Lengthy task for higher ability students about Hitler’s takeover of Czechoslovakia in 1938. Involves students having to complete series of tasks in order to ‘earn’ the next set of notes. Teacher’s notes at front of task. Would be easy to break down into individual tasks, or to simplify.

Guide to cutting paper structures that act as models for the 4 main tactics of the roman army - the wedge, orb, repel-cavalry and tortoise. Not flashy but worked really well with my students as a 3d visualisation rather than just looking at a drawing. easy to enact also, once has been seen. short, straightforward activities included also.

I use this activity in Year 7 to help students to understand the relationship between church and state. Christianity is what I think of as the ‘big idea’ for Year 7 studies, and is the context within which most of the medieval period can be understood. I think it is important for students to be able to comprehend the political nature of the church in this period, and the symbiotic relationship between spiritual and secular powers. So this is one of the first activities I do in Year 7. Of course, it can be done in Year 8 before studying the Henrician Reformation instead, but if done in Year 7 students still remember it in Year 8. Having the photographic record also helps students’ recall.

Guide for students to help them work out what is being asked in a history exam question and recognise the basic structure of the answer required. [to help them write the answer, see 'how to help students write essays' on TES]

General introduction to doodling and learning, with 'strategic' doodle showing the structure of the League of Nations (explained)

Resources for teaching immigration section of the British Depth Study 1939-1975 for OCR GCSE.

students think through opponents to 'the reformation', using the analogy of sharks to create a graph showing nature of opposition and level of threat to Henry

Game to explore period between abdication of tsar and bolshevik revolution. plenary activities and instructions for teacher included

From a SOW I'm currently writing about Henry II and Becket. This board game is about the medieval church. A priest, a noble and a peasant have to get to heaven. Journey by way of church courts and indulgences, to set the scene for the specific church privilege which caused conflict between Henry II and Becket and also the indulgences issue which is a long-term link to a planned future unit on the reformation.

Key stage 3,4 or 5 - a strategy to help students develop independent and selective note taking skills

(hopefully) pupil friendly breakdowns of exam question markschemes for OCR Modern World History B, with some model answers included

Half term's worth of SOW, with teacher notes and built in resources.

Straightforward matching exercise - matching events that occured post bloody sunday with the significance of those events. then prioritising greatest threat (for discussion purposes to check understanding)

Two source based question on British cartoon from 27th january

Activity for teaching about the Japanese invasion of Manchuria 1931.

investigation into the Trojan War. half term scheme of work Sept 2012 - I had a company called Enrichment through Archaeology in to do a workshop with my Y9 to support this SOW yesterday. They were fabulous - very well prepared resources, lovely people and a great day - best of all, was perfectly tailored to suit this SOW, which I sent Dr Parker Heath in advance - just what you want from a workshop! Would heartily recommend.

Designed to encourage students to make appropriate links between ideas, this exercise provides the key points of the Ghost Dance narrative together with a list of connectives. Students draw arrows from one idea/event to the next, writing along the arrow the appropriate connective word. When complete, the diagram should answer the question ‘What happened after the Battle of Little Bighorn?’. Differentiated resource - higher ability exercise has one stage of the story missing and an extended list of connectives

SOW to explore power of the medieval church and the relationship of Henry II and Becket within that framework. The theme of my year is power and protest and this unit is angled towards that. Assessment opportunities built in, as usual.

This is a differentiated literacy-focused plenary for the activity ‘Why did Henry agree to be whipped’ on ThinkingHistory.com. Students are required to link the segments of the story together with arrows and write appropriate connectives on the arrows to create a coherent explanation.

Another in the series of essay sorts to help students understand how to construct essays. Involves no writing, just thinking, and leaves students with a takeaway product they can use as a model for future extended writing on causation. Builds on a prior lesson where ‘William’ makes a speech to the class about his reasons for wanting to conquer England. also attached