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1E Russia in the Age of Absolutism and Enlightenment, 1682–1796 AQA A Level History Revision Notes
These ‘at a glance’ revision notes are intended to give AQA A Level History students a comprehensive overview of the four parts of the breadth study: “Russia in the Age of Absolutism and Enlightenment”:
Establishing authority, 1682–1707
Increasing the glory of Russia, 1707–1725
The epoch of palace coups, 1725–1762
Catherine the Great and Russia, 1762–1796
They are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail.
Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)
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AQA A Level Philosophy Utilitarianism notes
This Powerpoint covers everything students studying AQA A Level philosophy need to know about Utilitarianism, according to the specification.
It is purely informative and you could adapt it to include written discussion questions, or simply use it as a prompt for class discussion during the course of your teaching.
It also doubles as a handy revision aid. It’s all laid out clearly and neatly to reduce cognitive load and to ensure the information contained within it is as accessible as possible,
My students really appreciated the format and the real world examples offered to help cement their understanding of these concepts.
Topics included:
Normative ethical theories
What is normative ethics ?
Utilitarianism
The question of what is meant by ‘utility’ and ‘maximising utility’, including:
Jeremy Bentham’s quantitative hedonistic utilitarianism (his utility calculus)
John Stuart Mill’s qualitative hedonistic utilitarianism (higher and lower pleasures) and his ‘proof’ of the greatest happiness principle
non-hedonistic utilitarianism (including preference utilitarianism)
act utilitarianism and rule utilitarianism.
Issues, including:
whether pleasure is the only good (Nozick’s experience machine)
fairness and individual liberty/rights (including the risk of the ‘tyranny of the majority’)
problems with calculation (including which beings to include)
issues around partiality
whether utilitarianism ignores both the moral integrity and the intentions of the individual.
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AQA Kant and Deontological ethics A Level summary (Kantian ethics)
This PowerPoint is designed to use with students who need complete and concise notes on Kantian Deontological Ethics for their A Level exams
The Powerpoint covers the following areas:
Immanuel Kant’s account of what is meant by a ‘good will’.
The distinction between acting in accordance with duty and acting out of duty.
The distinction between hypothetical imperatives and categorical imperatives.
The first formulation of the categorical imperative (including the distinction between a contradiction in conception and a contradiction in will).
The second formulation of the categorical imperative.
And also Issues, including:
clashing/competing duties
not all universalisable maxims are distinctly moral; not all non-universalisable maxims are immoral
the view that consequences of actions determine their moral value
Kant ignores the value of certain motives, e.g. love, friendship, kindness
morality is a system of hypothetical, rather than categorical, imperatives (Philippa Foot).
My students found them really useful and they are written in a way to make sure the entire specification is covered as far as Kant is concerned.
Any questions just ask and thanks for taking a look :)
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An Introduction to Islam (Theme 3): EDUQAS AS Level Religious Studies revision notes
These notes were created for students studying the WJEC / Eduqas AS Level Religious Studies specification and are designed to be ‘at a glance’ revision notes that act as the basics of what each student needs to know about Islam Theme 3 (Religious Life) for their exam.
For students who are predicted lower grades than their peers, I have found this resource is invaluable in giving them ‘slimmed’ down content for Theme 3 and these notes allowed them to tackle revising the topic without the fear of drowning in lots of content. For my more able students they used these for self-quizzing and as a starting point for making their own very detailed notes (an important part of revision in itself).
Thanks for looking and I hope this saves you a little bit of time in the run up to exam season! :)
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An Introduction to Islam (Theme 2): EDUQAS AS Level Religious Studies revision notes
These notes were created for students studying the WJEC / Eduqas AS Level Religious Studies specification and are designed to be ‘at a glance’ revision notes that act as the basics of what each student needs to know about Islam Theme 2 (Religious Concepts) for their exam.
For students who are predicted lower grades than their peers, I have found this resource is invaluable in giving them ‘slimmed down’ content for Islam Theme 2 and these notes allowed them to tackle revising the topic without the fear of drowning in lots of content. For my more able students they used these for self-quizzing and as a starting point for making their own very detailed notes (an important part of revision in itself).
Thanks for looking and I hope this saves you a little bit of time in the run up to exam season! :)
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Y105: 1445–1509 Lancastrians, Yorkists and Henry VII - Wars of the Roses OCR A Level History notes
These detailed course / revision notes were specially written to give OCR A Level History students a comprehensive overview of the key knowledge from the specification for Unit Y105 England 1445–1509 Lancastrians, Yorkists and Henry VII
Enquiry Topic: Wars of the Roses 1445–1461
a) The Outbreak of the Wars 1445–1450
b) The early actions of Richard, Duke of York
c) War and the defeat of Richard, Duke of York
British Period Study: England 1461–1509
a) British Period Study: England 1461–1509
b) Edward IV and Richard III 1471–1485
c) Henry VII’s rule in England 1485–1509
d) Henry VII’s foreign policy 1485–1509
These extensive notes are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail.
Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)
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2M Wars and Welfare: Britain in Transition, 1906–1957 AQA A Level History revision notes
These ‘at a glance’ revision notes were specially written to give AQA A Level History students a comprehensive overview of the key knowledge from the specification for the depth study: Wars and Welfare: Britain in Transition, 1906–1957
Part one: Society in Crisis, 1906–1929
The Liberal crisis, 1906–1914
The impact of war, 1914–1922
The search for stability, 1922–1929
Part two: the emergence of the Affluent Society, 1929–1957 (A-level only)
The ‘Hungry Thirties’, 1929–1939 (A-level only)
The People’s War and Peace, 1939–1951 (A-level only)
‘Never had it so good’? 1951–1957 (A-level only)
They are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail.
Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)
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1K The making of a Superpower: USA, 1865–1975 AQA A Level History revision notes
These ‘at a glance’ revision notes were specially written to give AQA A Level History students a comprehensive overview of the key knowledge from the specification for the breadth study: “The making of a Superpower: USA, 1865–1975”:
Part one: from Civil War to World War, 1865–1920
The Era of Reconstruction and the Gilded Age, 1865–1890
Populism, progressivism and imperialism, 1890–1920
Part two: crises and the rise to World Power, 1920–1975 (A-level only)
Crisis of identity, 1920–1945 (A-level only)
The Superpower, 1945–1975 (A-level only)
They are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail.
Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)
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2N Revolution and dictatorship: Russia, 1917–1953 AQA A Level History revision notes
These ‘at a glance’ revision notes were specially written to give AQA A Level History students a comprehensive overview of the key knowledge from the specification for the depth study: Revolution and dictatorship: Russia, 1917–1953
Part one: The Russian Revolution and the Rise of Stalin, 1917–1929
Dissent and Revolution, 1917
Bolshevik consolidation, 1918–1924
Stalin’s rise to power, 1924–1929
Part two: Stalin’s Rule, 1929–1953 (A-level only)
Economy and society, 1929–1941 (A-level only)
Stalinism, politics and control, 1929–1941 (A-level only)
The Great Patriotic War and Stalin’s Dictatorship, 1941–1953 (A-level only)
They are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail.
Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)
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Unit Y106 England 1485–1558 the Early Tudors OCR A Level History course / revision notes
These detailed course / revision notes were specially written to give OCR A Level History students a comprehensive overview of the key knowledge from the specification for Unit Y106: England 1485–1558: the Early Tudors
British Period Study England 1485–1547
a) The government of Henry VII and threats to his rule
b) Henry VII’s foreign policy
c) Henry VIII and Wolsey
d) The reign of Henry VIII after 1529
Enquiry Topic: Mid Tudor Crises 1547–1558
a) The stability of the monarchy
b) Religious changes
c) Rebellion and unrest
These extensive notes are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail.
Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)
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Y107 1547–1603 Later Tudors (Edward VI, Mary Tudor, Elizabeth I) OCR A Level History course notes
These detailed course / revision notes were specially written to give OCR A Level History students a comprehensive overview of the key knowledge from the specification for Unit Y107: England 1547–1603: the Later Tudors
Enquiry Topic: Mid Tudor Crises 1547–1558
a) The stability of the monarchy
b) Religious changes
c) Rebellion and unrest
British Period Study: Elizabethan England
a) Elizabeth and religion
b)The nature of the Elizabethan Monarchy, Government and Parliament
c) Elizabeth’s management of financial, economic and social affairs
d) Elizabethan later years 1588–1603
These extensive notes are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail.
Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
2O Democracy and Nazism: Germany, 1918–1945 AQA A Level History revision notes
These ‘at a glance’ revision notes were specially written to give AQA A Level History students a comprehensive overview of the key knowledge from the specification for the depth study: Democracy and Nazism: Germany, 1918–1945
Part one: the Weimar Republic, 1918–1933
The Establishment and early years of Weimar, 1918–1924
The ‘Golden Age’ of the Weimar Republic, 1924–1928
The Collapse of Democracy, 1928–1933
Part two: Nazi Germany, 1933–1945 (A-level only)
The Nazi Dictatorship, 1933–1939 (A-level only)
The Racial State, 1933–1941 (A-level only)
The impact of War, 1939–1945 (A-level only)
They are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail.
Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)
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1C The Tudors: England, 1485–1603 AQA A Level History 'at a glance' revision notes
These revision notes were created for my students and were intended to give them a comprehensive overview of th four parts of the Tudors AQA A Level breadth study specification:
Henry VII, 1485–1509
Henry VIII, 1509–1547
Instability and consolidation: ‘the Mid-Tudor Crisis’, 1547–1563 (A-level only)
The triumph of Elizabeth, 1563–1603 (A-level only)
They were especially useful for students whose note-taking in lesson wasn’t as good as others, or whose organisational skills meant they were missing notes/handouts on certain topics/areas. They found these notes certainly helped reduce the time it took them to catch up with their peers, and also they enjoyed using them as a checklist of topics to go into further detail.
Hopefully these help to save your students (and you!) some time in the run up to exams. Thanks for taking a look :)
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
3.1 Epistemology AQA A Level Philosophy full course revision notes
These detailed course / revision notes were specially written to give AQA A Level Philosophy students a comprehensive understanding of the key knowledge from the specification for unit 3.1 Epistemology:
What is knowledge?
- The tripartite view
Perception as a source of knowledge
- Direct realism
- Indirect realism
- Berkeley’s Idealism
Reason as a source of knowledge
- Innatism
- The intuition and deduction thesis
The limits of knowledge
These extensive notes are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics / areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail. They give peace of mind that every corner of the specification/syllabus has been covered.
These notes can be given to students to work through at their own pace, or split up and given to students as and when each part of the content is studied throughout the course. As the teacher you may find it useful to go through the notes with my students as they highlight and annotate them with anything extra you want to give them according to their level. These notes though are comprehensive and detailed and work just as well as a stand alone revision aid as they do an in-class resource.
Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
Women in the Ancient World: OCR GCSE Classical Civilisation (9-1) full revision course notes
These detailed course / revision notes were specially written to give GCSE Classical Civilization students a comprehensive understanding of the key knowledge from the specification for Women in the Ancient World: OCR GCSE Classical Civilisation (9-1)
Women of Legend
Young Women
Women in the home
'Improper’ Women
Women and religion
Women and power
Warrior Women
Women to be Feared
Each of the above is split into two sections: Greece, firstly, and then Rome.
These extensive notes are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics / areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail. They give peace of mind that every corner of the specification/syllabus has been covered.
These notes can be given to students to work through at their own pace, or split up and given to students as and when each part of the content is studied throughout the course. As the teacher you may find it useful to go through the notes with my students as they highlight and annotate them with anything extra you want to give them according to their level. These notes though are comprehensive and detailed and work just as well as a stand alone revision aid as they do an in-class resource.
Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
Myth and Religion: OCR GCSE Classical Civilisation (9-1) full course revision notes
These detailed course / revision notes were specially written to give GCSE Classical Civilization students a comprehensive understanding of the key knowledge from the specification for Myth and Religion: OCR GCSE Classical Civilisation (9-1)
Gods
The Universal Hero: Heracles/Hercules
Religion and the City: Temples
Myth and the City: Foundation Stories
Festivals
Myth and Symbols of Power
Death and Burial
Journeying to the Underworld
These extensive notes are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics / areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail. They give peace of mind that every corner of the specification/syllabus has been covered.
These notes can be given to students to work through at their own pace, or split up and given to students as and when each part of the content is studied throughout the course. As the teacher I found it useful to go through the notes with my students as they highlighted and annotated them with anything extra I wanted to give them according to their level. The notes though are comprehensive and work just as well as a stand alone revision aid as they do an in-class resource.
Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)
![robertsad](https://d2w4qhtqw2dbsq.cloudfront.net/profile_live/3138352/small.jpg)
Successful Head of Religious Studies Application Letter (Curriculum Leader RE)
This letter successfully landed me an interview for a Head of RE at a faith school (The official title of the role was Curriculum Leader for Religious Studies). The school was large and there was a significant TLR attached to the role.
This letter is designed to be used for informative purposes and as a guide to the things you would be able to write and say in your own letter of application for a similar role. There may well be things you can’t take from my letter since they may not be true for you, but the spirit of this resource is very much to provide a template and an inspiration for you to write your own letter.
Just as we know it’s helpful to provide our pupils with a model for exam questions they need to answer, so too I have always found it helpful to have something for me to model my own letters of application on.
There isn’t anything within this letter which identifies the school that was being applied to, and when I mention ‘your school’ in the text, it would be wise to replace this phrasing in your letter with the school’s own name. Where there is experience I have written about which you yourself have not had, it may be worth thinking of examples from your own practice that you can write about in a similar style which match the person specification of the role you are applying for. For reference, the letter of application is nearly two pages in length.
Thanks for taking a look and good luck in your job search - hopefully this will make the process a tiny bit less stressful :)
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Why do we still study William Shakespeare?
This lesson can be used as a stand alone lesson at the beginning of a unit of study on any of Shakespeare’s plays. It is designed to engage students with the ‘why’ of studying Shakespeare, in the hope that this increases engagement and knowledge retention when studying his plays themselves.
It begins by running through some main reasons why Shakespeare’s plays have stood the test of time, e.g. his use of language, his characterisation and plot etc.
After discussion of each of these, students are prompted to summarise what they have just discussed and learned with sentence starters.
A comprehension, included within the PowerPoint file to be printed off, can then be tackled with KS4 students, and if teaching KS3 I just used the second half of this comprehension which is easier to understand. Questions designed to extend students thinking and develop their explanations as to why Shakespeare is still important to us today are then posed which students can write answers to in their books.
The lesson is designed to fit neatly into an hour and coloured overlays are included on each slide to aid students with Irlen Syndrome or Dyslexia who might benefit from them. The colour of these can be easily changed or they can be deleted if not needed. The lesson slides are also done in a way that is designed to reduce cognitive load and proves popular with our students as a way of presenting information with clarity.
Thanks for taking a look :)
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Example Marking and Feedback Whole School Policy (& book check proforma)
These documents will hopefully prove invaluable to anyone looking to set a new Marking and Feedback policy at their school - or indeed to see what a forward-thinking and feedback-focused marking policy looks like.
The policy outlines a commitment to ‘feedback’ over ‘marking’, while still using terminology that teachers, leaders and inspectors are happy with. The way in which it is worded allows all stakeholders to firmly grasp the rationale behind the policy, which is the idea that any marking/feedback done should be useful in moving learning forward, rather than simply being something that is done to satisfy leadership and/or Ofsted.
The book check proforma that accompanies it allows staff to understand the parameters of what is expected of them but is very much developmental in its wording. It was designed within a healthy Teaching and Learning whole-school environment and ethos and has managed to cut workload along with ensuring feedback is more valuable and impactful in our school and I really hope it can in yours too…!
Thanks for taking a look :)
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How and Why did events in Cuba (1959-62) become an international crisis?
This lesson is aimed at getting students confident in answering a 8 mark 'chronological narrative' question for the new AQA GCSE paper.
For this lesson it is assumed that students will have studied events in Cuba from 1958-1962.
The lesson starts with four maths problems - how long would different US cities have to react to a MRBM strike from Cuba (it gives them the speed of the missile - and they aren't too hard!)
Students remind themselves of the key events in the 'Cuba story' and attempt a timed 8 mark question titled: 'Write an account of how events in Cuba led to an international crisis'.
3 different model answers are provided (4, 6 and 8 out of 8) and as the teacher you can decide who gets which one. The students highlight information and key phrases they could have inclided but didn't and then use that to make a second attempt at answering the question,
A student friendly mark scheme is then included so students can self assess both of their answers and explain why the marks awarded to both were different. Hopefully the progress is very evident!
The lesson ends with a slide where students are encouraged to match their knowledge/learning to abstract images. As the teacher you can then question them to extend their thinking.