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Teacher of 28 years, History AST, HoD and Hums. HoF. Please visit my website to see my current curriculum provision www.historynetwork.co.uk
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Teacher of 28 years, History AST, HoD and Hums. HoF. Please visit my website to see my current curriculum provision www.historynetwork.co.uk
History
Cold War (TV Series) Ep.23 - The Wall Comes Down - Supporting Worksheet
Cold War (TV Series) Ep.23 - The Wall Comes Down - Supporting Worksheet for the BBC / CNN co-production, narrated by Kenneth Brannagh - Written as a extension and enrichment task for GCSE, it would also be appropriate for A Level studies.
It is written in Publisher formatted for A3 printing, but can be amended and saved as a PDF for A4 printing
Gorbachev makes clear Eastern European countries were free to determine their own destinies. In Poland Solidarity enters into negotiations with the Government, and would end up winning a landslide election. In Hungary the Government chooses to symbolically re-inter Imre Nagy, and open its frontier with Austria, which is then crossed by increasing numbers of holidaying East Germans. Erich Honecker refuses to implement reforms, despite subtle pressure from Gorbachev and growing protests across East Germany. The bloody end to dissent in China is never far from the minds of protesters. Just as protests reach a peak, Soviet forces in East Germany are stood down, and Honecker is replaced by an unimpressive Egon Krenz. As a concession travel restrictions are lifted but the new regulations are miscommunicated, and the Berlin Wall is suddenly and irrevocably breached by masses of East Germans. In the momentum, the fate of communism in East Germany is sealed. Interviewees include Mikhail Gorbachev, Miklós Németh, Egon Krenz and George H. W. Bush. The pre-credits scene includes Gorbachev explaining that by 1989, force alone could not secure the world.
9-1 Edexcel History Learning / Topic Placemat - The British sector of the Western Front, 1914–18
9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 4 - Twentieth Century to present day
These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’.
The new design learning placemats support both teachers and students in addressing the:
a) dramatic increase in the curriculum content needed for the different units
b) support the need for increased literacy demands
c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles
The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit).
Every placemat across the GCSE range is designed to encourage greater understanding of:
1. Historical Context - through timelines, picture prompts and key words
2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions.
3. Better Literacy – through selected ‘language for learning’ vocab box.
4. Memory prompts to support revision – through the use of carefully selected images.
5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection.
6. A confidence thermometer is also included as a prompt to identify student confidence in the topic.
The reverse side contains guidance on EXAM TECHNIQUE through:
1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available
2. Examiners levelled mark schemes
3. Support writing frames with generic sentence starters
Boom & Bust - UC Berkley - The Roaring Twenties and The Scope Monkey Trial - Supporting Worksheet
Worksheet to support the UC Berkley Lecture: The Roaring Twenties and The Scope Monkey Trial, part of the History 7b Spring 2006 UC Berkeley (History 7B US History: from Civil War to Present)by Jennifer Burns.
The sheet covers part of Lecture 19 - The Roaring Twenties and The Scope Monkey Trial (8 min 46 sec – 13 min 54 sec) which can be accessed through:
https://archive.org/details/History_7b_Spring_2006_UC_Berkeley/History_7b_Spring_2006_UC_Berkeley_Lecture_22_The_Roaring_20_s_and_The_Scopes_Trial_14714.mp3
The sheet also contains the lyrics to Cole Porter's 'Anything Goes' to have students analyse the rapid changes to Us society in the 1920's
BBC History File—Soviet Communism and The Cold War Ep5. Stalin and the Bomb
Worksheet to support the teaching of: BBC History File—Soviet Communism and The Cold War Ep5. Stalin and the Bomb.
BBC Twentieth Century History File - Ep2. Boom & Bust
Worksheet to support the BBC Historyfile - Boom & Bust documentary.
The film covers the inter war years of the USA and studies the contributing factors that caused the Boom and subsequent Bust.
The worksheet contains. a variety of data collection activities as well as lower and higher order questions.
The sheet was designed for both classroom work as well as a flipped activity to be undertaken outside the classroom to encourage independent learning and research.
Bundle
9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course
9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course
The full range of placemats for the Medicine Through Time course include:
Topic 1: Medieval Medicine
Topic 2: Renaissance Medicine
Topic 3 1750-1900
Topic 4: Twentieth Century onwards
(The reverse side of the placemat remains the same throughout this study unit).
These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’.
The new design learning placemats support both teachers and students in addressing the:
a) dramatic increase in the curriculum content needed for the different units
b) support the need for increased literacy demands
c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles
The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit).
Every placemat across the GCSE range is designed to encourage greater understanding of:
1. Historical Context - through timelines, picture prompts and key words
2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions.
3. Better Literacy – through selected ‘language for learning’ vocab box.
4. Memory prompts to support revision – through the use of carefully selected images.
5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection.
6. A confidence thermometer is also included as a prompt to identify student confidence in the topic.
The reverse side contains guidance on EXAM TECHNIQUE through:
1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available
2. Examiners levelled mark schemes
3. Support writing frames with generic sentence starters
Bundle
9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany
9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany
The full range of placemats for the Germany course include:
Topic 1: Weimar Germany 1918-29
Topic 2: The Rise of Hitler and the Nazis
Topic 3 Co-ordination and Control
Topic 4: Life in Nazi Germany
(The reverse side of the placemat remains the same throughout this study unit).
These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’.
The new design learning placemats support both teachers and students in addressing the:
a) dramatic increase in the curriculum content needed for the different units
b) support the need for increased literacy demands
c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles
The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit).
Every placemat across the GCSE range is designed to encourage greater understanding of:
1. Historical Context - through timelines, picture prompts and key words
2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions.
3. Better Literacy – through selected ‘language for learning’ vocab box.
4. Memory prompts to support revision – through the use of carefully selected images.
5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection.
6. A confidence thermometer is also included as a prompt to identify student confidence in the topic.
The reverse side contains guidance on EXAM TECHNIQUE through:
1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available
2. Examiners levelled mark schemes
3. Support writing frames with generic sentence starters
9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 4
9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 4 - Twentieth Century to present day
These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’.
The new design learning placemats support both teachers and students in addressing the:
a) dramatic increase in the curriculum content needed for the different units
b) support the need for increased literacy demands
c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles
The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit).
Every placemat across the GCSE range is designed to encourage greater understanding of:
1. Historical Context - through timelines, picture prompts and key words
2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions.
3. Better Literacy – through selected ‘language for learning’ vocab box.
4. Memory prompts to support revision – through the use of carefully selected images.
5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection.
6. A confidence thermometer is also included as a prompt to identify student confidence in the topic.
The reverse side contains guidance on EXAM TECHNIQUE through:
1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available
2. Examiners levelled mark schemes
3. Support writing frames with generic sentence starters
9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 3
9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 3 - 1750-1900
These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’.
The new design learning placemats support both teachers and students in addressing the:
a) dramatic increase in the curriculum content needed for the different units
b) support the need for increased literacy demands
c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles
The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit).
Every placemat across the GCSE range is designed to encourage greater understanding of:
1. Historical Context - through timelines, picture prompts and key words
2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions.
3. Better Literacy – through selected ‘language for learning’ vocab box.
4. Memory prompts to support revision – through the use of carefully selected images.
5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection.
6. A confidence thermometer is also included as a prompt to identify student confidence in the topic.
The reverse side contains guidance on EXAM TECHNIQUE through:
1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available
2. Examiners levelled mark schemes
3. Support writing frames with generic sentence starters
9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 2
9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 2 - Renaissance Medicine
These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’.
The new design learning placemats support both teachers and students in addressing the:
a) dramatic increase in the curriculum content needed for the different units
b) support the need for increased literacy demands
c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles
The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit).
Every placemat across the GCSE range is designed to encourage greater understanding of:
1. Historical Context - through timelines, picture prompts and key words
2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions.
3. Better Literacy – through selected ‘language for learning’ vocab box.
4. Memory prompts to support revision – through the use of carefully selected images.
5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection.
6. A confidence thermometer is also included as a prompt to identify student confidence in the topic.
The reverse side contains guidance on EXAM TECHNIQUE through:
1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available
2. Examiners levelled mark schemes
3. Support writing frames with generic sentence starters
9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 1
9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 1 - Medieval Medicine
These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’.
The new design learning placemats support both teachers and students in addressing the:
a) dramatic increase in the curriculum content needed for the different units
b) support the need for increased literacy demands
c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles
The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit).
Every placemat across the GCSE range is designed to encourage greater understanding of:
1. Historical Context - through timelines, picture prompts and key words
2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions.
3. Better Literacy – through selected ‘language for learning’ vocab box.
4. Memory prompts to support revision – through the use of carefully selected images.
5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection.
6. A confidence thermometer is also included as a prompt to identify student confidence in the topic.
The reverse side contains guidance on EXAM TECHNIQUE through:
1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available
2. Examiners levelled mark schemes
3. Support writing frames with generic sentence starters
9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany - Topic 4
9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany - Topic 4: Life in Nazi Germany
These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’.
The new design learning placemats support both teachers and students in addressing the:
a) dramatic increase in the curriculum content needed for the different units
b) support the need for increased literacy demands
c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles
The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit).
Every placemat across the GCSE range is designed to encourage greater understanding of:
1. Historical Context - through timelines, picture prompts and key words
2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions.
3. Better Literacy – through selected ‘language for learning’ vocab box.
4. Memory prompts to support revision – through the use of carefully selected images.
5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection.
6. A confidence thermometer is also included as a prompt to identify student confidence in the topic.
The reverse side contains guidance on EXAM TECHNIQUE through:
1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available
2. Examiners levelled mark schemes
3. Support writing frames with generic sentence starters
9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany - Topic 3
9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany - Topic 3 - Co-ordination and Control
These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’.
The new design learning placemats support both teachers and students in addressing the:
a) dramatic increase in the curriculum content needed for the different units
b) support the need for increased literacy demands
c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles
The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit).
Every placemat across the GCSE range is designed to encourage greater understanding of:
1. Historical Context - through timelines, picture prompts and key words
2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions.
3. Better Literacy – through selected ‘language for learning’ vocab box.
4. Memory prompts to support revision – through the use of carefully selected images.
5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection.
6. A confidence thermometer is also included as a prompt to identify student confidence in the topic.
The reverse side contains guidance on EXAM TECHNIQUE through:
1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available
2. Examiners levelled mark schemes
3. Support writing frames with generic sentence starters
9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany - Topic 2
9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany - Topic 2: The Rise of Hitler and the Nazis
These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’.
The new design learning placemats support both teachers and students in addressing the:
a) dramatic increase in the curriculum content needed for the different units
b) support the need for increased literacy demands
c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles
The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit).
Every placemat across the GCSE range is designed to encourage greater understanding of:
1. Historical Context - through timelines, picture prompts and key words
2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions.
3. Better Literacy – through selected ‘language for learning’ vocab box.
4. Memory prompts to support revision – through the use of carefully selected images.
5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection.
6. A confidence thermometer is also included as a prompt to identify student confidence in the topic.
The reverse side contains guidance on EXAM TECHNIQUE through:
1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available
2. Examiners levelled mark schemes
3. Support writing frames with generic sentence starters
9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany - Topic 1
9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany - Topic 1 -Weimar Germany 1918-29
These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’.
The new design learning placemats support both teachers and students in addressing the:
a) dramatic increase in the curriculum content needed for the different units
b) support the need for increased literacy demands
c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles
The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit).
Every placemat across the GCSE range is designed to encourage greater understanding of:
1. Historical Context - through timelines, picture prompts and key words
2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions.
3. Better Literacy – through selected ‘language for learning’ vocab box.
4. Memory prompts to support revision – through the use of carefully selected images.
5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection.
6. A confidence thermometer is also included as a prompt to identify student confidence in the topic.
The reverse side contains guidance on EXAM TECHNIQUE through:
1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available
2. Examiners levelled mark schemes
3. Support writing frames with generic sentence starters
9-1 Edexcel History Learning/Topic Placemats for Superpower Relations and The Cold War - Topic 3
9-1 Edexcel History Learning/Topic Placemats for Superpower Relations and The Cold War - Topic 3 - The End of the Cold War 1980-91
These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’.
The new design learning placemats support both teachers and students in addressing the:
a) dramatic increase in the curriculum content needed for the different units
b) support the need for increased literacy demands
c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles
The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit).
Every placemat across the GCSE range is designed to encourage greater understanding of:
1. Historical Context - through timelines, picture prompts and key words
2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions.
3. Better Literacy – through selected ‘language for learning’ vocab box.
4. Memory prompts to support revision – through the use of carefully selected images.
5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection.
6. A confidence thermometer is also included as a prompt to identify student confidence in the topic.
The reverse side contains guidance on EXAM TECHNIQUE through:
1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available
2. Examiners levelled mark schemes
3. Support writing frames with generic sentence starters
9-1 Edexcel History Learning/Topic Placemats for Superpower Relations and The Cold War - Topic 2
9-1 Edexcel History Learning/Topic Placemats for Superpower Relations and The Cold War - Topic 2 Increasing Tensions between East and West 1958-70
These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’.
The new design learning placemats support both teachers and students in addressing the:
a) dramatic increase in the curriculum content needed for the different units
b) support the need for increased literacy demands
c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles
The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit).
Every placemat across the GCSE range is designed to encourage greater understanding of:
1. Historical Context - through timelines, picture prompts and key words
2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions.
3. Better Literacy – through selected ���language for learning’ vocab box.
4. Memory prompts to support revision – through the use of carefully selected images.
5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection.
6. A confidence thermometer is also included as a prompt to identify student confidence in the topic.
The reverse side contains guidance on EXAM TECHNIQUE through:
1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available
2. Examiners levelled mark schemes
3. Support writing frames with generic sentence starte
9-1 Edexcel History Learning/Topic Placemats for Superpower Relations and The Cold War - Topic 1
9-1 Edexcel History Learning/Topic Placemats for Superpower Relations and The Cold War - Topic 1 -Origins of the Cold War 1945-58
These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’.
The new design learning placemats support both teachers and students in addressing the:
a) dramatic increase in the curriculum content needed for the different units
b) support the need for increased literacy demands
c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles
The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit).
Every placemat across the GCSE range is designed to encourage greater understanding of:
1. Historical Context - through timelines, picture prompts and key words
2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions.
3. Better Literacy – through selected ‘language for learning’ vocab box.
4. Memory prompts to support revision – through the use of carefully selected images.
5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection.
6. A confidence thermometer is also included as a prompt to identify student confidence in the topic.
The reverse side contains guidance on EXAM TECHNIQUE through:
1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available
2. Examiners levelled mark schemes
3. Support writing frames with generic sentence starter
Gaining & Losing an Empire - The Opium Wars
Worksheet written to support the Extra History You Tube channel video on the Oipum War Pt 1:
https://www.youtube.com/watch?v=fgQahGsYokU
The Publisher doc is formatted for A3, but can be amended and saved as a PDF for A4 publishing
The Rise and Fall of British Naval Mastery' Paul Kennedy - Chapter 5 - The struggle renewed
Written to support the Edexcel A Level: Gaining and Losing an Empire 1763-1914 this worksheet is written as part of a reading and extension programme to expand students understanding and independence a learners. The worksheet takes students through the chapter using a variety of tasks and activities to develop and deepen their understanding.
‘The Rise and Fall of British Naval Mastery’ Paul Kennedy - Chapter 5 - The Struggle against France Renewed’