A lesson aimed at students learning about the main long term causes of the First World War, looking at Militarism, Alliance, Imperialism and Nationalism. Students build up their knowledge and then practice a GCSE describe question about each. There are sentence starters and key words for each question for the lower ability and challenge tasks for each activity to stretch your top end.

Created for a revision task where students roll dice to decide upon an emoji and must then link it in someway to something we have learnt about the topic e.g Ship = Spanish Armada or baby = succession crisis . It worked well with by lower ability students having something to visualize we then began explaining and describing in more detail. Students take it in turns rolling the dice if they land on the same one as someone else they need to think of a different connection. I have also used this in lesson in conjunction with some of my other revision board games

Created for a revision task where students roll dice to decide upon an emoji and must then link it in someway to something we have learnt about the topic e.g House = Model villages such as Bournville and Port Sunlight or fire = cauterization. It worked well with by lower ability students having something to visualize we then began explaining and describing in more detail. Students take it in turns rolling the dice if they land on the someone as someone else they need to think of a different connection. I have also used this in lesson in conjunction with some of my other revision board games

This activity is designed to aid student writing and build up literacy. Students roll a pair of dice and find the emoji that corresponds to this, they then have to use the emoji in their first sentence e.g. If they landed on the crown it could be “The King’s barons stormed into the village collecting men for his army.” They then repeat to find out their next topic to include. This works well as a way of building literacy into a lesson or I usually print these out and set this as a homework task. Setting a maximum and minimum amount of rolls, and setting a competition to create the most creative story.

This activity is designed to aid student writing and build up literacy. Students roll a pair of dice and find the emoji that corresponds to this, they then have to use the emoji in their first sentence e.g. If they landed in the rain it could be “My first day on duty and rain was crashing around me, turn the trench into a bog.” They then repeat to find out their next topic to include. This works well as away of building literacy into a lesson or I usually print these out and set this as a homework task. Setting a maximum and minimum amount of rolls, and setting a competition to create the most creative story.

A quick revision lesson activity. Print on A3 laminate. Students can then write their own questions on the sheet and then have a go at answering them. Questions get harder based around Bloom’s Taxonomy.

These sheets are handed out when setting homework and students choose one that they are going to complete. Each version of takeaway homework has some different tasks so I use different ones every so often to give students a range. I have a homework loyalty card so students know if they just the harder choices they get more stamps, with a completed card earning them a reward e.g phone call home. This worked really well to push students to challenge themselves. For the Pizza one I print out all the slices cut and laminate. I then went to local pizza chain and asked for a clean empty box and then placed them all in there. When setting homework students took a slice to do. The Starbooks version has a downloaded font so might not appear on the word document so a PDF is included which will have the chalk text effect.

There is two different version for this recap lesson with very different tasks. Choose which one would best fit your class A lesson that recaps the methods William used to keep control, culminating in students answering a GCSE style question about which method was the most important to William’s reign over England. A writing frame is included to help with less able students. Students look at the problems William faced and try and work out which method would have solved it. There are help sheets to prompt students.

Split the class into groups. Students must pick the key words that they think are the hardest as these are worth most marks. Students take turns going through the key words the team with the highest score wins.

Students press the spin button and what ever it lands on students have to write down as much as they can remember about that topic. Words can be changed as class learns more. Every time the button is pressed it will land on a different word.

Instructions Students take it in turns to shoot down key words. Students must define key words if they are correct they can click the bulls-eyes and it will be shot at. Or Students can be timed and see how many can be shot down within a minute. The high scorers name and score can be included in the white boxes.

A year 7 lesson that attempts to build on historical source skills. This lesson works well after a lesson that looks at the tapestry in a bit of detail. Students use information from the previous lesson with the quick recap of the Bayeux Tapestry. Then as a class or as a solo task students go through the nature, origin etc to work out if the source is useful. This culminates into a GCSE styled source question. There is a writing frame to aid with writing. Include an interactive plenary where students vote using the Poll slide as to whether the tapestry is useful or not.

The lesson gets students to look at a different interpretation of the Norman Conquest. The task of reading parts of the Anglo-Chronicle is difficult and I would recommend that it is differentiated for some students. The aim is to get students to think about how an event can be interpreted differently by different people. Students work in groups reading through the chronicle and create a sketch chronology (picture flow diagram) of the events it discusses, allowing them to compare it with the events of the bayeux tapestry. Students in the next lesson will attempt to answer a GCSE interpretation question.

This lesson aims to get Year sevens thinking about sources and their provenance. Students use the card sort to work out the story of the bayeux tapestry and to then work out from the source how we know it supports William. The aim of the lesson is to be able to answer a GCSE source question. There is a writing frame included for those who need help with writing.

This lesson get students to think about causation and why William won at the Battle of Hastings. The main task is a card sort where students first put events in chronological order then attempt to make a diamond nine. Deciding which factors were most important. There is a interactive plenary or afl task included. There is a GCSE styled question with a writing frame to help those who struggle.

This is the second lesson in the Norman Conquest scheme of work. Students read out the speeches (written in the previous lesson) to teach others about the four kings. There is an interactive poll for the lesson where students vote for the best claimant after the speeches to really create a NEXT factor experience. Once they have filled in either of the differentiated sheets students then have a go at a GCSE styled question with a writing frame with for weaker students. There is a Homework task included about creating a social media account for one of the claimants, there is a worksheet if students need help.

First lesson in a SOW that looks at the Norman conquest. Students have to read the information about two of the claimants and then choose one to write a speech about as if they were that king and why he should become king of England after Edward the confessor. There is a writing frame for weaker ability students writing a speech as if they are William.

A selection of sheets that get students to recap and fill in key points and sections for each time period. There are some recap sheets to go with these as well. I usually do a lesson where students have to sit on a group of tables and work together on their weakest topic. Print on A3

A selection of Medicine Through Time materials. The clock activity gets students to reflect on the whole topic. There is a key person booklet where students add key details for each person in the history of medicine topic. There are key word and events cards from the public health section. These can be used for revision and turned into key chains. Or made into diamond nines. Or putting them in chronological order.

I love this lesson, partly because I love the song that it is based around. This lesson looks at Coal mining industry and the experience of Patience Kershaw. It is based around a song called "Testimony of Patience Kershaw". Students need to listen to the song (or read the lyrics provided) and infer what it tell us about the time period. Worksheet for students if needed. There is a question to answer with a writing frame for those who need help writing.