Pupils explore Lanfranc’s reforms before analysing an exam response to the 16 mark question on the Norman’s paper. Pupils mark the answer using a simplified mark scheme before improving a paragraph and then writing their own about Lanfranc and whether his reforms made the king more powerful. Encourages pupils to familiarise themselves with PEEL paragraphs and focus on applying these skills and using words from the question to ensure their explanation is analytical enough for a level 3-4 answer.

Session analyses continuity and change of causes, prevention and treatment of disease as well as important people/case study. Designed to last 40 minutes to an hour dependent on your group and the depth you go into.

Grade descriptors taken from the Edexcel specification and created as a display for a classroom including the percentage of weighting for each skill pupils need to be successful in their examination. easily adapted to suit your needs.

two page document with key words for the unit on it - in line with Edexcel 9-1. I went through the Pearson textbook and included all of the key words from front to back of the textbook.

Indian Appropriation Act Indian Removal Act Indian Trade and Intercourse act All explored in detail within the lesson. Homework included (narrative account of early government actions)

Examination command words created to support pupils with understanding expectations of all three papers.

This homework/revision activity is aimed at getting pupils to consider all of the content they have learnt over the course and get it onto one sheet. They then colour code progress, stagnation and regression to support with the explain why and how far do you agree questions. On the back of the sheet is a WAGOLL, instructions and some example questions for pupils to use to support their revision. Aimed for use with the purple revision guides (pearson) but can be easily adapted for pupils to do from memory, or other revision guides that your school are using.

Lesson aimed at KS3, poverty and the poor laws in Tudor England. describe why people were in poverty Define the terms able-bodied and impotent poor Explain how these people were treated and why these categories were necessary at the time. evaluate how fair these categories were and why.

Part of a series of revision sessions that provide pupils with an overview of the American West unit prior to examination. As part of this revision session pupils will revise: Changing role of the Cowboy Rise of cattle industry and key individuals Decline of the cattle industry Johnson County War: Causes, conduct, consequences Possible examination questions

Suitors lesson in which pupils study ‘dating profiles’ before creating a speech to deliver to a ‘real life’ Elizabeth in a hot seat style activity. Pupils can then vote on who is the most convincing match or the pupil pretending to be Elizabeth can choose. Pupils will explore reasons why Elizabeth didn’t want to marry and why her advisors pressured her to do so as well as exploring who wanted to marry her and why. All tasks fully differentiated for LA, MA and HA.

Aimed at developing skills required for the GCSE reforms at KS4, this lesson encourages pupils to develop PEEL paragraphs for the explain two consequences question. This is part of a scheme of work about WW2 - the rest of which can be found within my shop. Pupils will: Identify who Winston Churchill is as a hook to the lesson describe why France surrenders using images to challenge them to think outside of the box Use a WAGOLL to identify examination skills required and the structure of a PEEL paragraph Use an information sheet (included) and the WAGOLL to structure their own PEEL paragraph explaining a consequence of the defeat of Poland. Peer assess their work to reflect on their own progress within the lesson.

This skills lesson is aimed to encouraged independent extended writing - pupils examine the causes of the armada before reading and annotating a WAGOLL that demonstrates how to reach level 7 at KS3. They then create their own piece analysing the reasons Philip launched the Armada. WALT: Explain why Phillip launched the Armada Level 3: identify more than one cause of the Spanish Armada. Level 4: describe each cause in detail. Level 5: Explain why each cause upset Phillip enough for him to launch his Armada. Level 6-7: Evaluate the importance of causes to reach a judgement.

This lesson is designed as a skills building case study to help introduce the Normans unit. Pupils will be introduced to life in Saxon England and the power of the house of Godwin. They will build towards answering a how useful question to embed paper one and paper three skills. Gives later opportunity to compare when analysing the control of William. Edward didn’t raise taxes or take land from the earls, so a good link to allow pupils to understand why Saxons were so upset and angry following 1066.

WALT: Evaluate the power of the Godwin family.2-3: Recall key facts about the Godwin family. 4-5: Describe the importance and power of the Godwins in England. 6-7: Explain what happened during Harold’s embassy to Normandy and why it might cause problems. 8-9*: analyse how useful Norman sources are to a historian. Pupils examine the power of the Godwins and how their influence both helped and hindered Edward’s rule They then explore the Normandy embassy using the Bayeux tapestry and the Norman and Saxon interpretation of the event.

Consolidation: Pupils will match up key acts and treaties as a quick recall activity Then they will create two narrative account timelines for Mormon and Exoduster movements. Consider consequences of the Gold Rush before explaining in detail why each feature of the Boom Towns lead to law and order problems. Finally, pupils will evaluate how far things had changed for the Indians using acts and treaties to explain whether there were any significant turning points. Mock attached, follows next lesson.

This lesson is set up as a pupil led investigation, pupils explore the ‘cave’ to find as much evidence as possible before they run out of time. They then have to use they evidence they have been able to collect to work out what has happened to the Mayan ice mummmy - 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: Investigate the mystery of the ice mummies to come to a conclusion.L3: identify questions historians need to ask in order to learn about the past.L4-5: describe key features of the ice mummies and explain what you can learn about the ice mummies from the sources and what clues might mean. L6: hypothesise what might have happened to the ice mummies. L6: Create a narrative account analysing the experiences of the Ice Maiden and how she felt.

This lesson builds on knowledge gained during the BIAS (WHAT IS HISTORY (KS3)) lesson which is available in my TES shop. WALT: use sources to explore Mayan culture and explain how they are useful to a historian.L3: Recall key facts we learnt last lesson about the Mayans. L4: describe two things you can infer from a source. L5: explain why sources written by the Spanish are limited to a historian. L6: Evaluate sources written by the Spanish to explain why they are useful as well as limited. Pupils use sources to develop skills to analyse utility. Pupils are provided by WAGOLLs and heavy support to enable them to access the skill - worksheets are available for LA, MA and HA.