A 120 page textbook for the Pearson Edexcel IGCSE course: The Vietnam Conflict, 1945 to 1975, covering all the key topics with accompanying tasks and practice exam-style questions, as well as guidance on exam technique. I created this due to the lack of an exam-board approved textbook. It was a labour of love that amounted to many, many late evenings of work. It is designed so that you can print and distribute to your classes, though please do leave a review if you find it useful!

This is a 69 page resource pack that contains practice exam questions, sources and interpretations for the Edexcel - Russia and the Soviet Union course, all broken down by key topic. Included within the pack are: Practice questions 59 practice questions for Q1 35 practice questions for Q2 49 practice questions for Q3a 12 practice questions for Q3b 12 practice questions for Q3c 12 practice questions for Q3d Sources 46 sources for key topic 1 41 sources for key topic 2 19 sources for key topic 3 17 sources for key topic 4 Interpretations 12 interpretations for key topic 1 4 interpretations for key topic 2 5 interpretations for key topic 3 5 interpretations for key topic 4 Where interpretations are authored by C. Kent, they have just been made up to enable a question to be asked. These interpretations have a letter assigned alongside a number, e.g. Interpretation 3A.

A presentation looking at the consequences of the Treaty of Brest Litvosk on Russia. Guidance to lesson slides is often included in the notes section of a slide.

This bundle contains the bulk of the resources I used to provide my A-Level unit on Britain, 1625-1701 (Edexcel) last year. It contains a combination of PowerPoint presentations as well as worksheets. Although this represents a significant amount of time and effort, I am only pricing this at £10 as it comes with some caveats: These resources will not be sufficient for the full provision of the political and religious components of the A-Level course. Some lessons are built on the presumption that you have access to the core textbook. They provide direction on relevant pages and recommended tasks, however most lessons are not built on this and if you do not have access to the textbook then there will still be value in accessing the information in the bundle as well as the structure that the course was carried out in. There is some direction to external websites given in the notes. One task in the unit directs you towards Massolit, which is an incredible resource and I would highly recommend making use of it. The course will still require extensive time dedicated to understanding the course. Some slides direct discussion, but do not provide all of the information. Although I’d consider this level of knowledge expected to successfully run an A-Level course, I understand that it is a limitation of the resource that it is not comprehensive in and of itself. This bundle is intended as a resource to draw from. Some lessons you may feel comfortable running with without much amending. However, I’m only sharing this as it is a course I taught for one year and now will not be teaching again due to A-Level changes within the department, so I hope it is of some use in flushing out the courses for other teachers.

This is a short lesson on the Soviet Constitution of 1936, including a presentation as well as a worksheet. The presentation is primarily based around the worksheet and would require contextual knowledge on the part of the teacher.

This is a 15 page resource pack that contains practice exam questions, question guidance and model answers for the Edexcel - Early Elizabethan England course, all broken down by key topic. Included within the pack are: 47 practice questions for Q5(a) 31 practice questions for Q5(b) 29 practice questions for Q5© A model answer has been given for each question. For questions 5b and 5c, additional commentary is given in terms of introduction structure, as well as highlighting the required components of the answer to support in knowing what to write to give a model answer in the assessment.

A further lesson in the Dark Ages Interpretations unit. This now provides students with: An early introduction to ideas of heresy A detailed case study looking into the witch trials Information cards on the different roles of the Church A scaffold to match the interpretations against the case study

A further lesson in the Dark Ages Interpretations unit. This now provides students with: The story of the Peasants’ Revolt A detailed case study looking into the revolt with numerous sources - this case study allows students to match against both interpretations An investigation grid to scaffold analysis for the students

A GCSE-standard lesson for a Medicine Through Time course, looking at the role of Francis Bacon and the impact of the Baconian method. The lesson also provides an early insight into deductive vs. inductive reasoning, as well as scaffolds student thinking on the second order concept of cause & consequence. The lesson concludes with an extended writing task that draws upon scaffolding for both paragraph structure as well as the need to incorporate effective use of criteria (necessary for the GCSE examinations).

The fourth lesson in the audio-enabled, self teach enquiry on the Italian Renaissance. This lesson is not audio-enabled, however most remaining lessons in the unit are where audio-instructions are useful. This lesson focuses more on writing technique and the consolidation of the lessons so far in building towards the end assessment. Full information on the course can be found on the bundle resource page or the lesson one page. This is the last resource I will upload separately from the full bundle.

This is a substantial, eight lesson KS3 course looking at the causes of the Italian Renaissance. It was created with the intention of being able to provide directly to students so that they can then self-teach the course. Many slides come with audio-buttons that will trigger (if in presentation mode) to provide audio-instruction on what to do or what to know. Many lessons come with additional handouts and writing templates. The intended end product is an essay, where the question format is in line with a GCSE style question, to begin training students to understand how to access questions like that. Each lesson builds towards this end point, both in terms of content as well as analytical and written\ ability. The level of delivery for the unit was high-attaining Year 8, however there is enough content and complexity in the unit for it to be useful for Year 9 students as well.

The development of Germ Theory is complex and incorporates numerous factors that are integral to the Medicine Through Time unit at GCSE. This is a lesson that is built around a detailed game where students progress through the periods and (under tight timed conditions) utilise the information from the different cards to complete their table. It should be flagged that these lessons do not have to be used as a game and can just as easily be used as a simply comprehension and consolidation activity. The two word document sheets go with the first lesson, with lesson 2 then focusing on consolidating and adding a few remaining details to the topic. In completing these lessons, student knowledge should easily exceed the requirements of the course (though I make this claim without having any actual connection to the exam board!!!).

Part 3 of the audio-enabled, self-teach unit on the Italian Renaissance. Please refer to either part 1 or the overall enquiry bundle for full details.

This is a seven lesson unit that looks at the enquiry question ‘Why did William become king of England?’ Each lesson is provided through a PowerPoint, though some come with additional worksheets/resources. Each lesson is numbered for easy identification as to which resources fit with which lesson, and the overall recommended order to the course. The expected outcome of the unit is an assessed essay on the question ‘Why did William become king of England’, built around the following factors: The strength of the different claims The different strength of the nations William being prepared Harold being unprepared The specific events of the Battle of Hastings itself Luck Some slides come with additional notes to support understanding of the tasks or information on the slide. Alongside the content being imparted, these lessons also provide structured guidance on written technique.

Despite what the sample images suggest, the text does align and fit properly within the slides. I’m unsure why the sample images are showing this incorrectly. Three lessons are provided that start a new enquiry looking at crime and punishment over time, as well as providing the first two lessons of the unit for the Roman period. One additional worksheet is also provided to be used alongside the second lesson. Additional guidance is given in the notes to provide teachers with the necessary talking points. It is recommended that these are read through before delivering the lessons, as the lessons are quite teacher-led. Further resources for the enquiry will cover: The medieval period The Renaissance period The Victorian period These lessons build towards an eventual assessment question: ‘How did crime and punishment change over time?’

A lesson within a wider unit of work, analysing the different causes of WWI. This lesson provides a narrative of the assassination of Archduke Franz Ferdinand. As this is heavily based on narrative, rather than effectively designed resources, I will share it for free so you can take what you’d find useful.

An introductory lesson to a KS3 unit introducing the second order concept of interpretations. This lesson provides an introductory scaffold, two short interpretations and guides early analysis that is followed up in subsequent lessons.

A self-contained presentation that goes through the main claimants to the English throne before 1066.