2-3 lessons looking at the reasons for the Abyssinian Crisis, the events and the consequences. Begins by linking to the Manchurian Crisis and the LoN actions there. There is a video clip followed by information and a cartoon task, After looking at the events, pupil slook in more detail at the sanctions used by the LoN and the consequences of their actions. Understanding is then assessed/consolidated by a ‘write an account’ question and/or a source-based focus related to the Crisis. Lesson finishes by looking at the effect of the Abyssinian Crisis on the LoN and its future. Information sheets are attached as seperate ppt. Source is printable from PPt. Lesson makes use of the new Oxford AQA Conflict and Tension textbook (green cover)

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 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

Lesson follows up on recent work on the Treaty of Versailles with a set of recap questions on the German reaction to the Treaty and for-and-against points on whether the German reaction was justified. Class are then asked to complete a newspaper task, examining the reaction to the ToV from different countries’ perspectives. At the end of the lesson there is some exam work around a 25-mark question and some pointers I provide for pupils when asking them to answer this particular question. 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.

Lessons serves to introduce pupils to the GCSE course (I teach Paper 2 in the first year) and gets them thinking about medicine and medical progress through simple interpretation exercises. There is a brief explanation of the factors involved in progress (which will be looked at throughout the course) before pupils are introduced to the conflict between supernatural and natural ones. They then look at the 4 Humours and the work of Hippocrates, finishing by some work on the continuation of the supernatural and the Temple of Asklepios. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Slides can be printed for revision. Lesson makes use of Schools History Project Syllabuses - Medicine Through Time: Amazon.co.uk: Christopher Culpin, Joe Scott

Second(can be made into 2) lesson of this topic, looking at the early actions Hitler took in his foreign policy. After a quick recap on Hitler’s aims, the lesson is presented as a series of tasks (6 in total) which look at Hitler’s actions from leaving the League of Nations, through to the remilitarisation of the Rhineland. I use this lesson as an independent one for pupils - they are informed of the tasks and then have a set amount of time to complete each one before a new one is put onto the board. There are also consolidation information slides and a video link to aid understanding. This lesson could also be printed out and set as a project for pupils to complete as each task leads into the next. Sheet for task 4 is attached Lesson makes use of the old GCSE AQA textbook - AQA GCSE History B International Relations: Conflict and Peace in the 20th Century. However, if this is not accessible, tasks can be adapted to fit other textbooks.

Set of Seven revision lessons I used last year for my Year 11s, focussing on the Germany 1890-45 topic Lessons cover: Creation of Germany - end of the Kaiser End of WW1 - Failure of the Munich Putsch Weimar Germany 1924-29 Nazis in 1929 - Night of Long Knives Hitler’s Germany : Propaganda; Terror; Youth; Women; Church; Economy (we didn’t have time to focus on Germany during the War and had already done a seperate focus on the Holocaust in revision) Assessment Lesson. Lessons are presented as information slides. There are some tasks involved but my class preferred lecture-style lessons so much of these PPTs are presented in this way. Lessons are printable - I would do this and give to the students beforehand to make notes - and easily editable.

3 Lessons I used to introduce my class to the Historical Environment of Pevensey Castle and link it into their existing knowledge. Lesson 1 recaps on previous knowledge and gets class to think about the best locations for a castle to be built and justify their decisions. The lesson then looks at the site and building of Pevensey (I’ve tried to ‘drip-feed’ as many of the provided AQA sources as possible). There is a labelling task (I’ve tried to mix up the tasks as much as possible otherwise these projects can become very dry and lecture-like). Lesson 2 - focusses more on Pevensey and examines WHY William chose that particular spot. Pupils then look at why the Normans kept an interest in Pevensey and actually improved it. There is some group/paired work to begin with and then some comprehension work using some of the provided sources - I’ve tried to pick out the key bits from the sources and provide them in an easier-to-digest way - the sheets are all included for use/editing. Lesson 3 - works a bit as a recap/introduction to the events after William I’s death - this was useful for my class before their mocks and also linked in the idea of primogeniture. The task also then links back into the importance of Pevensey and why it was involved in the clashes between William’s sons. The lesson then looks at the exam question, how to approach it and I have given the class a few questions I think might be likely (on the ppt) and asked them to plan around them in pairs. All sheets referred to in the PPT are attached - As mentioned previously, I have tried to adapt the sources given to us by AQA into something more manageable - these can be used as they are or edited to suit. The textbook referred to in Lesson 1 is AQA GCSE History: Norman England, 1066-1100 by Helena Clarke. The Video referred to in Lesson 2 is from the BBC - '1066: A Year to Conquer England feat Dan Snow - We have a copy at school - should be available on the internet somewhere, if not, it can be replaced/missed out - the clip shows the weather and conditions William faced as the Normans tried to invade - it’s included in the lesson to again, try to mix it up a bit!

Lesson which works for all abilities of year 9 pupils - looks at the Schlieffen Plan, giving the students an understanding of WHY the plan was needed, WHAT the plan was and WHY it failed. Uses a mixture of paired work, video clips and textbook work to achieve the following objectives: To understand why Britain became involved in WW1 To be able to describe the Schlieffen Plan and how and why the plan failed. Lesson finishes with an introduction to trench warfare which can then be focussed on in the following lesson. Lesson makes use of Aaron Wilkes: Technology, War and Identities (Folens)but this can be easily changed to suit resources available.

Lesson picks up from looking at Hippocrates and studies the work and impact of Galen via textbook exercises and a video clip (link in ppt). Class are then introduced to the medical ‘treatments’ available in the Middle Ages, including barber surgeons and ‘doctors’ before completing a research task (can be used for computer lesson/task or homework) on the methods used by doctors in Medieval times. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Slides can be printed for revision (I often get pupils to stick them into their books) Lesson makes use of Schools History Project Syllabuses - Medicine Through Time: Amazon.co.uk: Christopher Culpin, Joe Scott

3 lessons created for the new AQA GCSE Lesson 18 begins a homework linking in to the previous section on Norman towns. This is followed by an introduction to the role of the sheriff in Saxon and Norman society and and then a focus on a source related to the legal system. This source will be revisited over the next 2 lessons. There is a short video and information before a focus on the law courts under Saxon and Norman rule - focus here is on change and continuity. Lesson 19 revisits the image from lesson 18 and focusses attention on a ‘write an account’ question. There is an example paragraph here for students to annotate (paragraph included in PPT). Then, after information on the PPT, the class have to write the second paragraph in response to the exam question. Lesson 20 focusses on the trials and punishments and starts with a video (link included on ppt). Pupils then focus on the different types of ordeals and punishments before revisiting the image from the previous 2 lessons. This time the image has been added to and class are now asked to consider a ‘how convincing’ question. After class discussion there is an example answer (included in PPT) for pupil annotation and reference. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Slides are clear for printing. All tesxtbook references are for: Hodder: Norman England 1066-c.1100 by Helena Clarke

A revision booklet I put together for my GCSE students focussing on the problems faced by Stresemann, how he addressed them and how successful he was. Can be used as a revision handout or as part of a lesson on Stresemann - is a good time saving tool if you want to save yourself a lesson as we all know GCSE is a bit tight!

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

Lesson focusses on the impact of the war on the German people, based around an 8 mark question. There is also analysis of interpretations and inclusion of a ‘why do they differ’ question looking at the impact of the war. There is printable information on the 2 stages of the war (going well and then not-so-well!) alongside some textbook work. Covers the aspects of rationing, bombing and labour shortages, retaining a focus on the impact of war on the people themselves. 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

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

Couple of lessons looking at the reasons for the Manchurian Crisis, the events and the consequences. Begins by linking to the Depression of last lesson and recaps on the possible actions the LoN can take, After looking at the events, pupils analyse sources (commonly used by AQA) related to the Crisis and then complete a revision quiz to check their understanding. There is also included an example exam question looking at the ‘how do you know?’ question type. Revision quiz is attached and sources are printable from PPt. Lesson makes use of the new Oxford AQA Conflict and Tension textbook (green cover)

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

Lesson delivered to Year 11 during Lockdown #3 2021. Can be delivered or set as an assignment (I added audio guide over the top which I have removed for this!) Looks at lesson 2 of the Conflict and Tension course with focus on the aims of the Big 3 at Versailles. Students place the aims of the Big 3 on the ‘Revengeometer’ then analyse the conflict in aims between the 3 before beginning to look at the meeting at Versailles in 1919. Makes use of the Oxford Green-cover Conflict and Tension book.

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!

Set of lessons looking at the 2022 Historic Environment unit looking at Castle Acre Priory. I taught these lessons very recently (June 2021) and was delighted with how they turned out. I have a fairly low-ability GCSE group and the knowledge and understanding my group gained from the tasks and the info was very encouraging (and made the hours of work on these lessons feel more worthwhile!). Lesson 1 focusses on giving the students an understanding of the key characters behind Castle Acre: William de Warenne and his son…William! As always we are guessing with what they will ask about in the exam for this question but rarely do they give so much background information on individuals unless it is key to the study so I have chosen to start this unit of lessons by focussing on these key characters - I will then build on some of the themes (such as the ruthless nature of William de Warenne and also his personal faith) in future lessons and link them to the reform of the monasteries and to the Priory itself. Lessons 2-4 then concentrate on what I think the question will be around (can’t see how it can be much else!) and building knowledge around the different factors involved in this question and answer. There are tasks focussing on each of the 4 factors I have thought up. By the end of the 4 lessons the students should have a good knowledge of the Warennes and their reasons for building Castle Acre, including key features of the priory itself. They will also have an understanding of how this fits into the wider context of Norman reform and control as the question normally concerns an action of the Normans generally, requiring the students to then link in their specific site info. At the end of lesson 4 I have had a stab at predicting the question the students will be asked - there are two possible questions here, I am intending to revisit this study with the students in Year 11 and write a model answer to at least one of these questions. Lessons use short focussed tasks supported by answers and extra information. I have also tried to include several links to previous knowledge (such as primogeniture, William II and Henry and monastic and religious reform). The lessons make use of the support material provided by AQA. I haven’t attached here due to copyright but it is freely accessible on their site. I heavily edited these to make them more accesible to the students while still trying to retain the key information. I also make reference to an A3 sheet in lesson 4 - I used the diagram provided by AQA of the priory, as explained on slide 16 of Lesson 3/4 in ‘notes’.