character. The lesson also looks at the key problems/ challenges that existed at the time. Student create a timeline, select key events and determine how they might have influenced Elizabeth. There are source based activities/ worksheet tasks. The lesson concludes with the students writing an introductory chapter for a Ladybird book about Elizabeth's childhood (literacy support provided).

A lesson that recaps on the reasons why Phillip II wanted to invade England and leads into the Armada. Students assess track the route, complete a mapping activity, analyse the evidence, make decisions and assess the significance of the defeat of the Armada. A double lesson is suggested for this enquiry.

Students create a graph to show how attitudes and the treatment of the poor changed in the period. They then link these changes to key events in the period, such as the Spanish Fury and poor harvests. They use their completed graph complete tasks and an exam question. Step by step instructions and differentiated resources included.

A lesson that looks at the increase in vagabondage and the factors that led to its increase and why witchcraft became a serious crime . Students need to identify factors and priorities evidence to make a judgement before answering a 12 mark how far question .All resources included, such as card sort and diamond 9 activity and a worksheet task with activities. The video clips for slide 5 are located under the slide (click to open).

Students study the key events 1585-88 through a series of student-led tasks and activities before completing a 4 mark exam style question. As always step by step instruction and differentiated resources included.

Students learn about the main causes for the increase in poverty and vagabondage during the period. A range of student led activities which enable them to reach a judgment before completing a 12 mark explain question. As always there are clear instructions, high-quality worksheets, differentiated tasks, information sheets and exam tips and literacy support.

Students examine the causes, events and outcomes of this significant revolt. Pupils have to correctly sequence event cards, identify causes and outcomes which they priorities before creating an annotated comic book and using their completed work to respond to an open-ended enquiry question. The lesson concludes with a 16 mark exam question which focuses on the causes of the revolt. Differentiated resources included as well as clear instructions.

Students learn about the Nazi Police State through a student-led game. Students are introduced to a character living in the Nazi Police State. They have to remain in character during the game. There are various challenges to complete depending on who they are, for example if they are in the Gestpo they will need to identify enemies of the state. As students play the game they become to understand that no one is safe. As always there are clear instructions and differentiated resources.