A number of Key words based around the Korean and Vietnam War. All the key words have images to help prompt students. These are great for revision. I print them so that 8 are on 1 page so they are smaller. Then laminate Following tasks can be completed with them: - Students have to define key words given to them - Students have to group key words that link together -Students can write definitions on the back and test each other. - Give a table the whole pack and time them whilst sorting them into groups of defining them. - Students create a ven diagram and group the words that are to do with each war and words that are to do with both.

A lesson that looks at why men enlisted into the army during the first world war. The lesson resolves around the History Mystery Box, print out the images for the box these are then placed into the box or bag and students must take turns pulling them out and trying to explain why this would get men to join up. This is my favorite lesson as students are excited to learn what is in the box. Lesson looks at propaganda, order of the white feather, conscription, pals battalions. Then there is a source activity and GCSE styled question. There are sentence starters to help students if needed and challenge tasks to stretch students.

First lesson in a SOW that looks at the Norman conquest. Students have to read the information about two of the claimants and then choose one to write a speech about as if they were that king and why he should become king of England after Edward the confessor. There is a writing frame for weaker ability students writing a speech as if they are William.

A year 7 lesson that attempts to build on historical source skills. This lesson works well after a lesson that looks at the tapestry in a bit of detail. Students use information from the previous lesson with the quick recap of the Bayeux Tapestry. Then as a class or as a solo task students go through the nature, origin etc to work out if the source is useful. This culminates into a GCSE styled source question. There is a writing frame to aid with writing. Include an interactive plenary where students vote using the Poll slide as to whether the tapestry is useful or not.

This lesson looks at why so many people died in the Titanic disaster, students consider whether the inquiry after the sinking reached the right conclusion. Students look at evidence to work out the most important reason why some many people lost their lives. Students found this more engaging than looking at why the titanic sank, and were able to create sophisticated judgments to explain the death toll differences of the first and third class passengers. Includes a worksheet to help with arranging information.

This lesson looks at the French Directory, its constitution and the economic and political problems that it faced. The lesson forms part of a SOW for AQA France in Revolution 1774 - 1830.

I love this lesson, partly because I love the song that it is based around. This lesson looks at Coal mining industry and the experience of Patience Kershaw. It is based around a song called "Testimony of Patience Kershaw". Students need to listen to the song (or read the lyrics provided) and infer what it tell us about the time period. Worksheet for students if needed. There is a question to answer with a writing frame for those who need help writing.

A selection of key words about the United States from the 1920’s to 1945. It cover the America Boom, Great Depression, New Deal, Second World War and more. All the key words have images to help prompt students. These are great for revision. I print them so that 8 are on 1 page so they are smaller. Then laminate Following tasks can be completed with them: - Students have to define key words given to them - Students have to group key words that link together -Students can write definitions of the back and test each other. - Give a table the whole back and time them whilst sorting them into groups of defining them. - Use these are cards for dictionary/taboo/ charades

A Year 7 Lesson that compares Roman Britain and the Iron Age, comes with writing frames for a GCSE styled question. Lessons have challenge tasks and scope for group and solo work.

Gap fill sheets that can be used as a starter to recap previous lessons or can be printed and stapled together to be used as revision material/homework. There are also some simplified timelines included as well.

This lesson gets students to investigate the impact of hyperinflation and how it affected Germany. The lesson includes a role play activity which works really well in getting students to understand the impact of hyperinflation. Furthermore, there is a GCSE source question with sentence starters and model answers. There is a flow diagram at the end of the power point that gives key events about hyperinflation.

This lesson get students to think about causation and why William won at the Battle of Hastings. The main task is a card sort where students first put events in chronological order then attempt to make a diamond nine. Deciding which factors were most important. There is a interactive plenary or afl task included. There is a GCSE styled question with a writing frame to help those who struggle.

A selection of sheets that get students to recap and fill in key points and sections for each time period. There are some recap sheets to go with these as well. I usually do a lesson where students have to sit on a group of tables and work together on their weakest topic. Print on A3

This lesson introduces students to key themes in Medieval Europe. Students work in groups investigating warfare, religion, towns, medicine and law and order. There is a GCSE styled question, with sentence starter for less able, challenge tasks to stretch the top end. There is a model answer as well where students can either assess and use to edit their work. The lesson also has a literacy focus where students have to correct literacy mistakes in the model paragraph.

This lesson aims to get Year sevens thinking about sources and their provenance. Students use the card sort to work out the story of the bayeux tapestry and to then work out from the source how we know it supports William. The aim of the lesson is to be able to answer a GCSE source question. There is a writing frame included for those who need help with writing.

Aimed at Year 8: This lesson is an interactive lesson that gets students to investigate the Victorian Home. The lesson gets students to choose a room by clicking on parts of the house and its takes them inside the room with pictures and information. This works work in a computer room where students can make their way through it at their own pace. However, I’ve done it in a normal classroom and its worked just as well. There is a worksheet for them to complete, though many in my class made notes on their own. There is also a writing frame for the question at the end for those that need help with writing.

A lesson that look at the significance of the Roman’s students investigate Roman public health, government, roads, and treatment of the Celts. This is combined by completing a star diagram with a mixture of Christine Counsel’s categories of significance. There is a writing frame for a GCSE styles question.

A number of Key words for AQA France in Revolution. All the key words have images to help prompt students. These are great for revision. I print them so that 8 are on 1 page so they are smaller. Then laminate Following tasks can be completed with them: - Students have to define key words given to them - Students have to group key words that link together -Students can write definitions on the back and test each other. - Give a table the whole pack and time them whilst sorting them into groups of defining them. - Students create a ven diagram and group the words that are to do with each war and words that are to do with both.

This lesson looks at analyzing the Anglo-Saxon chronicle about Williams reign. Students print out the text students annotate and colour code the source with modeled examples. Followed up with a GCSE styled question with sentence starters and a model answer.

This is the second lesson in the Norman Conquest scheme of work. Students read out the speeches (written in the previous lesson) to teach others about the four kings. There is an interactive poll for the lesson where students vote for the best claimant after the speeches to really create a NEXT factor experience. Once they have filled in either of the differentiated sheets students then have a go at a GCSE styled question with a writing frame with for weaker students. There is a Homework task included about creating a social media account for one of the claimants, there is a worksheet if students need help.