Through this fully resourced lesson you will contrast and compare the culture of the Weimar Republic with that of Nazi Germany. Judging change and continuity, whilst adding specific examples to be used in longer mark answers. Lesson 20/24

Guide your students through kinder, kuche and kirche with this fully resourced lesson. Determine change & continuity between the Weimar & Nazi ages and delve into the depravity of Lebensborn. Lesson 21/24

For Edexcel GCSE Crime & Punishment. Lesson to focus on changes to C&P after the Norman Conquest. To include: Murdrum Fines & Forest Laws Law enforcement Comparison of continuity and change from Saxon England. Lesson 04 in scheme

A booklet designed to be used in Tutor or start of lessons to encourage wider reading and develop skills of comprehension. Booklet contains 30+ extracts from variety of subjects including: English Maths Science History Music Geography PE and many more. After each section of text is a series of tasks and pages to work on these.

For Edexcel GCSE Crime & Punishment. This lesson will explore: Saxon Crimes Use of community law enforcement Methods of trials for criminals Saxon Punishments. Comprehension tasks throughout. Lesson 02 in scheme.

Lesson focus is to understand the nature of the ‘Source follow up’ question in GCSE Crime & Punishment. Lesson includes: Source practice tasks Evaluation of changes to policing in London. Creation of examples sheet of sources to be used in a follow up task. Exam practice.

For Edexcel GCSE Crime & Punishment. Lesson to focus on the increase of Witchcraft as a crime as well as vagrancy between the 16th and 17th Centuries. To include: Reasons for increased focus on witchcraft. Reasons for convictions. Matthew Hopkins Case study Chronology of Vagrancy laws. Changes after the Civil War (Puritan England).

For Edexcel GCSE Crime & Punishment. Lesson to focus on changes to law enforcement in the 16th-18th Centuries. To include: Source analysis Continuity and change evaluation. Descriptions of new methods. Explanations of: Thief Takes, Early Transportation (to 13 Colonies), early Prisons and the Bloody Code.

Get to grips with the war time alliance, the intricacy of the Tehran, Yalta and Potsdam conferences and the persona of the the big three, Oh and with a cheeky bit of Billy Joel thrown in - remember to start with slide 2! Lesson 1/16

USing these two lessons your students will gain through contextual knowledge of the Cuban Revolution, and historical US involvement. In part two, they will then encounter the 13 Days of the Cuban Missile Crisis. Exploring, JFK’s options, the events day by day (with significance ranking) and an overall judgement on consequences and impact on tension. Lessons 8 & 9/16

Designed to build evidence to construct a narrative account question this lesson will guide your students through the main events behind and during the uprising and then allow students to develop knowledge of the consequences through a check on tension. Lesson 6/16

Take your students on a tour of Eastern Europe circa 1946. Explore how each nation fell to communism, the fears spreading through the Oval Office and Kremlin, as well as the Telegrams that fueled them. Lesson 2/16

Another additional lesson to support wider understanding of the Cold War era. Here we focus on the disaster at Chernobyl. Why did it happen? How did two men, and 800,000 ‘bio-robots’ save the world? and what did it all mean for the fragile Soviet Union? Lesson 15/16

Streamline your homework policy - and keep Ofsted happy, with this three part and six term Homework booklet.Making use of the Durrington Research School methods and the Six Principles the aim here is to ensure understanding of key words and terminology within your areas of study. How to use: Task 1 - First choose your key works (I go for six) - these can be typed into the booklet in advance or have students write them in. These can be learned as spelling with test in class. (I usually make sure 5 are subject and 1 is exam related - see examples). Task 2 - Use the four included Key Word cards to define four of the key words you have chose, Including, definition, use in a sentence and image. Task 3 - Using all six words have the students write a philological paragraph to explain the topic using their wider understanding of language and key terms. Tip: We use separate assessment books. I keep HW booklets there and mark once a term when I look at assessments.

Ah Dollar Diplomacy - said Stalin… not me! Through this lesson you will gain the context of the late 1940s, with an ‘own knowledge’ link to the Greek Civil War. Next you will explore the reasons behind and methods of the Truman Doctrine, Marshall Aid and then finish with the Soviet Response. Lesson 3/16

Cover work sucks right? Well here’s an all in one easy set task. ** Tasks:** Students read the history (literacy focus) as class or individuals. Students complete comprehension questions to ensure understanding A choice of two more creative tasks at the end (thus always allowing for the inevitable “I’ve done it all init”… Through this students will gain knowledge of the escape of the Danish Jews during WWII. Can be used to support WWII teaching, Holocaust, Nazi Germany (at a push) or as an interesting standalone.

Based on the Durrington Research School CPD session. These cards are designed to dual code the key terms of your learning. How to use: Write word in middle Define in own words use in a sentence and draw an image to illustrate Differentiated included (only two on a sheet and larger)

Part 1 - Display used in classroom to explain methods for explaining longer mark EDEXCEL GCSE questions. Part 2 - Series of key terms and subject specific words to aid students in recognition of spelling and use of language. (Specific to: Weimar & Nazi Germany, Crime & Punishment, Henry VIII & His Ministers and The Cold War).