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.

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

Requires students to work in groups. One member of the group comes to teachers desk to collect a statement, returns to group and has to summarise it in their own words. members of the group to write it down. Statement is NOT to be shown to the group. Then process is repeated with a new member of the group collecting and summarising. To differentiate, higher attaining students can be given questions intermittently to develop their thinking skills. By the end ALL students should have a narrative of the Ghost Dance, ALL students should have worked in groups and developed their communication and cooperation skills. SOME students will have developed further thinking and discussion skills.

Obviously, the Czech crisis is a Paper 1 topic, but to introduce students to skills these 2 questions follow the paper 2 format Also attached summary of Paper 2 skills

The Pen is mightier than the sword How far do you agree. Draws together theme of power and protest and consolidates essay writing skills that have been developed over the units this year

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.

this is a logic problem that can be used as a unit starter for the Indian Wars. it is essential that the students do not know the names, dates or outcomes of the battles before they begin, as this will undermine the logical thinking skills. i have used this activity with very mixed ability classes and have had some astounding results from all abilities. Its tricky to explain, but well worth it. I usually put it up on the board and go through the process of one clue with them - only one though!

2 more sets of notes - On resistance and on responsibility. there are other notes covering the other aspects of this course on this forum also added thinking maps for revision activities

Not flashy but hopefully a useful revision resource for those treaties which are mentioned variously throughout the syllabus but without lots of emphasis.

Ppt to support spaced learning activity. covers period from Ebert being given power by Prince Max in November to establishment of new constitution after signing of TOV in July 1919

notes on the King's Great Matter - revised for 2015 spec Designed to take 2 x 1 hour lessons with a homework in between a) Lesson plan 1 at the end of the notes b) homework - reading of the notes in line with task on lesson plan c) Lesson 2 - structured discussion lesson using the SOLO taxonomy questions attached

Spaced learning powerpoint and detailed notes with questions

Pecha Kucha is a Japanese powerpoint competition format. It is based on 20 slides auto timed to last 20 seconds each. I have reduced this to 10 slides for KS3. My reasons for doing this are: 1) It allows for personalised learning 2) it gives homework more of a meaningful structure than a 'finish off...&' homework, which is always tempting under pressure 3) it should help students develop research and presentation skills they will need later 4) it should preclude &';reading from slides' presentations 5) it should help to develop constructive criticism as a skill

Core notes for students and teachers, with some activities at the end

Exercise to encourage collaborative learning and to develop analytical essay writing skills. Class is split in half. Each half has different interpretation (Haig was / was not a terrible leader of the allied forces) These teams collect evidence into a table under 3 headings. Then pairs are made - 1 from each interpretation. Using guidance given, they write an analytical answer exploring the extent to which Haig deserves the title 'the butcher of the Somme'.

Marketplace activity to help students understand the contribution of different nations to the escalating tension in Europe, and to deconstruct/reconstruct knowledge to answer key questions from the spec Second document is complete notes for students, integrating the ideas

Activity about Hereward's rebellion, which followed the conquest. Story told as a memory game ('I went to market').

Core text and some resources for teaching the children section of the British Depth Study (1939-1975) for OCR GCSE.

Spaced Learning activity, self quiz and core notes. Cartoon activities as extension. SL activity and quiz will take about 1 hour

Plenary games for these three topics. instructions provided (after the game cards)