GCSE style source questions using 3 sources about current news stories (Grexit / Shooting in USA / Criticism of online review sites). The intention is to separate out the skills of source handling from the secondary challenge of understanding the history - hopefully by using sources which relate to stories in the news today, they will feel confident in the material and be able to focus on the skills.

as it says on the tin - timeline for the core notes

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

collaborative quiz exercise to investigate new technology on western front, plus follow up tasks

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

instructions on document

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

Course notes for the Elizabeth element of AQA new spec 2D Religious Conflict and the church in England. provisional final draft of SOW uploaded 13.3.17, along with slightly revised final notes spaced learning ppt for 1569 revolt uploaded 13-3-17 revision game added 13.3.17

Although this is all on one powerpoint, I used it in 2 halves, as an intro to Somerset and then as an intro to Northumberland. Spaced learning works on the principle of repeating an activity to enhance recall. I do the first run through explaining the content. then there is a 5 minute break for juggling (or simon says, or…) then we repeat - they give as much info as they can and I clarify through questions or reminders break 3rd and final run through they have to give me all of it - I sometimes run this as a competition ‘me vs. them’ - every time I have to tell them something they lose a point from a starter of 10 and I gain one from a starter of 0. Lastly they need to test themselves independently - you can do this by a written ‘quiz’ or by giving them a copy of the ppt slides and requiring them to annotate them

Students use chronology on paper slips to create a huge graph across the desks. This graph (and obviously the discussion which goes with it) answers 2 questions: was foreign policy in this period a success or a failure?; what factors influenced foreign policy in this period? Photograph of student graph included for reference. Lesson plan (mirrors activity for foreign policy 1509-1527 available on TES) plus key notes for students revision.

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

Using cartoons in the press currently to explore exam skills. Use of current cartoons/news stories designed to remove the double burden of acquiring skills and thinking about unfamiliar materials.

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

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

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

Core notes on this topic with some associated lesson activities

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

'Gaming' lesson for students in the form of a multiple choice quiz, which they answer in teams. Purpose: • To recap the key components of Hitler’s foreign policy already studied • To clarify the reasons why Britain appeased Hitler • To spike the dopamine levels of students at the optimal learning moment Lesson plan attached

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'.

1) introduction lesson - 'silent sentences' activity 2) Core notes for the A2 course, covering the period from Jan 1535 to Oct 1536 (as Pilgrimage of Grace is about to start) for students 3) Structured discussion lesson to consolidate understanding 4) source work - comparative evaluation in line with new spec