This is the FIFTH lesson to the EDEXCEL GCSE Paper 2 unit Henry and his Ministers. It introduces Thomas Cromwell as Henry’s chief minister, and considers the success of his policies including securing an annulment, and gives students the opportunity to compare the achievements of Wolsey and Cromwell. This contains a range of student activities built into the power point and includes the opportunity for students to answer a 12 marks question. This power point (including completion of activities) would take approximately 1 hour and 30 minutes to deliver. All lessons in this unit are available. A textbook is useful, but not essential

This is the THIRD lesson to the EDEXCEL GCSE Paper 2 unit Henry and his Ministers. It considers the success of Wolsey’s foreign policy through linkingthe outcomes to his aims… This contains a range of student activities built into the power point including the introduction to writing 16 marks evaluative answers with the criterion for success. This power point (including completion of activities) would take approximately 1 hour and 30 minutes to deliver. All lessons in this unit are available. A textbook is useful, but not essential

This is the introductory lesson to the EDEXCEL GCSE Paper 2 unit Henry and his Ministers. It contextualises the beginning of the reign of Henry VIII and considers the key features of Tudor society. This contains a range of student activities built into the power point including prompts; stimuli; and an opportunity for extended writing. This power point (including completion of activities) would take approximately 1 hour and 30 minutes to deliver. All lessons in this unit are available.

This is the Case Study for key topic 2; Migration through time GCSE history breadth study. It investigates the experiences of the Flemish people in Sandwich and the Walloons in Canterbury in the years 1500-1700. The power point contains all of the information and activities needed for the lesson. Duration: 1 hour

This lesson is the second lesson for KT2 for the new GCSE breadth study - Migrants in Britain, and it analyses the causes of migration in the Early Modern Era, with a focus on the Jews. Students will learn: Why they came to England An understanding of push and pull factors How they settled Students will watch short clips outlining causation and will start looking at a 4 mark similarities and differences question, which will be modeled and then peer assessed. A work booklet containing sample questions; sample answers and examination technique tips and advice for this course is also available. Duration: 1 hour

This lesson is the first lesson for KT2 for the new GCSE breadth study - Migrants in Britain, and it analyses the causes of migration in the Early Modern Era, with a focus on the Huguenots and Palatines. Students will learn: Why they came to England An understanding of push and pull factors How they settled Students will watch short clips outlining causation and will start looking at a 4 mark similarities and differences question, which will be modeled and then peer assessed. A work booklet containing sample questions; sample answers and examination technique tips and advice for this course is also available. Duration: 1 hour

This lesson is the first lesson for KT2 for the new GCSE breadth study - Migrants in Britain, and it analyses the causes of migration in the Early Modern Era, with a focus on the Indian and African migration. Students will learn: Why they came to England An understanding of push and pull factors How they settled Students will watch short clips outlining causation and will start looking at a 4 mark similarities and differences question, which will be modeled and then peer assessed. A work booklet containing sample questions; sample answers and examination technique tips and advice for this course is also available. Duration: 1 hour

This lesson is the first one of four looking at the impact of migrants in Medieval England. This lesson focuses on migration of the Vikings. It involves looking at the different ways in which the Vikings had an impact on England and requires students to consider content; skills and concepts for the new GCSE breadth study. Duration: 1 hour A work booklet containing sample questions; sample answers and examination technique tips and advice for this course is also available.

This lesson is the second lesson for the new GCSE breadth study - Migrants in Britain, and it continues the analysis of causes of migration in the Medieval Era, with a focus on Jewish migration. Students will learn: About the effects of the Diaspora The role of the Jewish community as money lenders and the reasons for William I’s invitation How Jewish migration started to move outside London Students will draw on their understanding of how to write a 4 mark answer from last lesson, and will watch a clip about how well the Jews settled in England, and anti-semitism at the time. A work booklet containing sample questions; sample answers and examination technique tips and advice for this course is also available. Duration: 1 hour

This lesson is the third one of four looking at the impact of migrants in Medieval England. This lesson focuses on migration of the Jews. It involves looking at the different ways in which the Jews had an impact on England and requires students to consider content; skills and concepts for the new GCSE breadth study. Duration: 1 hour A work booklet containing sample questions; sample answers and examination technique tips and advice for this course is also available.

This lesson is the first one of four looking at the impact of migrants in Medieval England. This lesson focuses on migration of the Europeans. It involves looking at the different ways in which the Europeans had an impact on England and requires students to consider content; skills and concepts for the new GCSE breadth study. Duration: 1 hour A work booklet containing sample questions; sample answers and examination technique tips and advice for this course is also available.

This lesson is the second lesson for the new GCSE breadth study - Migrants in Britain, and it continues the analysis of causes of migration in the Medieval Era, with a focus on migration from the Low countries and Lombardy. Students will learn: Students will learn about: The push/pull factors bringing European migrants to England The importance of weavers The restrictions facing rich bankers and how they found a loophile A 4 mark similarities/differences question Modeled 12 mark answer A work booklet containing sample questions; sample answers and examination technique tips and advice for this course is also available. Duration: 1 hour

This lesson is the first of four looking at the experiences of migrants in Medieval England. This lesson focuses on Viking migration and involves work with chronology; creating a time line and identifying the key turning points. Students will also use a poem to make a judgment about the determination of the Viking settlers Duration: 1 hour A work booklet containing sample questions; sample answers and examination technique tips and advice for this course is also available.

This lesson is the third of four looking at the experiences of migrants in Medieval England. This lesson focuses on Jewish migration. In this lesson students will look at the chronology of Jewish migration and the gradual development of anti-Semitism; they will consider CAUSATION (examination practice); and will analyse a source to help to explain ‘blood libel.’ Duration: 1 hour A work booklet containing sample questions; sample answers and examination technique tips and advice for this course is also available.

This lesson is the final one of four looking at the experiences of migrants in Medieval England. This lesson focuses on migration of peoples from the Low Countries and Lombardy. It involves looking at the different ways in which European migrants settled into English society, and requires students to consider causation, and to make an overall judgment about the experiences of all four groups of migrants in Medieval England. Duration: 1 hour A work booklet containing sample questions; sample answers and examination technique tips and advice for this course is also available.

This lesson is the second lesson for the new GCSE breadth study - Migrants in Britain, and it continues the analysis of causes of migration in the Medieval Era, with a focus on Norman migration. Students will learn: Why the Normans came to England How the Normans invaded and were able to take over England How they settled About the Bayeux Tapestry Students will watch short clips from BBC Bitesize outlining causation and will start looking at a 4 mark similarities and differences question, which will be modeled and then peer assessed. A work booklet containing sample questions; sample answers and examination technique tips and advice for this course is also available. Duration: 1 hour

This assembly was designed to demonstrate the significance of Bastille Day as a French holiday. It highlights the celebrations that take place in France every year on the 14th July, and links them to the storming of the Bastille and the importance of the French Revolution. This contains images; clips and explanations, and would take about 30 minutes to present, but some slides could be omitted if time is tight. It could also be used as an introduction to a lesson on the French Revolution.

This lesson has been created to work on maximising marks on the Whitechapel historic environment section of the EDEXCEL GCSE history crime and punishment breadth study. It goes through each part of the section using mark schemes and demonstrating model answers and addressing common mistakes. After each modeled answer. students are required to follow the techniques to answer questions on a different paper to the one modeled. The purpose is to work on avoiding traps that students fall into which costs them easy marks. There are also peer assessment opportunities. Duration: approx 90 minutes 30 slides

This quiz is suitable for either I/GCSE students studing the interwar units, or key stage 3 students (it is part of the 12th lesson in my International relations unit of work (also uploaded). Students work in groups to answer 24 international relations questions divided into 4 rounds, including: Who am I? Which order? Odd one out? True and False? Fun end of unit activity which encourages competitiveness while helping students to revise. Duration: Approx 40 mins Combine with wordsearch also available to complete an hour’s fun revision activities.

This is the fifth lesson of a key stage 3 unit of work based on the enquiry: Was Martin Luther King the most significant individual in winning the vote for black Americans in 1965? This lesson investigates the role of Rosa Parks. The lesson is fully resourced, and other lessons are available. Duration: 1 hour Whole enquiry: 12 lessons