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The Weimar Constitution (Weimar and Nazi Germany (Edexcel 9-1))
This lesson is part of a unit of work that explores Paper Three, Weimar and Nazi Germany.
Pupils will:
Identify the meaning of the word constitution (using a Freya Model grid)
Describe what the constitution consisted of (see capture, paired task - version of worksheet as a gap fill for lower ability students)
Explain the advantages and disadvantages of the constitution - includes AFL on slide
Develop use of judgement: includes WABOLL, structure strip for LA and differentiated task.
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Treaty of Versailles (Weimar and Nazi Germany: Edexcel 9-1)
Students will:
Identify the terms of the treaty of versaille watching a video and completing a worksheet
Describe whether the terms were fair - guided think pair share activity
Explain how to answer question 3d through use of examiners mark schemes
criticise a model answer to demonstrate what their own work should include
attempt a PEEL paragraph of their own using an interpretation.
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Police State (Weimar and Nazi Germany: Edexcel 9-1)
WALT: Explain how the creation of a police state changed things in Germany.
Identify the features of a police state.
Describe how one aspect of the police state worked.
Explain the role played by the Gestapo in keeping control.
Evaluate Hitler and the Nazi Party’s use of the police state.
starter: key words activity
Task one: infer two things from a source, including full mark answer so that pupils can self assess and improve their work.
task two: video activity demonstrating how the police state functions
task three: as seen on cover photo, pupils describe the key branches of the police state and explain how it helped Hitler keep control of Germany.
task four: pupils examine four sources and apply criteria to explain which they feel is most useful for the enquiry (skills building).
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REVISON 1066 with 'Question Pong' game and exam skills (Edexcel 9-1: Anglo-Saxon and Norman England)
WALT: Revise the events of 1066 and apply to an exam question.
WILF 1: Identify events of each battle.
WILF 2: Explain why William won the Battle of Hastings
WILF 3: Evaluate how far you agree with a statement to come to a clear judgement.
As with all of my revision lessons this lesson is accompanied by a single A3 sheet so that pupils do not require exercise books.
task one: identify key events of each battle by labelling key features
task two: question poing - 15 questions covering claim to the throne, Gate Fulford, Stamford Bridge and Hastings
Task three: scales task planning 16 mark question
task four: How far do you agree question with focus on integrated judgement (pictured)
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REVISION GAME Question Pong 1066 (Edexcel 9-1: Anglo Saxon and Norman England)
Based on the game 'Beer Pong’
Rules:The class will be split into two teams.
Each team will take turns answering questions to get a chance to throw the ball into the other sides cups.
If you get the question wrong, the other team gets to throw the ball at your cups.
The winning team is the first to clear all of their opponents cups. (and will receive haribo/chocolate)
the resource includes questions that fly on and off screen - the answers to the questions are in the notes sections.
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WW1 knowledge and how useful intervention (Edexcel 9-1: WW1 medicine)
WALT: Revise key aspects of WW1 and evaluate the utility of sources.
Identify the chronology of WW1 battles.
Describe the chain of evacuation.
Explain how useful a source is.
Evaluate source utility including content and provenance, use and limitations.
Starter: Put battles into chronological order - AFL slide with key features of each battle
Task one: Create a paper chain of the chain of evacuation, include the key features of each chain - AFL slide with answers
Task two: How useful question - guided annotation of sources, exemplar answer for source A and then complete source B independently
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Individuals significance/judgement and analysis (Medicine Through Time: Edexcel 9-1)
WALT: Revise the value of contributions made to medicine by individuals.
WILF 1: Identify individuals that contributed to medicine
WILF 2: Describe what each person did
WILF 3 : Explain how important each discovery/development was to the history of medicine.
WILF 4: Evaluate who made the biggest contribution to medicine and compare their contribution to another individual
Starter: pupils name as many individuals as they can and what they did
Support: code breaker with five individuals encoded
Task one: pupils name the individuals in the yellow box and two features of their work - i give students a different coloured post it note to add any others they think deserve to be in the top five and why as an extension. (as an extra task they can order them from ost to least important, then in chronological order)
task two: students create the histograms shown in the cover image - aim is to allow them to analyse individuals without too much writing
task three how far do you agree question
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REVISION STARTER ACTIVITIES: Entire unit quizzes Medicine Through Time, Edexcel
These quizzes have been designed as 5, 4, 3, 2, 1 tasks to drop into other lessons.
The idea is to use them as a way to interleave prior knowledge into current topics and ensure that knowledge is returned to frequently to develop knowledge retention.
The 5, 4, 3, 2, 1 structure gives students instant formative assessment in which they can then choose a topic to ‘pledge’ to revise that week as part of their homework. Every quiz has a green pen slide with answers to go through with students to support the teacher.
Students find these tasks very fun and engaging and can see where their strengths and weaknesses across a topic lie.
I have designed the task to revise important concepts briefly at least once by the time they have completed all of the starter activities. The activities could also be used as a building block to help students identify what they will be doing for the rest of the lesson (to be used closer to exams when completing revision tasks).
![ellie_ryl](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/6851963/small.jpg)
REVISION STARTER ACTIVITIES: Entire unit quizzes American West, Edexcel
These quizzes have been designed as 5, 4, 3, 2, 1 tasks to drop into other lessons.
The idea is to use them as a way to interleave prior knowledge into current topics and ensure that knowledge is returned to frequently to develop knowledge retention.
The 5, 4, 3, 2, 1 structure gives students instant formative assessment in which they can then choose a topic to ‘pledge’ to revise that week as part of their homework. Every quiz has a green pen slide with answers to go through with students to support the teacher.
Students find these tasks very fun and engaging and can see where their strengths and weaknesses across a topic lie.
I have designed the task to revise important concepts briefly at least once by the time they have completed all of the starter activities. The activities could also be used as a building block to help students identify what they will be doing for the rest of the lesson (to be used closer to exams when completing revision tasks).
![ellie_ryl](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/6851963/small.jpg)
Overview of the American West - Introduction lesson (Edexcel 9-1: The American West)
This lesson is designed as an introductory lesson for GCSE students to the American West topic (Edexcel 9-1). It focuses on the founding of the 13 colonies and the geography of the American West. it includes two videos that provide context for students and a skills builder section focusing on developing a very basic narrative account structure as for some students this may be their first introduction to this question type.
WALT: Explore the arrival of Europeans in America.
Identify what life was like in the first settlements.
describe the geography of the United States in the 1800s.
Create a narrative account describing the growth of America.
Hypothesise why the colonies wanted independence from Britain in 1776.
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Civil Rights Movement: Moderate V Militant Action
WALT: compare the uses of moderate and militant action.
Level 3: Define key words.
Level 4: Describe the work of Martin Luther King and Malcolm X.
Level 5: Explain whether militancy or moderacy was most effective in the Civil Rights Movement.
Level 6: compare the most effective method to the least effective method of protest.
Starter: key word match up
task one complete worksheet whilst watching MLK video
task two complete worksheet whilst watching Malcolm X video
task three: read and annotate the newspaper article using a visualiser
Task four: In your opinion, was being militant or being moderate a more effective method of protest? Why?
see differentiation for task four on cover sheet
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REVISION STARTER ACTIVITIES: Entire unit quizzes, Anglo-Saxon and Norman England (Edexcel 9-1)
These quizzes have been designed as 5, 4, 3, 2, 1 tasks to drop into other lessons.
The idea is to use them as a way to interleave prior knowledge into current topics and ensure that knowledge is returned to frequently to develop knowledge retention.
The 5, 4, 3, 2, 1 structure gives students instant formative assessment in which they can then choose a topic to ‘pledge’ to revise that week as part of their homework. Every quiz has a green pen slide with answers to go through with students to support the teacher.
Students find these tasks very fun and engaging and can see where their strengths and weaknesses across a topic lie.
I have designed the task to revise important concepts briefly at least once by the time they have completed all of the starter activities. The activities could also be used as a building block to help students identify what they will be doing for the rest of the lesson (to be used closer to exams when completing revision tasks).
![ellie_ryl](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/6851963/small.jpg)
REVISION STARTER ACTIVITIES: Entire unit quizzes, Weimar and Nazi Germany (Edexcel 9-1)
These quizzes have been designed as 5, 4, 3, 2, 1 tasks to drop into other lessons.
The idea is to use them as a way to interleave prior knowledge into current topics and ensure that knowledge is returned to frequently to develop knowledge retention.
The 5, 4, 3, 2, 1 structure gives students instant formative assessment in which they can then choose a topic to ‘pledge’ to revise that week as part of their homework. Every quiz has a green pen slide with answers to go through with students to support the teacher.
Students find these tasks very fun and engaging and can see where their strengths and weaknesses across a topic lie.
I have designed the task to revise important concepts briefly at least once by the time they have completed all of the starter activities. The activities could also be used as a building block to help students identify what they will be doing for the rest of the lesson (to be used closer to exams when completing revision tasks).
![ellie_ryl](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/6851963/small.jpg)
Preventions of disease 1500-1700 (EDEXCEL 9-1: MEDICINE THROUGH TIME)
WALT: Explain why there was change and continuity in Renaissance medical preventions.
4-5: Describe features of continuity in preventions 1500-1700.
6-7: Explain why there were changes in preventions 1500-1700.
8-9: evaluate why there was change to preventions during the Renaissance.
STARTER: 4 mark similarity Q with new knowledge, green pen slide included with two WAGOLL’s and a 4/4 challenge for students to spend time improving their work.
INFORMATION GATHERING: Students create a leaflet imagining that they are an apothecary advising people how to avoid getting sick, leveled differentiation and challenge task.
APPLY TASK: I do, we do, you do, 12 mark Q
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Renaissance: Treating disease (Edexcel 9-1: Medicine Through Time)
WALT: evaluate how rapid change in treatments was 1500-1700
4-5: Describe features of continuity in treatments 1500-1700.
6-7: Explain why there were changes in treatments 1500-1700.
8-9: evaluate whether change was ‘rapid’ during the period 1500-1700.
Starter: Recall task on whiteboards to establish starting points
Task one: students complete task pitched at their working at level - there is also a challenge task. all three tasksk can be green penned using the next slide so that each task is AFL’d at the right level.
Task two; students highlight areas of similarity and change, should task is four mamrkers (4 mark mark scheme and green pen provided), could develops judgement - whole class AFL Slide provided using traffic lights and full mark answer
Task three: Planning and applying skills to ‘rapid change’ judgement 16 mark question using support and challenge planning grid
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Renaissance Factors Revision (EDEXCEL 9-1: Medicine Through Time)
WALT explain why there was progress in medicine 1500-1700.
Recall individuals who contributed to medicine during the Renaissance period.
Describe features of Renaissance medicine.
Explain why there was progress in the understanding of the human body 1500-1700.
Apply: Analyse factors that contributed to medical progress 1500-1700.
Students start by recapping contributions of key individuals in the period before attempting a four mark question based on those individuals. Knowledge is layered through use of two videos before students unpick how factors caused progress, particularly in reference to anatomy, during the period 1500-1700.
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1900-present Medical Progress REVISON (EDEXCEL 9-1: Medicine Through Time)
WALT evaluate why there was progress in medicine 1900-today
Recall key developments of medicine in the 1900s.
Describe changes to public health in the 1900s.
Explain why developments demonstrated significant progress.
Apply: Analyse why there was rapid progress in medicine 1900-present.
Students revise the modern period with a focus on progress. The lesson builds up to a graph task which asks students to measure the impact of each breakthrough which then supports their knowledge with the application task. Students are asked to look at their graph and only select ideas that focus on causes to address a common mistake made by students when sitting the GCSE (missing the focus of the question).