Lesson exploring interpretations of the Christmas Truce 1914. The Sainsburys advert is used as a starter with three sources later used to highlight similarities and differences from what the advert shows. Pupils then describe what they have learned about the Christmas Truce. Pupils then answer - how accurate do they think the Sainsburys advert was about the truce.

Suggested structures and tips for all Paper 2 question styles with sample questions (not from the specimen) for students to plan and practise. Ideal for use pre mock/examinations in the summer.

Revision resource focusing on how to answer the 16 mark essay questions on Paper 1. The resource models the structure and models examples of good practice, offering pupils then the chance to structure their own answers. Several question styles included.

Lesson exploring the factors that enabled William to win the battle of Hastings. True or false starter recaps the key points of the battle and claimants, whilst the video explores some of the reasons for William’s successes. The card sort categorisation allows thematic understanding of why William won building to an explanation of the significance of different factors. A voting plenary allows assessment of the understanding of the factors. Optional essay plan homework assessment included.

Lesson exploring England before 1066 focusing on society, the economy, how England was ruled and religion. The lesson uses sources as a starter, moves on to categorising themes and includes a choice of differentiated questions at the end and a progress check plenary

A guide for students showing them how to structure the America 1920-73 questions and the conflict and tension in Asia questions. All structures have several sample questions included for pupils to attempt and can be used in conjunction with the revision grids. A revision list is also enclosed at the end.

Lesson exploring the preparations of William of Normandy. Starter uses the Bayeux Tapestry to gain evidence from. Pupils then explore the advantages and disadvantages of William’s preparations in a table, linking them to the problems they could cause Harold Godwinson. Pupils answer an explain question (AQA 8145) - Explain what was important about William’s preparations for the invasion of England, leading to a judgement line plenary on how effective William’s preparations were

Lesson focusing on planning an answer to: Which contender had the stronger claim to the throne: Harold Godwinson or William of Normandy? Use of WAGOLLS and WABOLLS to introduce the ideas of explanation and linking to the question before students write up or plan their response (your choice). Judgement line plenary allows assessment of all students opinions. Mark scheme and assessment grid included.

Lesson exploring the way that Harold Godwinson died. Starter utilises the bayeux tapestry scene to explore how Harold is portrayed as being killed. Pupils then investigate five sources and complete the table to analyses the content and provenance of the sources. This is brought together with a paired summary analyses enabling students to reach a conclusion, leading to supported judgement on their own theory on Godwinson’s death.

Two lesson sequence exploring who thought they deserved the throne and why their claims were valid/invalid. The starter explore how the throne was passed on in Medieval England the positives and negatives of each method. A peer-assess describe question is included. The main task is individual research of one claimant which leads into a snowball/market place the following lesson to share the learning of all the claimants, leading to a judgement on who had the strongest/weakest claim to the throne. An explanation question is included to assess student understanding and corners plenary assesses all students. A homework task (optional) is included which tests who had the stronger claim of Godwinson and William linked to the 12 mark essays for AQA 8145. Plan included.

Fourth lesson of the scheme - changes made by the Normans to England Lesson exploring the establishment of castles by the Normans. Starter video introduces why castles were helpful to the Normans, group ‘site of a castle’ decision making activity, card sort on how and why castles were built/used, GCSE style describe question on why castles were built leading to a corners judgement plenary.

*Thirteenth lesson in the scheme - how the Normans changed England * Lesson exploring which area of life saw the most change under the Normans. GCSE style interpretation starter, video introducing key changes - students thematically categorise them, thematic card sort categorising the key changes, completion of living graph (attached at the end of the PPT), GCSE describe style question summarising the key changes made to England leading to a voting plenary on the area that saw the most change.

Knowledge organiser summarising the key changes the Normans made to England and how they were able to keep control. Suitable for KS3 or GCSE revision.

*Fifth lesson in the scheme - how the Normans changed England * Lesson exploring how castles helped the Normans to defend themselves. Picture video identifies features of defence, leading to a labelling exercise, carousel data capture activity, justification of the ‘best’ method of defence leading to GCSE style interpretation plenary.

Second lesson of the scheme - changes made by the Normans to England Lesson exploring the use of land/Feudal system by William. Starter for 10 recaps previous learning, video introduces the feudal system leading to a labelling exercise of the system in action explaining the different roles, table creation of the positive and negatives of the system using the hand out, discussion plenary on the benefits of the system for William.

*Sixth lesson in the scheme - how the Normans changed England * Lesson exploring how castles helped the Normans to keep control of England. Pevensey castle starter - links to prior lesson on defensive features, information hunt on Pevensey, picture annotation around William - how castles helped him, choice of differentiated summary questions to demonstrate learning, judgement line plenary on how important castles were in keeping control.

*Eighth lesson in the scheme - how the Normans changed England * Lesson exploring the role of the Medieval village in helping the Normans to keep control. Source starter recaps the life of a peasant, inference using a source to investigate life in a medieval village, source worksheet and table completion, assessment of key roles in the village, analysis in a table of how the village helped the Normans to keep control, leading to an explanation plenary on the importance of the role of the village to the Normans.

Lesson exploring the significance of the Gulf of Tonkin in the US escalation in Vietnam. The starter recaps key definitions and asks students to explain their role in US involvement, the next activity introduces the Gulf of Tonkin using a small video, pupils then analyse President Johnson’s views and reluctance to escalate in the context of the election, pupils then ‘storyboard’ the incident using symbols to review the key events, building towards a ‘write an account’ question style (planning grid on the main hand out).

Two lesson sequence exploring VC tactics (tunnels, Ho Chi Minh trail and booby traps), building towards a 12 mark utility question. Starter recaps the VC, pupils then create a symbol poster on one tactic before analysing the advantages and disadvantages of each tactic using the worksheet. The second lesson focuses on exploring utility using the MAP frame (Meaning, Agree and Provenance) culminating in pupils planning a 12 mark response.

*Twelfth lesson in the scheme - how the Normans changed England * Assessment lesson exploring the changes the Normans made to England. Starter using assessment plan completed for homework - opportunity to peer-assess/improve, annotation of sample paragraph exploring WWW/EBI (attached at end of PPT for printing out in pairs), discussion of improved paragraph, time given to write assessment with continuum plenary allowing pupils to show the extent of change they think the Normans brought to England.