Introduction lesson to the A level course for new year 12s. Lesson goes over the content of the first year of the course and introduces the exam question types with examples from a recent paper. Pupils are then given a brief introduction to Germany from the formation of the Second Reich, including a video on the Franco-Prussian War. Includes a research homework to continue the introduction to Germany and to some of the major players.

A cartoon strip I created to help the pupils understand the story of Pasteur’s discovery of the Chicken Cholera vaccine. Text is already in the cartoon strip, making this a quick, effective task. To make more challenging, with some classes I remove some of the text but have found with the pace of the new GCSE (!) that this is a good, quick way to get the story across.

Lesson modified for Online learning, taught Feb 2021 Lesson picks up from Lesson 1 which finished with King Canute on the English throne. There is a recap to start with (so you don’t NEED to have taught my lesson 1) and explanation of Edward’s accession to the throne which is consolidated with tasks from the textbook. Lesson then moves onto focus on the relationship between Edward and Godwin. I tend to show part of Historyonics - Hastings at this point but this is quite hard to get hold of since being removed from Youtube and it isn’t vital. Makes use of the Norman England textbook by Helena Clarke

Lesson modified for Online learning, taught Feb 2021 Lesson briefly introduces the students to 1000AD England, the Vikings and Normandy before beginning to focus on the conflict between Saxons and Vikings. Makes use of the Norman England textbook by Helena Clarke

New lesson and resource the Castle Acre site for the AQA Normans GCSE 2022. Lesson recaps on a reason the priories were built - to support the lives of the monks. This was fully covered in previous lessons so this is more of a recap exercise focussed more around the possible question. The lesson then focusses on possible questions (there are three here and I can’t think of what else they could ask, other than variations on a theme!). There is a model answer in the ppt and attached as a word file. This is deliberately longer than students would be expected to write but I’ve tried to show several examples how to answer the question but also to focus on Castle Acre. There is then an example of how to change the info to fit another question as I have been trying to emphasise the importance of being able to adapt in exams and apply knowledge in different ways. I taught this yesterday to my fairly low ability Year 11 and it went really well - they engaged with the model answer and seemed to feel reassured as they have been finding the Historic Environment a bit daunting!

Lesson picks up from looking at the impact of World War One on Germany in lesson 2. Main part of lesson is presented as information slides which takes the class through the key events leading to the removal of the Kaiser. These information slides can be printed from the ppt and presented as a lecture or as something more interactive (depending on if you have the time!) The second part introduces the idea of assessing the value of sources, using one of the sources in the textbook. I usually go through the skills needed when looking at value, leave the pupis to it and then recap as a group using the hints on the ppt. Lesson makes use of the Oxford AQA History for A Level: Democracy and Nazism: Germany 1918-1945

Revision lesson looking at the work Stresemann did to repair Germany’s reputation, enabling him to pursue revisions of the ToV. Lesson covers Rapallo (before Stresemann) up to the Kellogg-Briand Pact and the end of Allied occupation. Lesson can be taught as a ‘lecture’ going over the key points or can be used as notes for something more interactive. At this point, my class just want me to do the work so this lesson worked fine for that!! Notes are printable straight from the ppt and I’ve tried to present and write them in a student friendly style!

Fourth lesson of the Anglo-Norman Conquest GCSE AQA course - Shaping the Nation. Lesson builds on knowledge of the main contenders to the throne, explains why there were different interpretations of the succession from the Normans and the English and moves on to study King Harold’s preparations for invasion: gathering a navy and an army and fending off initial attacks from his brother Tostig. End of lesson asks pupils to place Godwinson’s troops in light of the pending invasions, demonstrating the difficult nature of his position. Lesson also includes segments of the Bayeux Tapestry for reference - helping build source analysis skills. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Map sheet can be printed straight from Powerpoint - last slide. Textbook reference is for Norman England 1066-c.1100 by Helena Clarke

First lesson of the Anglo-Norman Conquest GCSE AQA course - Shaping the Nation. Lesson introduces pupils to the key aspects of Anglo-Saxon England; the Christian Church, Vikings and the Normans. The structure of Anglo-Saxon England is explained and pupils begin to understand the complex political situation in England prior to the events of 1066. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Textbook reference is for Norman England 1066-c.1100 by Helena Clarke Video reference is for BBC Historyonics Hastings episode. This is only to consolidate learning and lesson works fine without the video if school doesn’t have access.

One of the most useful resources I’ve produced, I give this to all students for revision. This sheet gives the student a “bite-size” reminder of what is required for each type of question on PAPER ONE of the new GCSE Paper - this example is for in the Germany 1890-45 and the Conflict & Tension sections of the new AQA GCSE history exam. Easily adaptable for other topics on Paper ONE. PLEASE NOTE-I’ve been having real problems with the preview feature. To try and solve this I’ve had to space out the content in word (easily un-doable once downloaded!) I’ve also copied an example of the sheet (looking at question 1) below: 01 How does Interpretation B differ from Interpretation A about…………………�����……… Explain your answer using Interpretations A and B​​​​ (4 marks) For this question you need to compare what is in Interpretation B (the content) with what is in Interpretation A and explain how they are different. Don’t just identify differences – you must explain them. DO NOT explain why they are different – this is the NEXT question.

Sheet used for pupils to focus on the 3 interpretation questions on Paper One of the new GCSE. Sheet includes 2 interpretations, 3 questions with guidelines for the pupils on how to answer each question. This worked really well for my pupils and provided an good assessment of progress while giving them a helping hand. Sheet is easily adaptable for any interpretations

Lesson bridges the gap between the Weimar part of the course and the Nazi Germany. Begins by looking back at the ‘Golden Age’ of culture and then contrasts this with the effect of the Great Depression. Includes a revision quiz to set as homework before moving on to examining why people vote for extreme parties - then focusses on how the Nazis exploited the situation in Germany created by the Great Depression. Includes source work - examining the impact of Nazi propaganda and also making links between election figures and unemployment levels. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. References and questions relate to the old Oxford AQA GCSE History B textbook ‘Twentieth Century Depth Studies’.

Lesson looks at the 12 mark utility question for the new GCSE - goes over the things pupils need to be looking at in a utility question before focussing on analysing two sources - one written, one an image. Both have been used by AQA on their spec materials and the image is a commonly-used one in exams, focussing on the Treaty of Versailles. I usually build in some pupil work around the sources beforehand but have also used this as a group task for analysing sources. Within the lesson there are example sentences, annotations of sources and example answers. Can also be used as a revision lesson.

Lesson following on from looking at the British Empire. Introduces the concept of slavery - the reasons behind it and looks at the Triangular Slave Trade. Class are encouraged to think a lot for themselves about what a slave IS, why it was “NEEDED” and also who benefitted from the trade and why. There is a printable blank version of the slave triangle map at the end of the ppt for pupils to work on (I usually print as a slide and get them to stick it in) - Note: on print preview of this slide it appears as though the map has lots of shapes on it (can’t seem to fix this!) These don’t show up when printed.

First lesson of the foreign policy topic. Lesson begins by recapping on the last topic and making links between the crises in Manchuria/Abyssinia and Hitler’s aims. There is a revision task homework here if needed. Pupils are then introduced to Hitler’s 3 main aims in foreign policy and what this will include. Class are encouraged to think about how each of these aims will increase tensions/ bring a war closer. They then complete some map work to show the extent of Hitler’s aims (this can be linked to previous knowledge and maps on the terms of the ToV. Lesson finishes with a comprehension task which examines Hitler’s first actions - the issue of Germany and disarmament. Map is printable from the ppt and can be adapted easily. Lesson makes use of the old GCSE AQA textbook - AQA GCSE History B International Relations: Conflict and Peace in the 20th Century

More of an activity than a lesson - ppt begins with information from last lesson on reparations and asks a few recap questions. There are then 2 video links embedded which lead into the main task - pupils are set a research task which results in them creating an information booklet. Info slides are printable from ppt and the lesson makes use of the Oxford AQA History for A Level: Democracy and Nazism: Germany 1918-1945 textbook

Lesson looking at the impact of WW1 on the popularity of the Kaiser and the political situation in Germany. Lesson begins with a recap on last lesson before introducing the negatives effects of World War One on Germany. Pupils have to consider how this will affect the position of the Kaiser and what the likely consequences will be. This is supported by a youtube video, linked within the PPt. Pupils then have to complete a task considering the 14 Points of Woodrow Wilson (can be printed from slide). Lesson finishes with task examining the main events of 1918 and their impact on Germany. Resources are printable from the PPT. Lesson makes use of the Oxford AQA History for A Level: Democracy and Nazism: Germany 1918-1945 Textbook.

Lesson begins by recapping on the problems caused for Germany by the Kaiser’s actions. There is then a focus on the Kaiser’s Navy Laws before an introduction to a ‘Describe 2’ exam question including an example answer. Class have to complete a linking exercise which assesses their understanding so far before looking at the initial impact of the War on the Kaiser’s popularity. Finishes with a video (youtube link on ppt) which is a quick narrative of WW1. This links to the following lesson on war weariness. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. References and questions relate to new Oxford Germany 1890-1945 GCSE textbook (as shown in cover image). PLEASE CHECK OUT MY SHOP AS I HAVE A NUMBER OF GCSE AND A-LEVEL LESSONS INCLUDING A SET OF 3 LESSONS FOR THE NEW GCSE HISTORICAL ENVIRONMENT 2020 - BATTLE OF HASTINGS

Created for the new AQA GCSE: Lesson picks up from the Tostig interlude with a recap and then focusses on William’s preparations and his dealyed invasion. Covers the Battle of Fulford and then the Battle of Stamford Bridge using videos. Finishes by examining the results of Stamford Bridge and the possible repercussions for the Battle of Hastings. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Textbook reference is for Norman England 1066-c.1100 by Helena Clarke

One of the most useful resources I’ve produced, I give this to all students for revision. This sheet gives the student a “bite-size” reminder of what is required for each type of question on PAPER TWO of the new GCSE Paper - this example is for in the Health and the People and Norman England sections of the new AQA GCSE history exam. Easily adaptable for other topics on Paper TWO. PLEASE NOTE-I’ve been having real problems with the preview feature. To try and solve this I’ve had to space out the content in word (easily un-doable once downloaded!) I’ve also copied an example of the sheet (looking at question 1) below: 01 Study Source A. How useful is Source A to a historian studying ……………………… (8 marks) With these ‘utility’ (or usefulness) questions, the key thing is to refer to both the content and the provenance of the sources to explain the how/why the source is useful. You might choose to one para on content and the other provenance… Make sure you don’t describe the source – focus on picking out a few aspects of it and ensure you say WHY IT IS USEFUL. Try to think about what the source shows about attitudes at the time and why this might be useful.