These are two lessons (one is modified for a different group - beginning is slightly different) on the topic of Education in Nazi Germany. The lessons include such activities as settler, starter, exam question with a model answer and success criteria as well as a research task (using book / internet) together with some revision exercises such as Quiz-Quiz-Trade and Keywords revision. I also enclose a handout that I use to print for the students so they do not read the sources from the board.

This is a collection of 5 lessons on Victorian Britain. We have discussed living conditions, Workhouses, crime and punishment, prisons and schools. All lessons are based on COPA approach (content, origin, purpose, audience) with the task to analyse the source being the main one. All lessons contain settlers and kagan activities.

The lesson for GCSE History about the Development of the Nazi Party, for instance, the impact of the Great Depression, The Bruning, Von Papen and Schleicher Coalitions, an exam question and a usual Plenary and Food for thought. I am usually using the WJEC book and a revision guide as an additional resource in case they need a reference or a mean to get 'unstuck' when completing an exam question task. They are also using it to draw a timeline / summarise main facts via spider diagram. I have used Section 7.2 of the Revision Guide in this instance.

This is a collection of 5 lessons on Medieval England that I teach in my school. We discussed life in villages and towns, Black Death, its consequences and crime and punishment. Please note that I the videos are included for the convenience of access to the same and that they are from you tube.

These are three KS3 lessons about: 1. General attitude to religion in Tudor / Medieval England; 2. English Reformation 3. Religious Rollercoaster - motivational triggers in the end - creating / drawing a rollercoaster in relation to change of religion in Tudor England. I have mostly used the BBC Horrible Histories videos as I find them quite useful and children really like them. I am also including COP(A) task in nearly every lesson and peer assessment related to the same.

This is the the lesson following the Development of the Nazi Party for GCSE History. It has a settler, starter (short exam question), a QQTrade activity, Ipad research slide (I just give them an Ipad / Chromebook to search for the information but you can also give them a book or a document with information to complete the task on the election of success of the Nazi Party). There is also an activity with a video about Hitler becoming a chancellor, an exam question, a plenary and Food for Thought. The printout for the exam question activity is the last slide of the presentation.

This lesson is about the Consolidation of the Nazi power. It includes some exam practice, Quiz-Quiz trade activity (see worksheet attached) and an Ipad research activity with a true/ false plenary. In my experience, when you cannot book the Ipads or any other resources, you can have a look for a useful information on the internet and print a page for students to find the answers.

This lesson is on the topic of Nazi Control by way of fear. The lesson starts with a settler and continues with a starter (exam question with a success criteria and some tips as well as a model answer, peer assessment and SPAG control slides), Learning Outcomes, Team challenge slide (I usually print one for each table, asking them to compete with other tables), a Fear diagram and a Round Robin activity to discuss the same. Finally, I ended this lesson with an Oracy task designed to discus the quote by Adolf Hitler. I have also included the Team Challenge answers in the end of the presentation.

This is the lesson on the Nazi Police State. It includes a settler, a starter (Scrabble activity), Learning outcomes slide, information research slide with a structure of the Nazi State (with some tasks organised as CEK plus extension task), source analysis task (oral - describing the Nazi Propaganda poster), exam question based on the same poster (with success criteria and a model answer, peer assessment and SPAG activities) and plenary introducing discussion on Pastor Martin Niemoller's famous quote.

First lesson from for Germany in transition topic. Contains exam-like question revision, video and information research.

This is the lesson I have made for the motivational triggers week prior to Christmas. This is basically instruction on how to make and describe a house. There is also a detailed guide on how to describe the house using vocabulary on the topic of house, rooms and prepositions of place. My students totally loved the starter. You can find the templates of a ready made house on the internet - there are quite a lot! Enjoy taking pictures!

This is a lesson on opinions ad subjects for a GCSE Spanish class. The lesson includes a literacy (scramble style) starter, a Mini-test on present tense verbs conjugation ( I often give these ones), a quizlet on the words that would be used in the reading task, and a reading task itself. I am trying to teach them how to approach these tasks in the most effective way so they underline the words they know and find out the ones they do not. I wrote the text myself on the basis of the one from the specimen materials for it to have a similar structure to the one they will see in the exam. Finally they self-assess their work (and learn new words!). I also attach a quiz quiz trade that I have prepared for the end of the lesson to revise the previously learned grammar and vocabulary.

This is the lesson for my GSCE Spanish class about activities in town. It includes a range of activities to satisfy the school policies, such as Independent Learning, Kagan, differentiation and engagement. I have included a short test to check vocabulary and a quizlet to learn some new words that they would use when completing the Reading activity (AQA new specification Reading Section C). I was trying to teach them how to approach text reading and translation. I also include a handout that I have prepared as an additional help. Please note that VCOP mat refers to reasons, opinions and the tenses. I attach two versions of the same lesson as one I used with older pupils and another one was amended for the observation (I got 1c/2a feedback!)

This is a lesson is about a typical school day for a GCSE Spanish class. The lesson includes a literacy (scramble style) starter, a tongue twister activity (to practise pronunciation of the 'go' sound), a pronunciation activity and a quizlet on the words that would be used in the reading task, a rally couach mini-plenary (it goes after I first show them the text so they realise they would really need to remember the words) and a reading task itself. I am trying to teach them how to approach these tasks in the most effective way so they underline the words they know and find out the ones they do not. I wrote the text myself on the basis of the one from the specimen materials for it to have a similar structure to the one they will see in the exam. I have also included a slide on how to use VES application to find and to correctly translate a verb which is not written in infinitive and a mini-plenary for them to practise using the same. You can introduce some competition in here if you wish. Finally they self-assess their work and compete to translate / provide a definition of the words in the plenary task that they have learned in previous lessons.

This is the lesson I have prepared for the healthy schools week for my year 9 and 10 Spanish GCSE classes. It consists of starter, tongue twister to practice phonics, a mini-test on adjectival agreement and articles (I love those surprised faces when they see the word 'TEST'), quizlet task to learn / revise vocabulary on food, quizlet live to consolidate the same, AQA Listening Section A task with explanation on tips and strategies (my usual walk-through, I usually read it out myself) with self-assessment. It is followed by the Reading Section A task on obesity case in Mexico (from EL PAIS online journal) with the same walk-through and Oracy task (slide 20). I would usually read the text and pause for the students to say the word I was about to read so they actually practice phonics and follow the text. For the end I asked them to prepare a poster for the year 6 students that are coming to school for few days to look around. There are also some mini-plenaries here and there. The origin of the Listening task is VIVA AQA Higher GCSE book. Buena suerte!

This is a Christmas lesson that I created for my higher KS3/KS4 Spanish students and mainly for my lesson observation. The idea is to have some fun and to do some writing as well! The lesson starts with a friendly - easy starter and pronunciation slide to learn how to pronounce some Christmas / winter related words. Then we move on to a quizlet task to learn / revise some X-mas vocabulary and Rally Coach activity to check whether we remember the words. I have then included a conjugation activity with the Christmas verbs (you need some dices!) followed by a competitive translation activity (make sire you have similar ability students working together). The students then use a trap door structure (table) to speak about their Christmas day and then I tell them about my Christmas day in a similar manner as suggested by previous activity. I first use pictures only and then show them the model answer and the grammar success criteria. After they write down their responses we move on to playing quizlet live and Hangman. Enjoy!

This is an Easter lesson that I created for my higher KS3/KS4 Spanish students. The idea is to have some fun and to do some writing as well! The lesson starts with a friendly - easy starter, lesson plan and pronunciation slide to learn how to pronounce some Easter related words. Then we move on to a quizlet task to learn / revise some Easter vocabulary and Rally Coach activity to check whether we remember the words (translation practice). I have then included a conjugation activity with some verbs (you need some dices!) followed by a competitive translation activity (make sure you have similar ability students working together). The students then use a trap door structure (table) to speak about their Easter day and then I tell them about my Easter day in a similar manner as suggested by previous activity. I first use pictures only and then show them the model answer and the grammar success criteria. After they write down their responses we move on to playing quizlet live and Hangman. Enjoy!