Students have work book to complete. There are a series of activities which can be arranged on different desks or given in a pack to students. The order of completion does not matter. The activities could also be done as standalone activities or homeworks Activities include - -source work activity on shell shock victims -jigsaw of a cross section of a trench -a sorting exercise for health hazards where students have to categorise various health hazard cards (in their own categories) and then prioritise greatest threat -a memory game for ‘who served in the trenches’ designed to encourage students to think about the nature of imperial warfare and to challenge preconceptions about british and french v the germans -war statistics (taken from spartacus) work -a literacy exercise on equipment - fair amount of reading but limited writing - define the terms for a ‘historical dictionary’ including as much detail as possible in 50 words. details of the activities are in the student booklet but do not have to be done like that, they are just an idea for teachers on how to use the resource

Complete notes on reign of Edward VI (first draft). Written for AQA new A level spec, Reformation in England unit. This is content notes not lesson activities. There are questions for students which can be set as hwk or to scaffold independent reading (answers are provided too)

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

2 different evaluation sheets for helping group work along!

Spaced learning activity for the 3 rebellions of Oct 1536-Jan 1537 (inc. PoG of course) Core notes for students Discussion lesson questions

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

instructions on document

As per title - core notes for Mary Tudor A level unit with lesson plans

1. historiographical spectrum - students read the summaries of historians’ views and decide where to plot those historians on a spectrum of intentionalist to functionalist and on a spectrum of responsibility for the holocaust 2.chronology exercise - students to identify 4 phases of nazi policy towards the jews by identifying turning points. 4 suggested phases are discrimination, physical attack, physical segregation, genocide. Terminology can obviously be varied by teachers 3. Nuremberg Laws notes 4. Kristallnacht notes both 3 & 4 used as basis for students to consider significance of the phase of ‘aryanisation’ 1933-1939. students to create a diagram suggesting causes and consequences of Nuremberg Laws and Kristallnacht and also to create summary of significance of the whole phase. 5. Summary notes on the period 1933-1939 6. Summary notes on the period 1939-1941 (poland - barbarossa) 7. (added april 9th) summary notes from launch of barbarossa to wannsee conference - again, a synthesis of the required reading for aqa a2 unit 6, so includes lots of historiography 8. added 17 april 2008 - set of notes on wannsee conference and death camps, includes copy of the wannsee protocol

KS3 cross-curricular project, written for the school closure. The idea is that it each activity is a stimulus for students who can then take their interests in any direction their curiosity leads.

BOARD GAME AND TASKS TO COMPLETE AS PLAYED. INTRODUCES STUDENTS TO KEY JOBS OF A MEDIEVAL PEASANT, REQUIRES STUDENTS TO IDENTIFY KEY ROLES WITHIN A MEDIEVAL VILLAGE AND PUT THESE ROLES INTO A HIERARCHY. ALSO MAKES STUDENTS IDENTIFY FACTORS AFFECTING THE LIFE OF A MEDIEVAL PEASANT. WILL ALLOW STUDENTS TO MAKE A JUDGMENT ABOUT HOW HARD/EASY LIFE AS A MEDIEVAL PEASANT WAS. LINKS WITH PRIOR KNOWLEDGE OF FEUDAL SYSTEM (LORD OF MANOR = KNIGHT) AND LEADS INTO STUDY OF PEOPLE IN MEDIEVAL VILLAGE.

Powerpoint with voiceover outlining key issues of foreign policy in this period. Consolidation of discrete elements of foreign policy to develop skills. Core notes covering this period (overview not just foreign policy)

This is a great resource that I put together for a presentation at uni years and years ago. I have used it with all different age and ability groups in different schools. it should be self-explanatory as i have added notes to indicate the kind of things dicussed throughout the slide show David - Slightly harsh my man, to rate it on the basis you couldn’t see it! Its probably your firewall, as it has been downloaded many times - not that that helps! If you email me at jordansnotes@yahoo.com I will email it to you, size permitting.

Decision making game for students. Instructions on attached document. Students take on characters from 1529 Parliament and make decisions using extracts from relevant acts. There is a gaming element: students decide whether parliament would accept/reject/modify an act. Each act is worth x points. They can gamble the points in a 'double or nothing' gamble before the teacher reveals the historical reality. Uses original extracts to help familiarise students with reading sources.

Ppt with audio. Can be used to support remote/flipped learning. Accompanying core notes attached

Ppt with audio, guiding students through the process of dissolution. Can be used for remote/flipped learning. Core notes for this period also attached.

Range of activities which I have in envelopes on the wall, from which students can self select when they've completed the core work.

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]