A lesson in a SOW for a three year GCSE looking at AQA America Opportunity and America: 1920 -73. This lesson get students to look at how women in America got the vote. Whilst not specifically needed, in a lot of detail for the exam it will give the class a good understanding about the momentum behind the changes to women in the 1920’s. With a broad understanding of the growing independence of women during this period. The lesson includes a GCSE styled question to practice, there are sentence started to help the weaker students in the class as well as challenge tasks to stretch the top end.

A lesson in a SOW intended for a three year GCSE looking at the AQA: America 1920 -1973. Students look at the impact of the car industry on America. The lesson is largely teacher led with information and question to pose to the class, as well as discussion about images and graphs. There is a GCSE question included with sentence starters for the less able and challenge tasks to stretch the top end. There is also a model answer for students to evaluate as a class or on their own.

A lesson that looks at the Sacco and Vanzetti case, and gets students to think about what it shows about America in the 1920s, a chance to link to immigration and the red scare. This lesson forms part of a SOW for America 1920 - 1973 Opportunity and Inequality. The lesson comes with a GCSE question with sentence starters for those who need them and challenge tasks throughout to stretch and challenge the top end.

A lesson that looks at the Ku Klux Klan , and their rise and fall during the 1920s . This lesson forms part of a SOW for AQA America 1920- 1973 Opportunity and Inequality. The lesson includes a GCSE question, with sentence starters for those who need them, as well as challenge tasks to stretch and challenge the top end.

This lesson forms part of a SOW for year 8 students. This lesson that looks at the changes that occurred in Britain between 1750 and 185, students complete an information gather, and sort task before completing a GCSE style question. The lesson includes sentence starters and challenge tasks to stretch the top ability. There is a chance to focus on literacy describing the changes that occured.

This lesson looks at the 1930’s and Popular Culture during this period. Students look at changes to cinema, literature, and other forms of entertainment. This lesson is teacher led but is open to question students, with questions built in to prompt discussion. There are challenge tasks to stretch and challenge the top end. As well as a GCSE question to practice with sentence starters to help stud nets who need it. This lesson forms a SOW for AQA America 1920 - 1973 Opportunity and Inequality.

This lesson forms part of a SOW for AQA Health and the People. This lesson is used as a recap of Medieval Medicine. There are built in times for discussion and class debate. Students use their prior knowledge to complete a choice of two tasks about factors in medical progress. There is a differentiated sheet for students who may need it. There is a GCSE styled question with sentence starters. The lesson has challenge tasks through out to stretch and challenge the top end of classes.

This lesson forms part of a SOW for AQA America 1920- 73 Opportunity and inequality. This lesson focuses on the TVA and gets students to investigate its impact on America. Students use the information to create their own fireside chat, with sentence starters for those that need it. This task also has a literacy focus of making the writing more persuasive. The lesson includes some challenge tasks and a GCSE practice question, with a model answer to analyse on their own or as a class.

A great activity to get students to recap and revise a topic in history. Print the emoji grids off onto paper or sticker paper. Printing 9 slides to a page works perfectly. Students stick the emoji review sheet into their books and annotate the images linking them to the topic they have been studying. Students have to think about what they have learnt. Students can then be challenged to make links between the different points they make. For example for a topic on the USA, the Beer would link to Prohibition and students would then describe prohibition. For medicine through time the slot machine may represent the factor of luck and students would then explain how luck impacted medicine. It had been made to allow for a wide scope of topics but you can easily switch and change some of the emojis to make it more relevant.

A recap lesson about how the power and control of different medieval kings. Students compare the reigns of William, John, Henry and Richard. Students produce a graph to visually show how control changed. There is also a "Dear Deidre " themed activity where students advice a new medieval king.

This lesson looks at how castles changed over time. Students work in groups to write a dragons den themed speech trying to persuade others to invest. Chance to build up literacy with practicing writing to persuade. Students then do their pitches whilst people complete the sheet. Then are there a GCSE styled question with sentence starters. There are challenge tasks to stretch the higher end of the group.

The lesson gets students to look at a different interpretation of the Norman Conquest. The task of reading parts of the Anglo-Chronicle is difficult and I would recommend that it is differentiated for some students. The aim is to get students to think about how an event can be interpreted differently by different people. Students work in groups reading through the chronicle and create a sketch chronology (picture flow diagram) of the events it discusses, allowing them to compare it with the events of the bayeux tapestry. Students in the next lesson will attempt to answer a GCSE interpretation question.

Created for a revision task where students roll dice to decide upon an emoji and must then link it in someway to something we have learnt about the topic e.g Ship = Spanish Armada or baby = succession crisis . It worked well with by lower ability students having something to visualize we then began explaining and describing in more detail. Students take it in turns rolling the dice if they land on the same one as someone else they need to think of a different connection. I have also used this in lesson in conjunction with some of my other revision board games

Created for a revision task where students roll dice to decide upon an emoji and must then link it in someway to something we have learnt about the topic e.g House = Model villages such as Bournville and Port Sunlight or fire = cauterization. It worked well with by lower ability students having something to visualize we then began explaining and describing in more detail. Students take it in turns rolling the dice if they land on the someone as someone else they need to think of a different connection. I have also used this in lesson in conjunction with some of my other revision board games

This activity is designed to aid student writing and build up literacy. Students roll a pair of dice and find the emoji that corresponds to this, they then have to use the emoji in their first sentence e.g. If they landed on the crown it could be “The King’s barons stormed into the village collecting men for his army.” They then repeat to find out their next topic to include. This works well as a way of building literacy into a lesson or I usually print these out and set this as a homework task. Setting a maximum and minimum amount of rolls, and setting a competition to create the most creative story.

A lesson aimed at year 9 that looks at why Hitler and the Nazis were democratically elected in 1932, students do a hierarchy task followed by a source question and GCSE styled essay question both with sentence starters. There is a model paragraph to evaluate for the essay styled question. Some challenge tasks are included to stretch the top end.

This lesson looks at the reasons why the war ended and how the peace talks were carried out and what was agreed. This lesson is very teacher led but with some activities for students to carry out. There is a work sheet for them to fill in as the PowerPoint is gone through (only if needed, I gave it to students who struggle with presentation and need some sentence starters). There are challenge tasks to stretch students.

The first lesson for the conflict and tension in Asia 1950-75. The lesson that tries to set the background to the Korean War and get students to have a good grasp of key people and countries. The lesson is designed to be teacher led and to question and get students to think about the information that are learning. Questions are in bold to pose to students GCSE question included with sentence starters and challenge tasks to stretch students.

A lesson that look at the gunpowder plot and gets students to investigate whether the plotters were guilty or there was a conspiracy theory to frame them for the attempted murder of the king. Lesson includes challenge tasks, a GCSE source question with model answer and sentence starters.

This lesson looks at how Eisenhower and Kennedy were involved in the Vietnam War, students evaluate the success of each of these presidents involvement. There are challenge tasks and GCSE practice questions with sentence starters to help.