Three page document of key words for the Medicine through time unit and the historic environment (Medicine on the Western Front). I used the pearson textbook and went through cover to cover to produce a document of all key words to support pupils with the content prior to examination.

WALT: Evaluate the importance of the revolt and why it failed. 1-2: describe why people were unhappy with William’s rule. 3-4: Describe the key features of the revolt of the earls. 5-7: Explain how and why the rebellion failed. 8-9: Evaluate the success of Williams rule 1066-1075.

The first lesson in a scheme of work designed to introduce KS3 pupils to the concept of history and help them acquire historical skills. WALT: identify key historical skills and explain why history is important. L3: Define what the study of history is. L4: Describe key skills a good historian needs. L5: Explain why history is important. L6: compare history to another subject and justify which you think is most important. Pupils define what history is in their own words. Investigation of blooms words, describe, explain, infer etc. Discussion of what history is, prior learning and a video. Lesson includes homework for pupils to complete, teacher can use homework to gain a baseline of pupils ability.

Timeline with sections for pupils to create - worksheet to support. Fully differentiated lesson to go alongside the timeline. Starter: structure of Paper three task one: overview video Task two: timeline - defining key words, describing key events and extension task Whiteboard AFL Task Three source work - why vote for hitler? challenge: making links to key events on the timeline Task designed as an introductory lesson to paper three to give pupils an overview of the topic so assumes no prior knowledge but could also be used as a revision task.

This lesson follows a pupil led investigation in which they discover what has happened to the ice mummies - this lesson builds upon this knowledge and develops skills of working with interpretations prior to baseline assessment - this lesson is part of a series of lessons that build upon use of sources, interpretations and finally a baseline assessment. These can be found separately or as part of a bundle in my tes shop. WALT: apply knowledge of the Ice Maiden to interpretations about what happened to her. L3: Recall key facts about the Ice Maiden. L4: Describe what an interpretation is and how a historian creates it. L5: Create an interpretation about what happened to the Ice Mummy. L5-6: Analyse interpretations that we will use in our assessment to plan why we agree and disagree with them.

WALT: explore the key skills needed to reach full marks on an ‘importance of’ question. Recall prior knowledge from the Norman unit. Describe the assessment objectives and mark scheme. Analyse and criticise an example answer. Apply my understanding to an exam question to demonstrate my knowledge. This lesson has been created to build students confidence with using and applying assessment objectives to their learning - i have found that through using skills builders students grow in confidence and full marks seems more attainable. Students annotate the mark scheme and an example answer before applying their knowledge to a new question and marking their peers work to demonstrate further undertstanding. The starter activity recalls prior knowledge of the Normans topic, however the task from slide 11 could easily be moved to the starter if you do not teach this topic/ have not taught it prior to this lesson.

WALT Analyse sources to explain how gas was used during WW1. Recall key features of the main battles of WW1. Identify key features of the first use of mustard gas. Describe the three types of gas used in WW1 in detail. Explain how they harmed a soldier. Apply: Analyse sources to evaluate their utility. The first task recaps the main features of battles in WW1. the main body of the lesson revises key knowledge of gas attacks, before focusing keenly on source skills using the IS-SAYS-KNOW structure and modelling the answer to the first source as a group.

WALT: Evaluate the progress made to Public Health 1850-1900 Recall features of the Public Health Act of 1875. Describe developments in Public Health before 1854. Explain how and why the approach towards Public Health changed after 1850. Apply: Explain why there was progress in Public Health 1850-1900 (12 marks). Students recall (starter and wilf 1) knowledge on early public health and the Public Health Act (taught previously) before building on this with knowledge about the Great Stink and three key acts that can be used as evidence the government abandoned their Laissez-Faire ideology. This leads to a tiered apply task in which students can connect their knowledge coherently in response to a 12 mark question.

WALT Evaluate changes in government action and attitude. Summarise government attitudes in each period using a phrase. Identify actions taken by the government during each plague. Explain how government actions differed. Apply: Analyse the importance of government action and apply knowledge to a past paper exam Q. Students revise core knowledge - focusing firstly on the two plague case studies in reference to a past paper exam, before moving through to compare GOVT actions 1700-1900 and 1900-present and applying their understanding to an exam question. Each task is fully reviewed with green pen improvement slides provided.

To follow American abolition lesson. Differentiated carousel task that considers the positive and negative developments that faced freedmen following the E.P: Jim Crow, Black Codes, etc. Carousel hidden slides to print Full lesson, build up towards a how far do you agree question.

What is slavery? Comparison activity of slavery - Egyptian, Medieval, Empirical and Modern Source analysis Level 3-6 (NC) differentiation Homework activity - pupils to research the four periods and draw a picture to represent slavery during that time period.

I have created this revision guide aimed at KS4 Edexcel 9-1 for the 2017 specification. It includes sections about: Plains Indians, Indian Wars, Homesteaders, Cattle Industry Each section has information sheets, revision ideas, key words and a quick quiz (all answers to the quiz are in the back of the book).

Revision guide created cross referenced with the Edexcel textbook and specification. Focus on knowledge with guidance suggesting how pupils may revise. Structure: Pupil knowledge audit 2 A4 pages per quarter of the unit (weimar, rise to power etc) Checklist of revision ideas (create a facebook profile, create a mindmap, research etc) guidance to develop independent learners quick quiz (answers in the back) worksheet 1x section so that you can set guided revision homework The revision guide follows the structure of the textbook: Weimar Rise to Power Nazi Control Life in Nazi Germany

Carousel task including: Stono Rebellion NY City Conspiracy Gabriel's Conspiracy German Coast Uprising Nat Turner's Rebellion Investigation of interpretations Peer assessment Worksheets as hidden slides

Full lesson aimed at KS3 examining that battle of Gate Fulford. WALT: Examine the events of Gate Fulford. WILF 1: Identify key things that happened at Gate Fulford. L3. WILF 2: Describe what happened at Gate Fulford. L4. WILF 3: Explain why Edwin and Morcar lost the Battle of Gate Fulford. L5. Fully animated battle strategy. Discusses Tostig, Hardrada, Edwin and Morcar - lesson has been aimed at preparing KS3 to study Normans at KS4 through the Edexcel examination board. Differentiation and worksheets as hidden slides within the powerpoint

Full lesson - taught to y7 and y10 fits Edexcel specification (Anglo-Saxon and Norman England 1060-1088). Worksheets as a hidden slide within the powerpoint. Very successful when taught to year 10 pupils. Polish differentiation included.

Full lesson - worksheet as a hidden slide within the powerpoint. worksheet provides pupils with five things William changed and they write a speech expressing their discontent with these changes. Introduces pupils to the changes made by William following the Battle of Hastings and starts to unpick reasons Saxons disliked Norman rule. Levelled extended writing task differentiated for all pupils and discussion of the word consequence, what it means and how pupils should respond to it within their writing included.

Skills building unit surrounding slavery in the British Empire and the Americas, developing skills towards KS4 GCSE. Aimed at Y8 KS3, fully differentiated for level 3-6. Lessons: What is slavery, Slave trade triangle Punishments Opposition and rebellion Abolition in America Abolition in Britain Were slaves really freed? Homework: Comparative cartoon homework Abolitionist profile

Pupils evaluate the power of each country by analysing whether they have an army, money, empire and any other relevant information. They then argue why they think their country is the most powerful and get into a ‘living line’ from most to least powerful. They must then defend their decision. Leads into a lesson regarding long and short term causes of WW1 including the assassination of FF.

Whole lesson, fully differentiated with worksheets. The final task asks pupils to compare answers against success criteria to mark and then improve two weak 16 mark answers,