Tailored to A Level, this revision notes booklet covers the following topics examining British Foreign & Imperial Policy: Foreign Policy (1945-64) Decolonisation (post-1945) Britain and Europe (1945-1973) Thatcher’s Premiership Part 1: Crises Thatcher’s Premiership Part 2: US/EEC Britain and Nuclear Weapons (1945-90) Britain’s International Power and Influence Across 1945-90 Historiography (a range of historian’s quotes relating to the topic which can be memorised and incorporated into the exam’s essay questions)

Tailored to A Level but adaptable for GCSE, this revision notes booklet covers the following topics examining democracy and dictatorship in Germany: Nazi Regime (1933-45) Nazi Society (1933-45) Eastern Zone (1945-1963) Western Zone (1945-63)

A knowledge book covering a KS3 unit on 1066 and castles, including information, enquiry questions, both of which can be integrated into lessons.

Lesson pitched at KS3 students about the rise of the BLM movement and why it is relevant in the UK, looking at the cases of Stephen Lawrence and Mark Duggan. Lesson is fully differentiated: orange = low ability, green = middle ability, purple = high ability.

KS3 lesson looking at why the Normans built castles after the conquest of England, and then how they developed from motte and bailey castles to stone castles. Lesson is fully scaffolded with orange (low ability), green (middle ability) and purple (high ability) tasks, and includes assessment for learning tasks to show progress.

KS3 lesson looking at the different methods of attacking and defending castles, before moving onto look at the case study of the siege of Rochester Castle and seeing the methods in practice. Lesson is fully scaffolded and differentiated with orange (low ability), green (middle ability) and purple (high ability) tasks, and includes assessment for learning tasks to show progress.

Lesson aimed at providing contextual knowledge for students about to undertake the ‘Medicine Through Time’ GCSE specification. Content: medicine in Ancient Greece covering what happened in an Asclepion, who was Hippocrates and what were the Four Humours. Lesson is fully scaffolded (orange, green, purple tasks) and includes exam skill practice (a ‘describe two features’ question and a PEAL paragraph for homework).

Lesson aimed at providing contextual knowledge for students about to undertake the ‘Medicine Through Time’ GCSE specification. Content: medicine in Ancient Rome covering surgery and surgical equipment, who was Galen and what were improvements to medicine did he make. Lesson is fully scaffolded (orange, green, purple tasks) and includes exam skill practice (a ‘source usefulness’ question).

Lesson aimed at providing contextual knowledge for students about to undertake the ‘Medicine Through Time’ GCSE specification. Content: medicine in Ancient Rome covering what the Romans did to improve public health including the construction of aqueducts and public baths. Lesson is fully scaffolded (orange, green, purple tasks) and includes exam skill practice (a ‘explain a similarity’ question comparing Roman public health to our system in the modern day).

Lesson aimed at providing contextual knowledge for students about to undertake the ‘Medicine Through Time’ GCSE specification. Content: the collapse of the Roman Empire leading to the ‘Dark Ages’, including the destruction of the public health system; a case study on York from Roman Britain to 1066 and whether medicine improved or declined through the centuries. Lesson is fully scaffolded (orange, green, purple tasks) and includes historical skill practice (change and continuity through the eras).

Standalone lesson centred around Field Marshall Douglas Haig’s involvement in the Battle of the Somme, pitched at KS3 students to develop their inquiry and judgement skills, they will ultimately answer the question: was Haig the ‘Butcher of the Somme’? Lesson is fully differentiated: orange slides for low ability, green slides for middle ability and purple slides for high ability,

KS3 lesson looking at Edward the Confessor’s death and the scramble for the English throne afterwards, looking at the claims of Harold Godwinson, Harald Hardrada and William of Normandy. Lesson is fully scaffolded with orange (low ability), green (middle ability) and purple (high ability) tasks, and includes assessment for learning tasks to show progress such as playing ‘Guess Who?’ and coming to a judgement about who has the better claim.

KS3 assessment lesson on the Battle of Hastings and a second lesson on William’s introduction of the feudal system to England. Assessment asks students to explain why William won the Battle of Hastings using the PEAL structure. Lesson is fully scaffolded with orange (low ability), green (middle ability) and purple (high ability) tasks.

KS3 lesson looking at the armies of the 3 contenders to the throne in 1066 by students making and playing their own Top Trumps. Second part of the lesson examines the key events of the Battle of Hastings with students making a storyboard. Lesson is fully differentiated with orange (low ability), green (middle ability) and purple (high ability) tasks, and includes assessment for learning tasks to show progress.

KS3 lesson looking at the reasons for William’s victory at the Battle of Hastings - including his strengths and Harold Godwinson’s weaknesses. Lesson is fully differentiated with orange (low ability), green (middle ability) and purple (high ability) tasks, and includes a judgement task as well as revision on the 1066 topic so far.

KS3 lesson looking at rebellions against William the Conqueror, including the ‘Harrying of the North’, as well as the Hereford Rebellion and others. Lesson is fully scaffolded and differentiated with orange (low ability), green (middle ability) and purple (high ability) tasks, and includes assessment for learning tasks to show progress such as playing ‘Guess Who?’.

Scheme of work for a KS3 unit on 1066 and castles. Includes lesson titles, objectives, task ideas, assessments and resources to use, as well as homework.

Made for the annual Culture Day, students are introduced to nuclear weapons (where they originate from, which states have them), before looking at the ‘why?’. Students engage in a fun marketplace/carousel task, looking at 5 case studies to try and understand how a country’s culture/heritage impacts its decision to manufacture and keep weapons of mass destruction.

This item includes a Black History Month assembly and follow-up materials for tutor-time/PSHE (or can be incorporated into the assembly itself) which aims to ‘flip the thinking’ around BHM and make students think about it in a way that they can relate to other areas and themselves. For example, the assembly plays the famous Morgan Freeman interview in which he says he “doesn’t want a BHM”, before students are invited to display whether or not they agree with Morgan’s comments (it is made clear that Freeman’s comments are not discriminatory; he is coming at it from an inclusive angle). The assembly goes onto ask who would say the same of Remembrance Month, before also showing how BHM can relate to Remembrance, Pride, mental health, among other areas, and asking who has changed their mind at the end. PLEASE REFER TO THE ‘NOTES’ SECTION OF THE PPT FOR HELP/CLARIFICATION/SCRIPT IDEAS.