The concept of a revision clock is that pupils spend five minutes completing each section - thus meaning they revise a large amount of a single topic in an hour. this resource includes two revision clocks, i plan to provide my pupils with it printed double sided, they will complete one side in class and one side for homework. I have based these clocks largely on the Pearson purple revision guides, the clock follows the pages from front to back. Another technique is to ask pupils to fill out what they know in one colour, and then use a second colour to revise using a revision guide or textbook, giving them a colour coded guide to what they need to focus their revision on.

The concept of a revision clock is that pupils spend five minutes completing each section - thus meaning they revise a large amount of a single topic in an hour. this resource includes two revision clocks, i plan to provide my pupils with it printed double sided, they will complete one side in class and one side for homework. Another technique is to ask pupils to fill out what they know in one colour, and then use a second colour to revise using a revision guide or textbook, giving them a colour coded guide to what they need to focus their revision on.

WALT: Revise key aspects of WW1 and evaluate the utility of sources. Identify the chronology of WW1 battles. Describe the chain of evacuation. Explain how useful a source is. Evaluate source utility including content and provenance, use and limitations. Starter: Put battles into chronological order - AFL slide with key features of each battle Task one: Create a paper chain of the chain of evacuation, include the key features of each chain - AFL slide with answers Task two: How useful question - guided annotation of sources, exemplar answer for source A and then complete source B independently

WALT: Revise the value of contributions made to medicine by individuals. WILF 1: Identify individuals that contributed to medicine WILF 2: Describe what each person did WILF 3 : Explain how important each discovery/development was to the history of medicine. WILF 4: Evaluate who made the biggest contribution to medicine and compare their contribution to another individual Starter: pupils name as many individuals as they can and what they did Support: code breaker with five individuals encoded Task one: pupils name the individuals in the yellow box and two features of their work - i give students a different coloured post it note to add any others they think deserve to be in the top five and why as an extension. (as an extra task they can order them from ost to least important, then in chronological order) task two: students create the histograms shown in the cover image - aim is to allow them to analyse individuals without too much writing task three how far do you agree question

This lesson, like all of my revision lessons, is fully resourced so that pupils can work fully on worksheets - not requiring any exercise books or lined paper. WALT: Revise how Hitler controlled Germany. Grade 3: Recall key facts for Paper Three Grade 5: Describe key features of Hitler’s Germany. Grade 7: Explain how Hitler kept control of the population of Germany after 1933. Grade 9: Evaluate the most important method Hitler used to keep control of Germany. Starter: Quiz Task one: Carrot and stick donkey - what does it mean? how does it link to paper three? Task two: overview/sorting activity - support on the slide for pupils plus using own knowledge, answer slide provided Task three: annotate interpretations together Task four: why do interpretations differ/what is the main difference (full mark wAGOLLS provided) Task five: plan for a 20 mark interpretation question - can be set as homework, challenge to write conclusion (see cover photo for task in full)

Session designed to revise the key theme of Norman Control after the Battle of Hastings. As with all of my revision lessons this is fully resourced and fully worksheet based so that exercise books/lined paper are not required. WALT: Revise and explain how William kept control of Norman England.WILF 1: Identify methods William used to keep control of England. WILF 2: Describe five methods of control and Explain at least three in detail. WILF 3: evaluate why William was able to keep control of England and apply knowledge to a 12 mark Q Starter: identify 5 methods of control using the image (Exam 4 mark question as challenge) Task one: create the feudal system and compare it to the saxon heirachy. (answers of similarities and differences on slide) task two :video task (5 minutes) task three: using the information sheet and own knowledge complete the mind map (see cover photo) task four: 12 mark control exam question - can be set as homework.

Based on the game 'Beer Pong’ Rules:The class will be split into two teams. Each team will take turns answering questions to get a chance to throw the ball into the other sides cups. If you get the question wrong, the other team gets to throw the ball at your cups. The winning team is the first to clear all of their opponents cups. (and will receive haribo/chocolate) the resource includes questions that fly on and off screen - the answers to the questions are in the notes sections.

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

WALT: Revise the events of 1066 and apply to an exam question. WILF 1: Identify events of each battle. WILF 2: Explain why William won the Battle of Hastings WILF 3: Evaluate how far you agree with a statement to come to a clear judgement. As with all of my revision lessons this lesson is accompanied by a single A3 sheet so that pupils do not require exercise books. task one: identify key events of each battle by labelling key features task two: question poing - 15 questions covering claim to the throne, Gate Fulford, Stamford Bridge and Hastings Task three: scales task planning 16 mark question task four: How far do you agree question with focus on integrated judgement (pictured)

THIS FULLY DIFFERENTIATED LESSON HAS BEEN PLANNED TO FIT HALF WAY THROUGH THE WW1 MEDICINE UNIT (AFTER THE CHAIN OF EVACUATION) BUT WILL ALSO BE DELIVERED AS A REVISION LESSON AT THE END OF THE COURSE TO CURRENT EXAM CLASSES. I HAVE USED MY KNOWLEDGE AS A PAPER THREE MARKER TO CREATE A ‘HOW TO GUIDE’ FOR ANSWERING THE 8 MARK UTILITY QUESTION. WALT: explore the key skills needed to reach full marks on a how useful question. Recall the stages of the chain of evacuation. Describe how to structure a how useful question using the mark scheme. Explain how useful a source is to a historian enquiring about the chain of evacuation. Analyse our work using the mark scheme to identify successes and targets. task one: pupils put the chain of evacuation into order and describe each stage using key words only task two: pupils annotate a mark scheme, can be done under a visualiser, using the same method as the examiners of paper three (Judgement, analysis, knowledge) discussion with pupils about what key things mean within the mark scheme. task three: pupils annotate the sources in pairs, question prompts on the board to support less able (underline three key facts etc) before going over it on the visualiser task four: Pupils answer a how useful question in timed conditions - this can be marked or I have included a peer/self assessment activity where pupils mark their own work and improve it using colour coding and a full mark answer. i have included a worksheet summarising the chain of evacuation in case this is being used as a revision lesson rather than within original teaching - this may be useful for lower ability pupils within a normal scheme of work as well.

WALT: Explain how the creation of a police state changed things in Germany. Identify the features of a police state. Describe how one aspect of the police state worked. Explain the role played by the Gestapo in keeping control. Evaluate Hitler and the Nazi Party’s use of the police state. starter: key words activity Task one: infer two things from a source, including full mark answer so that pupils can self assess and improve their work. task two: video activity demonstrating how the police state functions task three: as seen on cover photo, pupils describe the key branches of the police state and explain how it helped Hitler keep control of Germany. task four: pupils examine four sources and apply criteria to explain which they feel is most useful for the enquiry (skills building).

WALT: Analyse how far Hitler succeeded in controlling religion. Identify Hitler’s early policy towards the Church in the Enabling Act. Describe how Hitler hoped to control the Catholic and the Protestant Church. Explain why not everyone accepted Hitler’s policies about religion. Analyse a source to explain how useful it is to a historian examining the catholic response to Hitler’s reforms. Task one: pupils examine a source from the Enabling Act explaining how Hitler wanted his relationship to look with the church and make an inference Task two: Carousel activity - how did Hitler gain control of the church? was there any immediate opposition (covered in more detail in a church opposition lesson). Task three: how far did Hitler succeed in controlling the church? discussion Task Four: How useful question including structure to guide weaker pupils and key words to prompt focus on knowledge and judgement. Full mark answer accompanies so that you can go through expectations for the 8 mark question with pupils and allow them to self assess and improve their own work based on the example.

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.

Fully differentiated lesson about the New Woman in Nazi Germany Students will: WALT: evaluate how far women’s lives improved in the 1920s.Identify visual changes to women by 1925. Describe how areas of women’s lives changed. Explain how society reacted to these improvements for women. Evaluate how far you agree with a statement. Students complete the screenshotted task before analysing a how far do you agree statement using a ‘agree’o’meter’. Students are also given the opportunity to look at source work and analyse whether the changes were positive or negative for women.

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.

This follows a lesson I have posted about the Treaty of Versailles. Pupils will examine sources in small groups through use of a carousel activity where each group adds to the last groups ideas (making it harder as they progress around the room and meaning they have to pick out smaller features of sources). They will then use this skill to analyse a skill themselves, before feedback to the class (AFL slide included). Following this pupils attempt a fully differentiated how useful question with options for two different structure strips and either two sources or one. Once completed pupils peer assess their work to explain what is good about their work and how they can move forwards next time they see that question type.

Students will: Identify the terms of the treaty of versaille watching a video and completing a worksheet Describe whether the terms were fair - guided think pair share activity Explain how to answer question 3d through use of examiners mark schemes criticise a model answer to demonstrate what their own work should include attempt a PEEL paragraph of their own using an interpretation.

This lesson is part of a unit of work that explores Paper Three, Weimar and Nazi Germany. Pupils will: Identify the meaning of the word constitution (using a Freya Model grid) Describe what the constitution consisted of (see capture, paired task - version of worksheet as a gap fill for lower ability students) Explain the advantages and disadvantages of the constitution - includes AFL on slide Develop use of judgement: includes WABOLL, structure strip for LA and differentiated task.

This lesson has been designed to be delivered at the end of the unit prior to assessment. My class has a range of pupils targeted from grade 2-9, therefore my lessons are differentiated with this in mind at all times. Pupils: identify features of the feudal system through a starter activity Describe the rebellions William faced (video and then hexagon revision activity) Explain how William kept control of England (fully differentiated table, method of control and how it helped him keep control) Analyse how far Lanfranc’s reforms increased William’s power (colour coding task, differentiated challenge for grade 4-6 and grade 7-9)