Lesson 1 - Course intro - looking at the exam, spec and question types. Some recap on past knowledge or setting the context for the course. Lesson 2 - What were the aims and motives of the Big Three. Info, table and some consideration of exam questions. Fully resourced with all necessary information.

An investigation into the life of Henry VIII to decide whether he was a good man or a monster. Intended to introduce students to the idea of interpretation and how historians can manipulate evidence to present differing interpretations of events/people. Used for KS3 observation - graded 1/outstanding Rapid progress made, high literacy focus, AFL embedded

Students examine the reasons for the Spanish Armada and make a decision about the reasons for its defeat. Used for KS3 observation - graded 1/outstanding Find included both original resources and hand drawn handout (apologies for slightly blurred scan). Cause & Consequence, Key Stage 3, Levelled, AFL, literacy focus

An investigation into the changes in England from Celts to Romans - the lesson considers the legacy of the changes introduced by the Romans and how far they affected England's future. The lesson came mid-way through a SOL in which the students had studied the Celts and the Roman occupation. The lesson includes a guided development of a PEE paragraph and was delivered to Yr 7 students. The card sort is differentiated, with higher and lower level cards.

A complete SOW/Inquiry that is fully resourced with all the information. Includes key words, inquiry tracker for students to complete as they move through the inquiry.

In this lesson students study either the Inca or Maya and share their learning. Through source analysis they consider the difficulty of studying ancient civilizations and debate the question about whether we can ever really know the past. The SOW follows one of the MYP inquiries considering Ancient History. The inquiry is focused on the concept of significance and the students work with Ian Dawson’s significance criteria. The inquiry has a strong grammar and literacy focus with sentences, word classes, paragraph structure and other language features considered. All information is included in the lessons - often taken from the MYP course book but other sources have been used to flesh out the detail. I have taught this inquiry to Year 7 (British) and it is aimed at higher level students. Of course, information can be amended to meet the needs of all.

This is the second lesson in a SOW considering the significance of different ancient civilizations. In this lesson, students will complete a reading exercise before using their knowledge and information to make a judgment on significance. There is a sentence activity for the students to complete which looks further at creating sentences. The SOW follows one of the MYP inquiries considering Ancient History. The inquiry is focused on the concept of significance and the students work with Ian Dawson’s significance criteria. The inquiry has a strong grammar and literacy focus with sentences, word classes, paragraph structure and other language features considered. All information is included in the lessons - often taken from the MYP course book but other sources have been used to flesh out the detail. I have taught this inquiry to Year 7 (British) and it is aimed at higher level students. Of course, information can be amended to meet the needs of all.

This lesson considers the significance of Rome’s legacy. Student’s make a judgment on various legacies from Rome. The second half of the lesson is a reflection on the SOW so far. They consider the significance of the civilizations they have already studied. They then complete a piece of extended writing reflecting on which civilization they believe was the most significant. The SOW follows one of the MYP inquiries considering Ancient History. The inquiry is focused on the concept of significance and the students work with Ian Dawson’s significance criteria. The inquiry has a strong grammar and literacy focus with sentences, word classes, paragraph structure and other language features considered. All information is included in the lessons - often taken from the MYP course book but other sources have been used to flesh out the detail. I have taught this inquiry to Year 7 (British) and it is aimed at higher level students. Of course, information can be amended to meet the needs of all.

Lesson 3 in the first Key Question. Builds on lesson 2 information. Includes exam focus, discussion, knowledge test. Fully resourced with all necessary information.

Includes source analysis, mapping of events and exam question with focus on Paper 2 - 8 marker. Fully resourced with all necessary information.

The following two lessons are the final assessment for the inquiry and resources to give the students to reflect on what they have learned and the skills the have developed. The SOW follows one of the MYP inquiries considering Ancient History. The inquiry is focused on the concept of significance and the students work with Ian Dawson’s significance criteria. The inquiry has a strong grammar and literacy focus with sentences, word classes, paragraph structure and other language features considered. All information is included in the lessons - often taken from the MYP course book but other sources have been used to flesh out the detail. I have taught this inquiry to Year 7 (British) and it is aimed at higher level students. Of course, information can be amended to meet the needs of all.

In these lessons students begin to look at Ancient Greek civilization - a topic usually done in depth at KS2 - they then go on to create a presentation about a significant Ancient Greek. Both the preparation and presentation lesson are included here. The SOW follows one of the MYP inquiries considering Ancient History. The inquiry is focused on the concept of significance and the students work with Ian Dawson’s significance criteria. The inquiry has a strong grammar and literacy focus with sentences, word classes, paragraph structure and other language features considered. All information is included in the lessons - often taken from the MYP course book but other sources have been used to flesh out the detail. I have taught this inquiry to Year 7 (British) and it is aimed at higher level students. Of course, information can be amended to meet the needs of all.

In this lesson students work with sources and complete a piece of extended writing. They consider the significance of the discovery of Tutankhamun’s tomb. There is some sentence work, source analysis and ends with extended writing. Their are Think-Pair-Share activities throughout and discussion is encouraged. The homework activity for the SOW is introduced in this lesson. The SOW follows one of the MYP inquiries considering Ancient History. The inquiry is focused on the concept of significance and the students work with Ian Dawson’s significance criteria. The inquiry has a strong grammar and literacy focus with sentences, word classes, paragraph structure and other language features considered. All information is included in the lessons - often taken from the MYP course book but other sources have been used to flesh out the detail. I have taught this inquiry to Year 7 (British) and it is aimed at higher level students. Of course, information can be amended to meet the needs of all.

In this lesson students are focused on the concept of change. They look at Rome monarchy/republic through a series of different factors. There is extended writing that asks students to write a conclusion. The SOW follows one of the MYP inquiries considering Ancient History. The inquiry is focused on the concept of significance and the students work with Ian Dawson’s significance criteria. The inquiry has a strong grammar and literacy focus with sentences, word classes, paragraph structure and other language features considered. All information is included in the lessons - often taken from the MYP course book but other sources have been used to flesh out the detail. I have taught this inquiry to Year 7 (British) and it is aimed at higher level students. Of course, information can be amended to meet the needs of all.

A first lesson in a inquiry looking at Ancient Civilizations. This lesson introduces primary and secondary sources, source analysis and some sentence work. The lesson is looking at sources from different civilizations and asking what we can learn from the civilizations from sources. The SOW follows one of the MYP inquiries considering Ancient History. The inquiry is focused on the concept of significance and the students work with Ian Dawson’s significance criteria. The inquiry has a strong grammar and literacy focus with sentences, word classes, paragraph structure and other language features considered. All information is included in the lessons - often taken from the MYP course book but other sources have been used to flesh out the detail. I have taught this inquiry to Year 7 (British) and it is aimed at higher level students. Of course, information can be amended to meet the needs of all.

In this lesson students will look at Egyptian Civilization and consider the significance of their achievements. In this lesson students are introduced to Ian Dawson’s significance model. The SOW follows one of the MYP inquiries considering Ancient History. The inquiry is focused on the concept of significance and the students work with Ian Dawson’s significance criteria. The inquiry has a strong grammar and literacy focus with sentences, word classes, paragraph structure and other language features considered. All information is included in the lessons - often taken from the MYP course book but other sources have been used to flesh out the detail. I have taught this inquiry to Year 7 (British) and it is aimed at higher level students. Of course, information can be amended to meet the needs of all.

This can be a stand alone lesson. It is a study of the Roman games. The lesson is built around source analysis and there is some sentence work before some reflective writing. The SOW follows one of the MYP inquiries considering Ancient History. The inquiry is focused on the concept of significance and the students work with Ian Dawson’s significance criteria. The inquiry has a strong grammar and literacy focus with sentences, word classes, paragraph structure and other language features considered. All information is included in the lessons - often taken from the MYP course book but other sources have been used to flesh out the detail. I have taught this inquiry to Year 7 (British) and it is aimed at higher level students. Of course, information can be amended to meet the needs of all.

A lesson focusing on source analysis and interpretations of the Treaty of Versailles over time. Fully resourced and contains all necessary information.

The lesson consider all the other treaties and reflects on the overall inquiry question of fairness. It ends with an exam question - 6 marker paper 1. Fully resourced with all necessary information.