Lesson aimed at intervention prior to examination, pupils develop narrative account skills as well as knowledge of the cattle industry - an area that, judging by SAMS material the exam board are keen to examine. Pupils read the sample answer and pick out what is wrong with it Pupils catagorise information into rise and fall of the cattle industry, they colour code it rather than writing it out to save time pupils create a word bank of connectives pupils create a narrative account using step by step guide and template which can be found on the worksheet - PPT takes pupils through the account step by step so you can give your group as little or as much support as necessary.

Revision lesson designed to last one hour. Homework included that analyses the Oklahoma Land Rush and gives pupils a choice of three exam questions - narrative, consequence or importance. Pupils: define push and pull factors and explain why people moved west analyse a timeline of key features of the migration west describe the Mormon migration, Exoduster movement and Donner Party Analyse the importance and the consequences of the Homestead Act

Session designed to last one hour and includes everything for medicine 1250-1500 cross referenced with the first chapter of the Pearson textbook. Included is a worksheet for pupils to complete alongside the session. Pupils cover: causes of disease image starter key words theory of the four humours miasma theory different people that could treat you treating the sick hospitals the Black Death 1348-1349

Revision lesson based around building knowledge of government Acts and Treaty’s Pupils create a timeline using either worksheets or carousel (both options included). They colour code key features and consequences so that it is easy to revise from. Time permitting, pupils can then write exam questions that relate to the information they have studied SAMS questions included as examples to talk through with the group. Homework could then be to complete one of these questions.

This lesson allows pupils to explore the terms of the Treaty of Versailles and the affect that the terms had on Germany. Pupils define key terms like League of Nations, Armistace, and Big Three. define the term armistace watch the video and record the terms of the TOV (green pen task follows) Class creates a diamond 9 together, what had the biggest/smallest affect on Germany Written task - was the TOV fair? fully differentiated, sentence starters and must/should/could. Source examination - how useful question. Set as homework after discussing and beginning in class. Differentiated for HA/LA on the worksheets. Homework attached as part of the lesson bundle. Differentiated for HA/LA how useful question using the execution of Germany source.

Part of a series of revision sessions that provide pupils with an overview of the American West unit prior to examination. As part of this revision session pupils will revise: Changing role of the Cowboy Rise of cattle industry and key individuals Decline of the cattle industry Johnson County War: Causes, conduct, consequences Possible examination questions

An American West mock that follows the new specification, questions cover a breadth of knowledge and target pupils to answer questions about key developments of the unit. I plan to deliver this half way through teaching (after cattle industry) and will follow it with another at the end of the unit. There is a full feedback lesson included that focuses on pupils ability to answer and understand the examination questions, could be used as a walking talking mock for GCSE revision. In addition, there is a narrative account homework included (differentiated) to link to the last task.

This revision session is part of a series of sessions aimed at building pupils knowledge and understanding of the Anglo-Saxon and Norman England unit for Edexcel 2016 specification. As part of this session pupils will gain an overview of: Saxon society Edward the Confessor and the kings power Law and order Economy Power of the House of Godwin The Normandy Embassy The Revolt against Tostig 1065

Suitors lesson in which pupils study ‘dating profiles’ before creating a speech to deliver to a ‘real life’ Elizabeth in a hot seat style activity. Pupils can then vote on who is the most convincing match or the pupil pretending to be Elizabeth can choose. Pupils will explore reasons why Elizabeth didn’t want to marry and why her advisors pressured her to do so as well as exploring who wanted to marry her and why. All tasks fully differentiated for LA, MA and HA.

This is part of a series of revision sessions aimed at preparing pupils to succeed at the Edexcel 2016 specification: Paper Two Anglo-Saxon and Norman England. As part of this session pupils will explore: Succession crisis: who should be king? Gate Fulford Stamford Bridge Hastings Why did William Win Aftermath: march on London, Submission of the earls

A whole lesson with worksheets and fully differentiated that compares Tojo, Hitler and Stalin. Pupils identify what a dictator is and who the three men are They describe/explain how a dictator is able to rise to power Compare similarities and differences between the three men Evaluate who changed the most things in their country and why we remember their atrocities rather than the positive changes they made to their countries. I use this as an introduction to a unit on WW2 to provide pupils with some context into the political landscape of the world prior to the start of the war.

Pupils will explore the invasion of Poland with the aim of creating a GCSE style narrative account in preparation for the skills needed at KS4. Pupils will: examine the Munich Agreement and hypothesise how peopl e would react to it Watch a video of the invasion and collect notes to be able to describe the invasion Put the events of the invasion into chronological order using visual prompts for support create a narrative account using a GCSE support sheet that allows development towards explaining why events lead to one another and cause change.

Aimed at developing skills required for the GCSE reforms at KS4, this lesson encourages pupils to develop PEEL paragraphs for the explain two consequences question. This is part of a scheme of work about WW2 - the rest of which can be found within my shop. Pupils will: Identify who Winston Churchill is as a hook to the lesson describe why France surrenders using images to challenge them to think outside of the box Use a WAGOLL to identify examination skills required and the structure of a PEEL paragraph Use an information sheet (included) and the WAGOLL to structure their own PEEL paragraph explaining a consequence of the defeat of Poland. Peer assess their work to reflect on their own progress within the lesson.

WALT: Explain why Phillip launched the ArmadaLevel 3: identify key features of weapons used during the battle. Level 4: describe the events of the battle in detail. Level 5: Explain why Elizabeth won the battle. Level 6-7: Evaluate the reasons for the victory and which part of the narrative was most important.

This skills lesson is aimed to encouraged independent extended writing - pupils examine the causes of the armada before reading and annotating a WAGOLL that demonstrates how to reach level 7 at KS3. They then create their own piece analysing the reasons Philip launched the Armada. WALT: Explain why Phillip launched the Armada Level 3: identify more than one cause of the Spanish Armada. Level 4: describe each cause in detail. Level 5: Explain why each cause upset Phillip enough for him to launch his Armada. Level 6-7: Evaluate the importance of causes to reach a judgement.

This lesson is designed as a skills building case study to help introduce the Normans unit. Pupils will be introduced to life in Saxon England and the power of the house of Godwin. They will build towards answering a how useful question to embed paper one and paper three skills. Gives later opportunity to compare when analysing the control of William. Edward didn’t raise taxes or take land from the earls, so a good link to allow pupils to understand why Saxons were so upset and angry following 1066.

WALT: Evaluate the power of the Godwin family.2-3: Recall key facts about the Godwin family. 4-5: Describe the importance and power of the Godwins in England. 6-7: Explain what happened during Harold’s embassy to Normandy and why it might cause problems. 8-9*: analyse how useful Norman sources are to a historian. Pupils examine the power of the Godwins and how their influence both helped and hindered Edward’s rule They then explore the Normandy embassy using the Bayeux tapestry and the Norman and Saxon interpretation of the event.