1066: A Year to Conquer England Ep3 - Worksheet to support the BBC Documentary with Dan Snow In this three-part drama-documentary series, Dan Snow explores the political intrigues and family betrayals between Vikings, Anglo-Saxons and Normans that led to war, and the Battle of Hastings. King Harold of England has to take on two invasion forces. First, his brother Tostig attacks the south coast. He is repelled, but there is more to come. Later in the year, a vast Viking invasion force led by King Harald Hardrada of Norway lands in the north of England. Harold rushes to Stamford Bridge to fight for his kingdom and for his life. Meanwhile, Duke William of Normandy is ready to invade, but storms keep his invasion fleet trapped in port. Written for enrichment/independent/flipped activities, the sheet contains a variety of data collection activities based upon the TV programme Written in Publisher and formatted to A3 the sheet can be saved as a PDF to A4

Twentieth Century Battlefields - Stalingrad - Worksheet to support the BBC Documentary Worksheet written to support the documentary through a variety of data collection and analysis activities. Written as an enrichment/ independent learning rsource it can be edited as appropriate. Written in Publisher formatted to A3 but the sheet can be edited and saved as a PDF file for A4 printing

BBC Twentieth Century Battlefields - Ep4 - Korea - Worksheet to support the BBC Documentary Written as an enrichment/flipped/independent learning activity the worksheet contains a variety of data collection activities for the video. Peter and Dan Snow, through sophisticated graphics, bring to life the forgotten war of the 20th century - the battle for Korea. The Snows journey to the border between North and South Korea which is a military frontline to this day - there is still no peace treaty more than 50 years after war broke out between the Communist north and Nationalist south. Peter and Dan tell the story of two key moments in the years of fighting that embroiled soldiers from countries around the world. Peter finds out about the challenges faced by the Americans as they set out on one of the largest amphibious attacks in history, the Inchon landings. On the banks of the Imjin river, Dan recounts how, in 1951, a few hundred British soldiers managed to stem the tide against thousands of attacking Chinese. ‘On the banks of this River in Korea in 1951, America, Britain and their United Nation allies were locked in a battle with tens of thousands of Communist troops. What moved the Allies to cross the world to fight here in Korea, only five years after the bloodshed of the Second World War, was their drive to stop Communism spreading further’ Written in Publisher and formatted to A3 the worksheet can be amended and saved as a PDF for A4 printing

9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 2 - Renaissance Medicine These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: 1. Historical Context - through timelines, picture prompts and key words 2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. 3. Better Literacy – through selected ‘language for learning’ vocab box. 4. Memory prompts to support revision – through the use of carefully selected images. 5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. 6. A confidence thermometer is also included as a prompt to identify student confidence in the topic. The reverse side contains guidance on EXAM TECHNIQUE through: 1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available 2. Examiners levelled mark schemes 3. Support writing frames with generic sentence starters

9-1 Edexcel History Learning/Topic Placemats for - Topic 1 -The Revolutions of 1917 Written in PowerPoint (The reverse side of the placemat remains the same throughout this study unit). These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: Historical Context - through timelines, picture prompts and key words Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. Better Literacy – through selected ‘language for learning’ vocab box. Memory prompts to support revision – through the use of carefully selected images. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. The reverse side contains guidance on EXAM TECHNIQUE through: Identifying the nature of the question styles for each GCSE Unit and the allocated marks available Examiners levelled mark schemes Support writing frames with generic sentence starters

EDEXCEL HISTORY GCSE - Topic 3: The Impact of the break with Rome 1529-40 ‘HENRY VIII AND HIS MINISTERS’ SUMMARY 'TOPIC ON A PAGE’ consolidation, revision, resource: This resource provides students with a 'TOPIC ON A PAGE’ summary for each topic of the Henry VIII and his Ministers Unit. It fully covers the syllabus content for each topic and can be used by students and teachers to: a) consolidate knowledge and understanding to encourage student mastery (embedding academic language and concepts) after students have completed a topic in class or as a homework task, helping them identify areas of strengths and weaknesses b) as a quick starter activity to review prior learning or weeks/months later as a spaced retrieval practice task. I regularly take sections from the placemats and use them to support spiralled learning. c) to encourage relevant exam responses - specifically targeting the FEATURES and 12 MARK EXPLAIN questions - knowledge is organised into CAUSES and CONSEQUENCES in line with sample exam questions Students have commented that this has helped them revise an organised and planned response to exam questions that result in a more concise written response in exam conditions. d) the question squares can be cut up into cards to form an interactive timeline activity or ranking task when completing causation questions. They can also be used to support the HOW FAR DO YOU AGREE questions - organising knowledge into agree and disagree arguments. e) as a useful revision aid before the final exam. (Many of my Year 11 students rely on these sheets in the final weeks and days of revision and have commented that they have helped make factual recall of the huge volume of the syllabus content more achievable. The topic on a page summaries can be used as a stand alone resource or in conjunction with the Edexcel Pearson Revision Guide, where all of the answers can be found. This resource can also be used in conjunction with the topic placemats that I have produced to support students in lessons. In particular, I have successfully used the TOPIC ON A PAGE summaries with the ‘EXAM TECHNIQUE’ side of the placemats so when students are given exam questions, they can quickly find relevant supporting knowledge to use in a response. I have used this resource successfully with students targeted Levels 4- 9. It could be easily adapted for students working on or below L3 Please find my placemats at: https://www.tes.com/teaching-resource/9-1-edexcel-history-learning-topic-placemat-for-henry-viii-and-his-ministers-topic-3-the-impact-o-11804699 Read less

9-1 OCR History B, SHP History Learning/Topic Placemats for The People’s Health: 1250 to present day Written in PowerPoint. Topic Covered: The People’s Health GCSE Learning Placemat – Topic 3: Industrial Britain 1750-1900 (The reverse side of the placemat remains the same throughout this study unit). These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful ‘Edexcel Medicine Through Time’ Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). My learning placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. These OCR Placemats are produced to the same quality and have been used by GCSE Students within my MAT. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands through a language for learning section c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: Historical Context - through timelines, picture prompts and key words Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. (Identified as good practice by leading practitioner such as Hattie and Morrison-McGill). Better Literacy – through selected ‘language for learning’ vocab box. Memory prompts to support revision – through the use of carefully selected images - all categorised under themes that underline each period. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Ideas, attitudes & beliefs, wealth & poverty, urbanisation, science and technology and the role of local and national government) and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. The reverse side contains guidance on EXAM TECHNIQUE through: Identifying the nature of the question styles for each GCSE Unit and the allocated marks available. Examiners levelled mark schemes Support writing frames with generic sentence starters

This resource provides students with a 'TOPIC ON A PAGE’ summary for the OCR GCSE 9-1, History B SHP ‘Thematic Study’ unit THE PEOPLE’s HEALTH Key Topic 2: EARLY MODERN PERIOD 1500-1750 They fully cover the syllabus content for each topic and can be used by students and teachers to: a) consolidate knowledge and understanding to encourage student mastery (embedding academic language and concepts) after students have completed a topic in class or as a homework task, helping them identify areas of strengths and weaknesses b) as a quick starter activity to review prior learning or weeks/months later as a spaced retrieval practice task. I regularly take sections from the placemats and use them to support spiralled learning. c) to encourage relevant exam responses - specifically targeting the themes of explaining living conditions (with a focus on housing, food, water and waste management), people’s response to Epidemics, public health features/impact of local and national government on public health. Additionally, students are encouraged to reflect on the extent of continuity and change between periods which will help with planning for the extended essay Q. d) the question squares can be completed and then colour coded to show the influence of the five factors and be cut up into cards to form KAGAN Quiz/Quiz Trade Question and Answer Cards e) as a useful revision aid before the final exam. (Many of my Year 11 students rely on these sheets in the final weeks and days of revision and have commented that they have helped make factual recall of the huge volume of the syllabus content more achievable. The resource includes prompt pictures to appeal to visual learners and can be used as a standalone resource or in conjunction with the OCR Hodder Revision Guide, where all of the answers can be found. This resource can also be used in conjunction with the topic placemats that I have produced to support students in lessons. In particular, I have successfully used the TOPIC ON A PAGE summaries with the ‘EXAM TECHNIQUE’ side of the placemats so when students are given exam questions, they can quickly find relevant supporting knowledge to use in a response. I have used this resource successfully with students targeted Levels 4 - 9. It could be easily adapted for students working on or below L3. The ‘fill in the gaps’ prompts can be removed for higher ability students. I Recommend printing enlarged on A3 paper.

EDEXCEL HISTORY GCSE - Topic 1: Henry & Wolsey 1529-40 ‘HENRY VIII AND HIS MINISTERS’ SUMMARY 'TOPIC ON A PAGE’ consolidation, revision, resource: This resource provides students with a 'TOPIC ON A PAGE’ summary for each topic of the Henry VIII and his Ministers Unit. It fully covers the syllabus content for each topic and can be used by students and teachers to: a) consolidate knowledge and understanding to encourage student mastery (embedding academic language and concepts) after students have completed a topic in class or as a homework task, helping them identify areas of strengths and weaknesses b) as a quick starter activity to review prior learning or weeks/months later as a spaced retrieval practice task. I regularly take sections from the placemats and use them to support spiralled learning. c) to encourage relevant exam responses - specifically targeting the FEATURES and 12 MARK EXPLAIN questions - knowledge is organised into CAUSES and CONSEQUENCES in line with sample exam questions. Students have commented that this has helped them revise an organised and planned response to exam questions that result in a more concise written response in exam conditions. d) the question squares can be cut up into cards to form an interactive timeline activity or ranking task when completing causation questions. They can also be used to support the HOW FAR DO YOU AGREE questions - organising knowledge into agree and disagree arguments. e) as a useful revision aid before the final exam. (Many of my Year 11 students rely on these sheets in the final weeks and days of revision and have commented that they have helped make factual recall of the huge volume of the syllabus content more achievable. The topic on a page summaries can be used as a stand alone resource or in conjunction with the Edexcel Pearson Revision Guide, where all of the answers can be found. This resource can also be used in conjunction with the topic placemats that I have produced to support students in lessons. In particular, I have successfully used the TOPIC ON A PAGE summaries with the ‘EXAM TECHNIQUE’ side of the placemats so when students are given exam questions, they can quickly find relevant supporting knowledge to use in a response. I have used this resource successfully with students targeted Levels 4- 9. It could be easily adapted for students working on or below L3 Please find my placemats at: https://www.tes.com/teaching-resource/9-1-edexcel-history-learning-topic-placemat-for-henry-viii-and-his-ministers-topic-1-henry-and-wols-11804689 Read less

Worksheet to support ‘Vendettas - The Johnson County Cattle War’ - The History Channel.The worksheet explains the causes and course of the conflict between the Open Range Cattle Barons and the Homesteaders in the 1880’s and 1890’s. Written in Publisher and formatted to A3 the resource can also be saved as a PDF for A4 printing This is a 3 Page document

What really happened to the princes in the tower? Lucy Worsley uncovers the story of the two boys, whose disappearance in 1483 has led to centuries of mystery and speculation. The two princes, Edward and Richard, lived during the Wars of the Roses, a decades-long fight over the English throne between the house of Lancaster and the house of York. Edward IV, the boys’ father, was the first Yorkist King. His eldest son, Edward, was destined to inherit the throne - and this fact entirely shaped his young life. Edward was just 12 when his father King Edward IV died, and his age meant he wasn’t considered ready to rule. Edward IV had appointed his brother Richard to be the young King’s protector, but not everyone was happy with this arrangement. What followed was a tussle for control between Richard and the Queen’s family, the Woodvilles. The princes were taken to the Tower of London ‘for their own protection’, but when a priest declared the boys illegitimate and Richard next in line to the throne, Richard was crowned King. The gaps in the historical record have fuelled 500 years of speculation, so Lucy speaks to Tim Thornton, Professor of History at the University of Huddersfield, who has found evidence of one account of what happened written by Thomas More; and Matthew Lewis, Chair of the Richard III Society for his views on the events. The enduring story of the Princes in the Tower not only reveals fascinating insights about childhood, and the nature of politics and power in mediaeval England, but how the interpretations of events are never fixed, with new evidence ensuring this story continues to fascinate. 4 Page resource Written in Publisher and formatted to A3 the resource can be saved as a PDF for A4 printing

Christopher Eccleston narrates a docudrama about the 1918 flu pandemic, which killed more than 50 million people. Told using powerful personal testimony. It is 1918 and the end of WWI. Millions have died, and the world is exhausted by war. But soon a new horror is sweeping the world, a terrifying virus that will kill more than fifty million people - the Spanish flu. Using dramatic reconstruction and eyewitness testimony from doctors, soldiers, civilians and politicians, this one-off special brings to life the onslaught of the disease, the horrors of those who lived through it and the efforts of the pioneering scientists desperately looking for the cure. A four page worksheet, written in Publisher for A3 printing but can be amended and saved as a PDF for A4 printing.

Henry VIII - Inside the Mind of a Tyrant - Ep3. Loverr - Supporting Worksheet Written to support the David Starkey documentary as enrichment for able GCSE 9-1 students or A level teaching support. Comprehension and extension questions are provided to follow the programme and support information collection. The resource provides a summary of the documentary and its contents. Written in Publisher to A3 formatting, but can be amended and saved as a PDF for A4 printing This episode traces Henry's ten-year affair with Anne Boleyn. Henry began to pursue Anne in early 1526. As lust turned to love, he conceived the idea of marrying her. But that required a Papal annulment of his marriage to Catherine. David Starkey's research in the Vatican archives has revealed the real story of Henry's futile six-year struggle to get what he wanted from Rome. During this time, and prompted by Anne, Henry began to re-think the nature of the English monarchy. He came to believe that the King, not the Pope, should rule the Church in England. The result was the break with Rome, a new wife for Henry, and a new religion for his subjects. But the marriage did not last. Henry's court had always been a dangerous place, and when Queen Anne turned against Thomas Cromwell, Henry's chief minister, Cromwell knew that he had to move against her to save himself. He manipulated Henry's naturally suspicious nature to engineer Anne's execution. Money and power had triumphed over love.

Ray Mears explores how 500,000 square miles of flat, treeless grassland was the setting for some of the Wild West’s most dramatic stories of Plains Indians, wagon trains, homesteaders and cattle drives. Ray joins the Blackfeet Indian Nation as they demonstrate bareback riding skills before a ritual buffalo hunt and sacrifice, and learns how their ancestors were dependent upon the buffalo for their survival. He follows in the wagon ruts of the early pioneers along the Oregon Trail and hitches a ride on a prairie schooner with wagon master Kim Merchant. He discovers the stories of the early homesteaders who lived in sod-houses and farmed the wild grassland around them. At a cattle auction in Dodge City he explores the story of the railways, cow-towns and the buffalo massacre. His journey across the Great Plains ends at Moore Ranch where he joins a long-horn cattle drive and learns about the life and myth of one of the Wild West’s most iconic figures, the cowboy. Written in Publisher and formatted to A3 the document can be fully edited and saved as a PDF for A4 printing

Worksheet to support the documentary. The sheet was written over 4 pages to support independent study/flipped learning /overview/ revision and enrichment of the GCSE / A Level curriculum. The tasks include a wide variety of data collection activities and higher order exercises to provide a wide range options. The last page includes overview grids asking students to summarise the reasons for the rise and fall of Wolsey and Cromwell as well as carry out a psychological profile of Henry VIII. The worksheet is written in Publisher and formatted to A3. It can be saved as a PDF and printed in A4

This resource provides students with a 'TOPIC ON A PAGE’ summary for the component unit Key topic 1: EDEXCEL GCSE HISTORY. TOPIC 1: THE EARLY SETTLEMENT OF THE WEST, C1835 - 1862 This is a one page resource They fully cover the syllabus content for each topic and can be used by students and teachers to: a) consolidate knowledge and understanding to encourage student mastery (embedding academic language and concepts)after students have completed a topic in class or as a homework task, helping them identify areas of strengths and weaknesses b) as a quick starter activity to review prior learning or weeks/months later as a spaced retrieval practice task. I regularly take sections from the placemats and use them to support spiralled learning. c) to encourage relevant exam responses - specifically targeting the themes of explaining the cause of illness, methods of prevention, treatments, care of the sick, public health, important individuals and factors effecting change. d) the question squares can be completed and then cut up into cards to form KAGAN Quiz/Quiz Trade Question and Answer Cards e) as a useful revision aid before the final exam. (Many of my Year 11 students rely on these sheets in the final weeks and days of revision and have commented that they have helped make factual recall of the huge volume of the syllabus content more achievable. The resource includes prompt pictures to appeal to visual learners and can be used as a standalone resource or in conjunction with the Edexcel Pearson Revision Guide, where all of the answers can be found. This resource can also be used in conjunction with the topic placemats that I have produced to support students in lessons. The first box contains the same summary picture for the whole topic. In particular, I have successfully used the TOPIC ON A PAGE summaries with the ‘EXAM TECHNIQUE’ side of the placemats so when students are given exam questions, they can quickly find relevant supporting knowledge to use in a response. I have used this resource successfully with students targeted Levels 4 - 9. It could be easily adapted for students working on or below L3. The ‘fill in the gaps’ prompts can be removed for higher ability students.

Designed for Year 7 students the lesson investigates the nature of warfare during the medieval era and Crusades. Students will study siege warfare through the recreation of the English siege of Caen in 1204, illustrating and labeling a siege through a literacy based activity based upon the novel ‘Harlequin’ by Bernard Cornwell. This activity can then be compared against the reality and students can plan to either attack or defend a castles. Links to video would then allow students to compare the changing nature of warfare between the medieval and Roman periods: A Teacher Guidance video is available for this lesson: https://www.youtube.com/watch?v=yWNnMJ3szVc

Dan Snow travels through India in the footsteps of the company that revolutionised the British lifestyle and laid the foundations of today’s global trading systems. Four hundred years ago British merchants landed on the coast of India and founded a trading post to export goods to London. Over the next 200 years, their tiny business grew into a commercial titan. Using the letters and diaries of the men and women who were there, this documentary tells the story of the East India Company, which revolutionised the British lifestyle, sparked a new age of speculation and profit and by accident created one of the most powerful empires in history. Yet inexorable rise ended in ignominy. Dogged by allegations of greed, corruption and corporate excess, by the 1770s the company’s reputation was in tatters. Blamed for turning its back as millions died in the Bengal famine, and thrown into crisis by a credit crunch in Britain, the world’s most powerful company had run out of cash, sparking a government intervention. Written in Publisher and formatted to A3 the worksheet can be fully edited and saved as a PDF for A4 printing

1066: A Year to Conquer England Ep2 - Worksheet to support the BBC Documentary with Dan Snow In this three-part drama-documentary series, Dan Snow explores the political intrigues and family betrayals between Vikings, Anglo-Saxons and Normans that led to war, and the Battle of Hastings. King Harold of England has to take on two invasion forces. First, his brother Tostig attacks the south coast. He is repelled, but there is more to come. Later in the year, a vast Viking invasion force led by King Harald Hardrada of Norway lands in the north of England. Harold rushes to Stamford Bridge to fight for his kingdom and for his life. Meanwhile, Duke William of Normandy is ready to invade, but storms keep his invasion fleet trapped in port. Written for enrichment/independent/flipped activities, the sheet contains a variety of data collection activities based upon the TV programme Written in Publisher and formatted to A3 the sheet can be saved as a PDF to A4

In the final episode, Lucy debunks the fibs that surround the ‘jewel in the crown’ of the British Empire - India. Travelling to Kolkata, she investigates how the Raj was created following a British government coup in 1858. After snatching control from the discredited East India Company, the new regime presented itself as a new kind of caring, sharing imperialism with Queen Victoria as its maternal Empress. Tyranny, greed and exploitation were to be things of the past. From the ‘black hole of Calcutta’ to the Indian ‘mutiny’, from East India Company governance to crown rule, and from Queen Victoria to Empress of India, Lucy reveals how this chapter of British history is another carefully edited narrative that’s full of fibs. Written in Publisher and formatted to A3 the document can be fully edited and saved as a PDF for A4 printing