Whole lesson, fully differentiated with worksheets. The final task asks pupils to compare answers against success criteria to mark and then improve two weak 16 mark answers,

Explain, How far do you agree and overview homework to support learners with development of exam skills and knowledge outside of the classroom.

Collection of differentiated exam quesions and exam based skills work to allow pupils to develop learning outside of school.

Variety of consolidation and exam-skill homeworks.

Lesson that introduces pupils to the concept of propaganda, pupils complete a carousel in which they analyse posters and how they would make them feel. They evaluate how likely they would have been to join the army and then analyse how useful a fictional soldiers account of why he joined the army is (preparation for GCSE edexcel how useful question).

Introductory lesson for Henry the Eighth. Pupils compare reasons Henry is remembered as a good and a bad king to come to a conclusion as to how they think he should be remembered. Pupils also answer an interpretation question - training for the new GCSE reforms. WALT: Explore the type of king Henry VIII is remembered as. Level 3: Identify what makes a good king. Level 4: Describe the type of person Henry VIII was. Level 5: explain how features of Henry’s personality made him a good king. Level 6: assess the main difference between two interpretations.

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.

Lesson that analyses the reasons for the Break with Rome and the impact this had on England, pupils explore the topic through video and a spot the difference task in which they consider the difference between a catholic and protestant church. Pupils are asked to consider why Henry himself did not become a Protestant. WALT: Explore how the Great Matter led to the establishment of the Protestant church. Level 3: Identify key words that we will use today. Level 4: Describe the Great Matter and the Break with Rome. Level 5: explain the difference between Catholic and Protestant churches. Level 6: Assess why Henry chose not to be christened as a Protestant.

Pupils explore the problems soldiers, nurses and doctors faced as well as analysing the advances in medicine that helped soldiers overcome problems like trench fever, shell shock and shrapnel wounds. Pupils analyse sources before completing a carousel and then making a leaflet advising a soldier about how best to protect themselves on the western front.

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.

Level descriptors for KS3 that match the GCSE reforms to encourage these skills to be developed lower down the school. Include a description of the command word and generic sentence starters to support progress.

Display created to inform pupils what is required for the new specification. goes from 1-9, I used the specification grade boundaries to create this display, the wording for g8-9 was identical which is why this grade boundary has one page rather than two.

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.

two age 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.

This session covers Jenner, Pasteur, Koch, Nightingale, Cholera (Chadwick and Snow) And the Public Health Acts.

A 10 minute task taken from a revision session I created to prepare pupils for Edexcel 9-1 American West unit.

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)

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.

Introductory lesson aimed at KS3 that builds GCSE skills of describe two features and how useful. Lesson is fully differentiated with worksheets within the powerpoint as hidden slides. Pupils green pen exam responses to develop understanding of what good writing looks like, pupils are given the opportunity to work up to a level 6 and all tasks are signposted and fully differentiated to support pupils to make good progress. Task one: Describe what England was like in 1588 (describe two features exam question) Task two: Explain why people would like/dislike Elizabeth Task three: How useful are portraits of Elizabeth to a historian?