A 45 page booklet & unit of work which builds and embeds Historical Skills with Year 7. It can be used after a Baseline Test, establishing the skills required to access and understand work undertaken throughout Key Stage 3. There are opportunities for self assessment throughout, with the aim that pupils can see their progress. Teacher marking and comments can be recorded at the back of the booklet. The old levelling protocols are also included, although you will no doubt wish to change these reflecting current developments in the History curriculum. Each chapter should enable pupils to more fully understand the demands of the subject, to discuss and debate the topics studied using the terminology that displays their progress. The chapters of the booklet cover the following Historical Skills: 1. Crime Scene Investigation. 2. Digging for Clues. 3. Chronology. 4. Understanding the Past (timelines). 5. What is a Century? 6. BC/AD. 7. Bias. 8. Historical Evidence. 9. Primary & Secondary Evidence. 10. World War 2 Headstone in France. 11. Self Assessment Exercise. It goes without saying that should you wish to change or tweak anything within the booklet to better fit your class, you should go right ahead.

In a Key Stage 3 study of the Tudors, it is tempting to sketch over Henry VII, but it is possible to glean some interesting insights into his more time demanding son when comparing the two. A study of Henry VII, albeit briefly, adds depth and detail to a study of the Tudors and can lead to ample opportunity to reflect on the impact of said dynasty on England, Britain and the wider world. Through a study of eight sources, this 21 slide PowerPoint helps to develop pupils source investigation and interpretation skills, while also leading to a framework of leadership that can be applied to later topics, such as the English Civil War. This pack includes slide descriptions and teaching suggestions, two pages of sources on A3 and a copy of the frame used in Slide 5.

A Key Stage 3 resource to prompt classroom debate and discussion as to the nature of evil, and to consider if people are born evil or created by circumstance. It should also provide quick information as to Hitler's early years before becoming the Fuhrer. Please note, it is recommended that it is made clear in previous lessons, and at length, that Hitler's actions after World War One were abominable, so as to avoid any suggestion that his actions after 1933 were justifiable.

1066: The Year of Three Battles An entire scheme of work which details the events of 1066. The lessons are as follows: Lesson 1: What Makes A Good Leader? Lesson 2: The Candidates & Their Claims. Lesson 3: Who Should Be King? Lesson 4: The Battle of Stamford Bridge. Lesson 5: Who Fought Whom At Hastings? 1/2 Lesson 6: Who Fought Whom At Hastings? 2/2 Lesson 7: The Battle of Hastings. 1/3 Lesson 8: The Battle of Hastings. 2/3 Lesson 9: The Battle of Hastings. 3/3 Lesson 10: Why Did William Win At Hastings? 1/2 Lesson 11: Why Did William Win At Hastings? 2/2 Lesson 12: How did Harold Godwinson Die? The scheme of work is centred around a 100 slide PowerPoint which of course can be changed as you see fit. A lesson by lesson overview is included, which indicates suggested assessment criteria and critical thinking criteria. A suggested marking scheme for each lesson is included for those assessment and critical thinking criteria, along with an overall lesson by lesson assessment level record which can be used by pupils. All resources are included for each lesson, and are indicated on the lesson overview. The lessons have been designed so that pupils show progress in all assessment and critical thinking criteria, and there are MAT tasks included. There are numerous opportunities for literacy development, along with suggestions for numeracy. Suggested homework tasks are included for each lesson, although of course these are at your discretion. Each lesson has a ‘thunk’ – a thinking starter and plenary question. The lessons themselves are designed to engage the VAK methods of learning, and place considerable responsibility for learning in the hands of the pupils, allowing teachers a guidance role in the lessons. I've included a 'Hastings Scribble Pad' (32) which includes my school logo...you'll want to change that. I like to collect the scribble pads of each pupil, which is a handy means of assessing progress and (dare I say it) a good way of quickly impressing Ofsted & Estyn. I would value feedback on this scheme of work, and welcome suggestions for improvements. I hope it proves helpful, and rewarding both for yourselves and your pupils.

A overview of the relationship between the Nazi State and The Churches in Germany from 1933 onwards. WJEC A Level History Unit 4: Option 8: Democracy & Dictatorship c. 1918 – 1945 Part 2: Nazi Germany c. 1933 – 1945 The impact of Nazi racial, social & religious policies 1933 – 1945

The 21 Slide PowerPoint t designed to reinforce the concept of Propaganda. At Key Stage 3, Propaganda is often seen as a 20th Century phenomenon, and so rears its head during studies on World War 1 sometime during Year 9. However, it remains an important concept, and one which helps develop several key skills important to pupil development through the Key Stage 3 Programme of Study and is especially useful when studying at Key Stage 4. This pack contains suggested instructions and a sheet of painting for the use of pupils to write their own explanations of the examples used in the PowerPoint.