AQA GCSE Britain: Health and the People, c.1000 to present This lesson aims to find out how significant Hippocrates and Galen were in the history of medicine and the continuity and change in medical knowledge. With the GCSE significance question in mind, the focus is on how their ideas and treatments were developed and used in the short, medium and long terms. Students find out, in depth, about the four humours for example and the use of opposites, with the acceptance of the Christian Church as well as how the emphasis on observation, diagnosis and professionalism which still exists amongst doctors today in the Hippocratic Oath. There are links to video footage and learning tasks to suit all learning needs. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

**AQA GCSE Britain: Health and the People, c.1000 to present ** This lesson aims to find out why the Public health systems in Medieval towns were so poor. Some local councils tried their best, but the laissez-faire attitude of many including the government of the day as well as a lack of medical knowledge and disease control proved a major hindrance. Students have to decide the most important issues, both short and long term, causing the poor public health conditions by putting and prioritising the main ‘ingredients’ on shelves ready to put into a cauldron. There are some fabulous links to video footage as well as a true or false quiz and a game of noughts and crosses to finish. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

AQA GCSE Germany 1890-1945:Democracy and Dictatorship This lesson focuses on two key questions - how were the Ruhr crisis and hyperinflation so closely linked together and how did they create both economic and political problems for the Weimar Republic between 1919 and 1923? The lesson is split into two parts; the first focusing on why the French decided to invade the Ruhr region of Germany and secondly the consequences for them and for Germany when they did. Students have to answer key questions on the invasion of the Ruhr and analyse sources which infer French brutality. A literacy task to follow challenges students’ understanding of the key words used. The second part of the lesson explains the causes and consequences of hyperinflation, its economic impact and winners and well as the losers in Weimar Germany. Some GCSE question practice at the end gives a student friendly markscheme to peer and self assess. There is a plethora of video footage and primary sources to analyse throughout the lesson as well as simplified and chronological explanations. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

**EDEXCEL GCSE 9-1, Superpower relation and the Cold War 1941-1991 ** There is no doubt that students are finding this unit of the course extremely challenging. Therefore I have been inspired to write this summary guide for my students to help pass the GCSE examination. This resource sets out the whole course in two sides of A4. This is ideal for the student who wants a quick recap and summary before the exam or an internal assessment, as it sets out and gives all the main knowledge required. It is also great for quickly printing and giving out for revision lessons, especially when the students claim they cannot remember anything you have taught! It covers the main events, issues and people and key terminology connected to the topic, with a focus on the exam requirements at the beginning. I have included both PDF and Word documents in case there is a wish to adapt and change.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to assess the situation in Europe on the accession of Elizabeth and decide how this will influence her foreign policy. Students recap on the foreign policy aims of previous Tudor monarchs and predict how Elizabeth will deal and react to some initial problems, such as the loss of Calais. Students will also be required to answer some key questions using the information sheets provided: Which country posed the biggest threat to Elizabeth and why? Was Elizabeth reactive or proactive? Did England follow a consistent foreign policy and who controlled it, Elizabeth or her advisers? Some exam question practice is included which will also the context of Mary, Queen of Scots. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to assess the threat posed by Mary, Queen of Scots throughout her life to Elizabeth. The lesson begins with some context of Mary’s life before students’ decide her threat to Elizabeth before she flees to England from Scotland. In the second part of the lesson, students learn about the different plots against Elizabeth involving Mary and how Elizabeth and her Privy Council dealt with each in turn. There is also a diamond nine prioritising exercise as to the main reasons why Elizabeth was so reluctant to execute Mary after the Babington plot. Some literacy and extract exam practice is also included with help given and a markscheme supplied There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA GCSE Germany 1890-1945: Democracy and Dictatorship The aim of this lesson is to evaluate the significance of Nazi persecution in the 1930’s - the Nuremberg Laws and Kristallnacht The Nuremberg Laws of 1935 and Kristallnacht in 1938 are two significant events which can sometimes be overlooked when students write about Nazi policies towards Jewish people in Germany, as they tend focus on the events after 1939 only. What were the Nuremberg Laws, why were they introduced and in which order did policies towards the Jews change after these laws were introduced? Moreover, was Kristallnacht a spontaneous or well planned atrocity led by the Nazis? Students are given evidence from which to make an informed decision which they must justify. A car number plate activity further assesses their understanding before the students plan an examination question for some GCSE exam practice. There are some great video links to help the learning as well. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

AQA GCSE Germany 1890-1945: Democracy and Dictatorship The aim of this lesson is to study and analyse the fascinating Weimar culture that Germany experienced in the 1920’s and to evaluate how it changed Germany in the Roaring Twenties. Art, film, architecture, music and cabaret, theatre and fashion radically changed in Germany and led to the Golden Age which Gustav Stresemann had laid the delicate foundations for. Students analyse these changes through artwork, sources and music of the time, as well as a thinking quilt which focuses on key words and terms used in the lesson. By the end of the lesson, they have to judge how these cultural changes have impacted upon Germany society and explain why these changes have left a lasting legacy today. The final part of the lesson is to answer a GCSE practice question on how Weimar culture impacted upon lives in Germany in the 1920’s. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

AQA GSCE Germany 1890-1945: Democracy and Dictatorship The aim of this lesson is to judge whether the Munich Beer Hall Putsch was a success or a disaster for the Nazis The start of the lesson focuses on what Hitler wanted and students have to decide why he instigated a Putsch in the first place in Munich, Bavaria. With reference to text, source analysis and video clips, students then have to prioritise the short term consequences for Hitler and his followers and the main reasons why Hitler’s planned coup failed. The final part of the lesson focuses on what we now see as his success. Students again have to give reasons why he came out of this episode unscathed and to some extent even bolstered his reputation in the long term. In the plenary, students have to relay what they have learnt in a summarising pyramid. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

AQA GCSE Germany 1890-1945: Democracy and Dictatorship The aim of this lesson is to assess the strengths and weaknesses of the Nazi economy and Hitler’s economic policies. Students are taken on a journey of success, from video footage of the time to Goebbels propaganda, a fall in unemployment as well as the ‘Strength Through Joy’ scheme. However further analysis, especially with aims of the Four Year Plan under Hermann Goering and autarky, shows the enormous cracks appearing in Nazi economic policy. A further look at the Home Front also proves how desperate Germans had become. Students will complete their own chart and scrutinise the evidence to come up with their own conclusions before deciding if the Nazis truly brought economic success. The GCSE question at the end focuses on which groups were more affected with Nazi economic policies and a self and peer assessment task is included to help the students mark their answers. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

**AQA GCSE Germany 1890-1945: Democracy and Dictatorship ** The aim of this lesson is to examine the role of the Churches in Nazi Germany and to decide how much control Hitler exerted over them. The lesson starts by studying Christianity in Germany and explains why there was a conflict of interest with the State. Nazi policies to both the Catholic and Protestant Churches are analysed as students have to interpret the threats they both posed to Hitler who wanted to control them. Furthermore students have to distinguish the differences between the Christian Churches and the new Nazi Reich Church. There are some excellent links to video footage which explain why there was such a lack of opposition and a united front from the Churches, despite such fortitude and resolve from Cardinal Galen and Martin Niemoller. A thinking quilt poses some enquiry and GCSE questions, which students have to answer by linking specific key words to them. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

The Tudors: England 1485-1603 The aim of this lesson is to analyse the problems Elizabeth faced in 1558 and evaluate if the decisions she took were right at the time. Students begin with some source analysis and decipher some contemporary opinions of Elizabeth. They also judge the biggest problems facing her reign at home and abroad, before linking the views people may have had at the time, from a prosperous farmer to a Marian exile or a town councillor. The final task is to predict which decisions Elizabeth made for finance, the succession, trade and the economy and choosing her Privy Councillors. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

The Tudors: England 1485-1603 The aim of this lesson is to give the context of the religious changes that have happened in England since the reign of Henry VIII. Students begin by focusing on the different religions present in England under Elizabeth, such as Lutheranism, Catholicism, Puritanism and Presbyterianism. They are given a religious road map to complete before analysing the political situation in Europe in 1558 and the threats posed by the Catholic states of France and Spain. Finally they assess Elizabeth’s personal beliefs and the state of the English Church at the beginning of hr reign, before predicting how Elizabeth will tackle religion upon her accession. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

The Tudors: England 1485-1603 The aim of this lesson is to analyse the importance of marriage for Elizabeth. Students begin the lesson by recapping the importance of marriage for previous Tudor monarchs and the reasons for their choice of partner. They then decide who is Elizabeth’s best suitor and what benefits they might bring politically to England There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. . There are some key questions posed to the students as well as judging the relevance of some historians points of view, such as Doran, Haig and Jordan. Some source scholarship can be completed with a themed linked plenary. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

The Suffragettes The lesson focuses on the main differences between the Suffragists and Suffragettes, but also looks at their similarities. Students are asked as to why women wanted the vote and how they were going to achieve it? Further into the lesson, students have to analyse the various methods used by both groups and have to question, prioritise and justify their effectiveness. Included is a thinking quilt which tests pupils’ understanding and links the key ideas, dates, people and definitions together. A differentiated plenary questions and checks their understanding of the lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

The aim of this lesson is for the students to assess how ‘great’ King Alfred was. Students are given the context to Alfred’s reign with his attempt to unite the Anglo-Saxon kingdoms to fight back against the Vikings and their area known as Danelaw. There are quite a few key words used in this lesson, so students have to complete a heads and tails task. They are also required to complete a missing word activity as well as analysing his statue at Winchester. The main task will be judge and rate out of ten which of the sixteen statements make Alfred ‘great’ or not. An extended writing activity will allow them to make judgements and justify their decisions. There is also chance to complete a verbal boxing debate using some of the key ideas of his rule from the lesson. The plenary will check understanding with a truth or lie activity. This lesson is also excellent as an introduction to studying the Anglo-Saxons and Normans for GCSE. The resource is differentiated and gives suggested teaching strategies. It comes in PowerPoint format which can be amended and changed to suit.

AQA GCSE Britain: Health and the People, c.1000 to present This lesson aims to assess how much the medical knowledge doctors and surgeons had. Surgery was limited without effective painkillers and relied on bloodletting and the works of Galen and Hippocrates. Students learn the various treatments on offer from wise women, quacks and barber surgeons and in turn rate each treatment and its effectiveness, justifying and concluding why this is. The lesson also includes a thinking quilt and a GCSE practice question where students critique an answer and suggest ways to improve it, using specific skills when answering a ‘usefulness’ 8 mark question. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

AQA GCSE Britain: Health and the People, c1000 to present The aim of the lesson is for students to understand how attitudes towards Public Health finally changed in the Twentieth Century thanks to the work of Booth and Rowntree. A ‘new liberalism’ approach will be analysed, which recognised that being poor was not always the fault of the poor and that the government had to do something. Students begin by analysing the source, 'unqualified assistance’, evaluating its significance and then prioritising the main reasons for this new approach, as the Government reforms aimed to create a fitter and healthier Britain. Students have to fill in a grid which link the main reforms of Old Age Pensions, National Insurance, the Labour exchanges and school meals to the different groups in society and also evaluate the limitations of the reforms. The plenary focuses on a scrabble game and literacy skills to recap the learning of the lesson The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in PowerPoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

AQA GCSE Germany 1890-1945: Democracy and Dictatorship The aim of this lesson is to assess how effective the different types of opposition and resistance were towards the Nazis in Germany. This lesson is split into three main areas of opposition to the Nazi regime: resistance, non-conformism and open criticism. The lesson also looks in depth at Church opposition, youth opposition, passive resistance, Jewish resistance and the Stauffenberg Bomb Plot. Students are given a list of ways of opposing the Nazis which they have to categorise and through some independent research decide the best and most effective forms of opposition. Moreover by the end of the lesson students will be able to assess and judge why opposition was ineffective against the Nazi state. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

AQA GCSE Germany 1890-1945: Democracy and Dictatorship This lesson looks at how Hitler transformed himself and the Nazi Party to be able to secure enough votes to become Chancellor by 1933. Many GCSE questions centre around why people voted for the Nazis before 1933. This lesson shows how he was able to do this focusing on four main areas: Hitler’s beliefs, organisation, leadership skills and voter support. How Hitler dressed, spoke, acted and performed in public were crucial in his propaganda assault on the German people. Students write this up and evaluate the success of this transformation using worksheets, video footage and visual aids. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.