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

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’.

2022 version of revision lesson used for GCSE. Content covers: End of WW1 14 Points Aims of the Peacemakers The Terms of the Treaty of Versailles Info slides with a couple of memory tasks. Taught this last week after-school and it worked really well. Sheets for tasks printable from the PPT

Pupils begin by looking at an exam-style question for the first time, consolidating knowledge from the previous two lessons. Lesson then goes over the key points of the consitution of the Weimar Republic, further analysing strengths and weaknesses. Class are then asked to consider the viewpoints of the ‘Big Three’ before Versailles and complete a task looking at these in more depth. There is also some cartoon analysis (printable from PPT) 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.

Recap lesson and model answer for the AQA GCSE Yorkshire Historic Environment study. Lesson recaps the different impacts of the Norman Conquest on Yorkshire. 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 a possible question (I can’t think of what else they could ask, given the resources provided, 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 (and I’ve included 4 different impacts for them) but I’ve tried to show several examples how to answer the question but also to focus on Yorkshire. 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. Please note - I have attached an edited copy of the essay along with the full version so you can get an idea what it looks like in the preview without showing the whole answer.

Set of 3 lessons looking at the 2023 Historic Environment unit focussed on Yorkshire. I taught these lessons very recently (September 2022) 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 begins with a recap on the Norman invasion (the class finished studying this in May 2022) and then focusses on giving the students an understanding of Yorkshire and its importance before looking at the rebellions of 1068-70. As always we are guessing as to the GCSE question focus but I have tried to introduce some of the themes I will pick up on in Lessons 2 and 3 during the final task of this lesson (which makes use of some of the sources provided by AQA). Lesson 2 focusses more on the Harrying of the North and the arguments surrounding it - how much was laid to waste and how much is myth. There is a card sort exercise where the students study contrasting views (from the provided sources) regarding the fate of the North and looks at why it may/may not have been completely destroyed, Lessons 3 concentratea 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 is a knowledge organiser task focussing on each of the 4 factors I have thought up. By the end of the 3 lessons the students should have a good knowledge of the importance of Yorkshire to the Normans and their attempts to keep it under control. They will also have an understanding of how this fits into the wider context of their Norman studies as I have referenced not only terror but also aspects such as castles and the use of land holding to control the country. At the end of lesson 3 I have had a stab at predicting the question the students will be asked. The intention is to revisit this topic with a final 2 lessons further into the year where the students will use the knowledge gained so far to structure an exam model. The lessons make use of the support material provided by AQA. I have attached my edited versions but the full version is freely accessible on their site. I also make reference to a video in lesson 2 - this is from ‘The British’ which focusses on the treatment of North Allerton during the Harrying of the North.

Coaching powerpoint I used last year and have adapted to suit this year’s (2019) upcoming exam. Takes the pupils through the paper with visual examples and looks at each type of question on the exam in a simple fashion with some hints and tips for answering each question. I used a similar powerpoint for Paper One on Monday and the students found it very helpful and informative without being overwhelming so close to their exam.

Lesson begins by examining the popularity of the Kaiser at the outbreak of WW1 and then focusses on the concept of war-weariness and how this affected Germany and the Kaiser’s position. Includes some source work and comprehension and introduces the events of the Kaiser being removed from power. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Sheet referenced on slide 10 is a photocopy of page 13 from the textbook. 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