Session designed to last one hour and includes everything for medicine 1250-1500 cross referenced with the first chapter of the Pearson textbook. Included is a worksheet for pupils to complete alongside the session. Pupils cover: causes of disease image starter key words theory of the four humours miasma theory different people that could treat you treating the sick hospitals the Black Death 1348-1349

A whole lesson with worksheets and fully differentiated that compares Tojo, Hitler and Stalin. Pupils identify what a dictator is and who the three men are They describe/explain how a dictator is able to rise to power Compare similarities and differences between the three men Evaluate who changed the most things in their country and why we remember their atrocities rather than the positive changes they made to their countries. I use this as an introduction to a unit on WW2 to provide pupils with some context into the political landscape of the world prior to the start of the war.

WALT: Explain why Phillip launched the ArmadaLevel 3: identify key features of weapons used during the battle. Level 4: describe the events of the battle in detail. Level 5: Explain why Elizabeth won the battle. Level 6-7: Evaluate the reasons for the victory and which part of the narrative was most important.

The first lesson in a scheme of work designed to introduce KS3 pupils to the concept of history and help them acquire historical skills. WALT: identify key historical skills and explain why history is important. L3: Define what the study of history is. L4: Describe key skills a good historian needs. L5: Explain why history is important. L6: compare history to another subject and justify which you think is most important. Pupils define what history is in their own words. Investigation of blooms words, describe, explain, infer etc. Discussion of what history is, prior learning and a video. Lesson includes homework for pupils to complete, teacher can use homework to gain a baseline of pupils ability.

This lesson follows a pupil led investigation in which they discover what has happened to the ice mummies - this lesson builds upon this knowledge and develops skills of working with interpretations prior to baseline assessment - this lesson is part of a series of lessons that build upon use of sources, interpretations and finally a baseline assessment. These can be found separately or as part of a bundle in my tes shop. WALT: apply knowledge of the Ice Maiden to interpretations about what happened to her. L3: Recall key facts about the Ice Maiden. L4: Describe what an interpretation is and how a historian creates it. L5: Create an interpretation about what happened to the Ice Mummy. L5-6: Analyse interpretations that we will use in our assessment to plan why we agree and disagree with them.

To follow American abolition lesson. Differentiated carousel task that considers the positive and negative developments that faced freedmen following the E.P: Jim Crow, Black Codes, etc. Carousel hidden slides to print Full lesson, build up towards a how far do you agree question.

Revision booklet with: Knowledge checker (RAG rated) input of knowledge for each section laid out appealingly tasks at the end of teach unit - 10 ideas of how pupils can revise, four key words to define and a quick quiz (answers in the back) source (strengths and weaknesses) table at the back of the booklet

Full lesson and homework. Pupils evaluate which wife Henry loved most by firstly completing a carousel activity that allows them to explore each wife and the reasons Henry divorced her before creating an extended writing piece (differentiated) about who he loved most. Homework: to write a letter to the Pope explaining why you want a divorce from Katherine of Aragon. WALT: Evaluate who Henry loved most. Level 3: Identify Henry’s six wives. Level 4: Describe each of his wives and what happened to them. Level 5: explain why Henry divorced each wife. Level 6: Compare which wife was Henry loved most, give reasons why.

This lesson allows pupils to analyse the reign of Lady Jane Grey and come to a decision as to whether she should have been executed. Pupils make a facebook feed that explores the events running up to the execution in which they make statuses and create life events for characters like John Dudley and Catherine Parr. They then create a letter in which they argue why they should not be executed and what a better option would be.

Revision lesson based around building knowledge of government Acts and Treaty’s Pupils create a timeline using either worksheets or carousel (both options included). They colour code key features and consequences so that it is easy to revise from. Time permitting, pupils can then write exam questions that relate to the information they have studied SAMS questions included as examples to talk through with the group. Homework could then be to complete one of these questions.

Pupils will explore the invasion of Poland with the aim of creating a GCSE style narrative account in preparation for the skills needed at KS4. Pupils will: examine the Munich Agreement and hypothesise how peopl e would react to it Watch a video of the invasion and collect notes to be able to describe the invasion Put the events of the invasion into chronological order using visual prompts for support create a narrative account using a GCSE support sheet that allows development towards explaining why events lead to one another and cause change.

WALT: Evaluate why the Nazi Party only received 2.6% of the vote in 1928. Identify the meaning of the phrase ‘ Lean Years’. Describe features of the period 1924-28. Explain why circumstances in Germany lead to little support for the Nazis. Evaluate why the Nazi Party only received 2.6% of the vote in 1928. Starter: Pupils complete a freya model with the meaning of 'lean years’ Task one: Describe features of the period 24-28 - pupils complete a carousel task, differentiated worksheet and answer sheet provided Task Two: Explain why circumstances in Germany lead to little support for the Nazis (see cover photo for activity), WAGOLL and answer slide provided to go through with pupils Task three: Evaluate why the Nazi’s received 2.6% of the vote: Explain why exam question with sentence starters for PEEL structure.

Pupils will: WALT: Examine challenges to the Weimar government by the left and right. Identify features of left and right wing politics. Describe the Spartacist Revolt and the Kapp Putsch. Explain why Germany was weak after the attacks. Analyse a source to explain why it is useful. Included is a fully differentiated how useful question including differentiated structure strips.

WALT: Revise the rebellions against William and evaluate how big of a threat they made towards his reign Identify reasons people were upset with William’s leadership Describe each rebellion. Compare rebellions to explain how William responded to each threat. evaluate how far you agree with a statement to come to a clear judgement As with all of my revision lessons the worksheets cover all tasks so that pupils do not require their exercise books. Task one: what did people have to be unhappy about? Task two: Video task Task three: line task (pictured as cover image) alongside information sheet to help pupils remind themselves of key content. Task four: Exam question from past paper fully planned on slides to support pupils

Revision lesson that explores the church and youth groups pupils colour code the actions of each group and spend the majority of the lesson exploring and how useful question. the sources are about the reactions of the Nazis towards the opposition groups.

Lesson 8 and 9 in slavery scheme of work. Worksheets included within the lesson powerpoint as hidden slides. Homework: Profile of a famous abolitionist. Lesson 1: Abolition in Britain - Focus on Slave Trade Act 1807, reasons for and against, William Wilberforce Lesson 2: Abolition in America - focus on comparison of Britain and America, Abraham Lincoln, civil war

Designed to cover all units of medicine through time as a last lesson of term activity.

Transcontinental railroad lesson with skills building narrative account section. Fully supported with differentiated worksheets to allow lower ability pupils to access learning.

Lesson that explores the consequences of the end of the cattle industry. Includes differentiated carousel and exam question (two consequences of…)

stand alone lesson to celebrate the centenary of votes for women and to provide pupils with an overview of the subject. Pupils describe the two groups (suffragists and suffragettes) and will gain an understanding of the words militant and moderate. Pupils will also be able to explain why women were not allowed the vote and eventually gained the vote following WW1. Skills building section develops pupils ability to analyse interpretations.