Lesson looks at the 12 mark utility question for the new GCSE - goes over the things pupils need to be looking at in a utility question before focussing on analysing two sources - one written, one an image. Both have been used by AQA on their spec materials and the image is a commonly-used one in exams, focussing on the Treaty of Versailles. I usually build in some pupil work around the sources beforehand but have also used this as a group task for analysing sources. Within the lesson there are example sentences, annotations of sources and example answers. Can also be used as a revision lesson.

Revision lesson I have delivered to students this year (2023). Have focussed on how to approach and answer the ‘what was important about’ exam question. Before approaching the exam questions, there is revision on that particular area This powerpoint covers: The Norman legal system Norman castles + example answer Norman reforms of the Church + example para This worked really well with my mixed ability class and they came up with some really good answers and seemed to really get it (fingers crossed!)

Lecture-style lesson I developed this year for my Year 13s. Powerpoint covers the links between the Nazi foreign policy and the increase in persecution, focussing on events from 1939 and the division of Czechoslovakia, through the Nisko and Madagascar Plans, the Nazi-soviet Pact and ends with the link to the Wannsee conference. There are 38 slides of info with images and explanations…can be used as a lecture as I did, the basis for several lessons on this topic or something to send to the students to revise at home.

Lesson for year 9 which looks at the consequences of World War One, with a focus on the complex issue of Hyperinflation. Lesson continues from classwork on the Treaty of Versailles and explores what hyperinflation is and how/why it happened in Germany. This is a complicated issue to explain, especially to year 9 pupils and I have tried to include examples in the PPt to help do this, along with a video clip. This worked very well this year (this version is about my twelfth!) and worked for top, middle and bottom sets. The lesson finishes with source work exploring the wider situation Germany was in during the early 1920s. Sources are included in the powerpoint but easily substitute-able if required. Also attached is a source table for the pupils to fill in. Included are: Powerpoint Sources (within ppt) Source table I HOPE THIS IS USEFUL TO YOU. PLEASE LEAVE FEEDBACK OF SOME SORT, EVEN IF IT IS ONLY ONE LINE (!) AS I HAVE FOUND REVIEWS AND FEEDBACK HARD TO COME BY SO FAR!!

3 lessons which look at how the Nazis consolidated their power after the Enabling Act of March 1933. Follows the theme of Hitler’s to-do list examining how the Nazis established political dominance over Germany; dealt with radicals within their own party and addressed the problem of Hindenburg and the armed forces. Includes information, tasks and consolidation slides once tasks are complete. Also includes some source work - addressing the value of the sources. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. References and questions relate to Oxford AQA History: Democracy and Nazism: Germany 1918-1945

2 Lessons looking at the political problems faced by the Weimar Republic in their early years. There is some source work and then pupils study the idea of proportional representation and coalition governments. Class then look at the makeup of the first Reichstag and how the political situation fluctuated in Germany. There is then a focus on the risings of the Left and the Right in Germany, supported by videos and tasks on both the Spartacist Uprising and the Kapp Putsch. When looking at the Kapp Putsch the pupils also analyse a primary source (attached). Lesson finishes by focussing on the continued political violence existing in Germany…leading the way for the Munich Putsch Info slides are printable from ppt and the lesson makes use of the Oxford AQA History for A Level: Democracy and Nazism: Germany 1918-1945 textbook. Freikorps info shee and Kapp sheet attached.

Created for the new AQA GCSE. Lesson begins by looking at the key points about the Domesday Book (lesson 21) and then a summary of William’s attempts to keep power. This then leads into looking at the problems with the church at the time of the Norman Conquest and the issue of Archbishop Stigand. Class examine the 4 major problems in more detail, developing an understanding of why the Normans wanted to reform the church. Lesson 2 introduces the key character of Lanfranc and focusses on the key reforms to the church made by the Normans with focus on a ‘explain what was important’ exam question. After building understanding of the key changes, the class will be in a position to answer the question. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Lesson uses textbook: Hodder: Norman England 1066-c.1100 by Helena Clarke

Created for the new AQA GCSE: Lessons recap on William’s attempts to keep control of England before focussing on the feudal system. Similarities and differences between the Norman system and the Anglo-Saxon are identified and pupils learn how William and the Normans used the feudal system to increase control. Homework and lesson 2 focus on the Norman use of military service and their systems of government (there is again some focus on similarities and differences). Key terms of primogeniture and feudal incidents are also covered. Lessons conclude with a ‘How convincing is this interpretation?’ question either for discussion or class to attempt. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Textbook references: INVASION, PLAGUE AND MURDER - Oxford Hodder: Norman England 1066-c.1100 by Helena Clarke

One of the most useful resources I’ve produced, I give this to all students for revision. This sheet gives the student a “bite-size” reminder of what is required for each type of question on PAPER ONE of the new GCSE Paper - this example is for in the Germany 1890-45 and the Conflict & Tension sections of the new AQA GCSE history exam. Easily adaptable for other topics on Paper ONE. PLEASE NOTE-I’ve been having real problems with the preview feature. To try and solve this I’ve had to space out the content in word (easily un-doable once downloaded!) I’ve also copied an example of the sheet (looking at question 1) below: 01 How does Interpretation B differ from Interpretation A about…………………�����……… Explain your answer using Interpretations A and B​​​​ (4 marks) For this question you need to compare what is in Interpretation B (the content) with what is in Interpretation A and explain how they are different. Don’t just identify differences – you must explain them. DO NOT explain why they are different – this is the NEXT question.

Second and third lessons of the Anglo-Norman Conquest GCSE AQA course - Shaping the Nation. Lesson covers the events leading up to the crisis of 1066, including covering the influence of the Vikings and the Normans in England and the conflict between the Godwins and King Edward the Confessor. Second part looks at the strengths and weaknesses of the 4 claimants to the throne. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Textbook reference is for Norman England 1066-c.1100 by Helena Clarke Video reference is for BBC Historyonics Hastings episode. This is only to consolidate learning and lesson works fine without the video if school doesn’t have access.

Revision lesson looking at the Backstairs Intrigue which helped get Hitler into power. My year 13s (and current 12s) have found this topic difficult so I produced this lesson to go over the key players and to try and clarify. Lesson can be taught as a ‘lecture’ going over the major stages (Muller - Hitler) or can be used as notes for something more interactive. At this point, my class just want me to do the work so this lesson worked fine for that!! Covers: Muller Bruning Von Papen Schleicher Explains the behind the scenes ‘intrigue’ throughout. Notes are printable straight from the ppt and I’ve tried to present and write them in a student friendly style!

Created for the new AQA GCSE: Lessons pick up after the Battle of Hastings recapping on William’s actions after the Battle. Pupils then look at the motte and bailey castle, strengths and weaknesses and the reasons for the Normans building them. There is some focus on the ‘explain the importance question’, based around castles and then some work looking at Pickering Castle (this wasn’t our focus this year so I just used it as a good example for the pupils). Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Textbook references: INVASION, PLAGUE AND MURDER - Oxford Hodder: Norman England 1066-c.1100 by Helena Clarke

Lesson recaps the peace-keeping powers of the League of Nations before looking more at the strengths and weaknesses of the League. This is supported by an exam-style source question. Pupils then look at the work of the LON special commissions, both successes and failures. This is consolidated by their completion of a quiz (attached). Lesson makes use of the new Oxford AQA Conflict and Tension textbook (green cover)

Revision lesson looking at the work Stresemann did to repair Germany’s reputation, enabling him to pursue revisions of the ToV. Lesson covers Rapallo (before Stresemann) up to the Kellogg-Briand Pact and the end of Allied occupation. Lesson can be taught as a ‘lecture’ going over the key points or can be used as notes for something more interactive. At this point, my class just want me to do the work so this lesson worked fine for that!! Notes are printable straight from the ppt and I’ve tried to present and write them in a student friendly style!

Lesson follows up on recent work on the Treaty of Versailles with a set of recap questions on the German reaction to the Treaty and for-and-against points on whether the German reaction was justified. Class are then asked to complete a newspaper task, examining the reaction to the ToV from different countries’ perspectives. At the end of the lesson there is some exam work around a 25-mark question and some pointers I provide for pupils when asking them to answer this particular question. Info slides are printable from ppt and the lesson makes use of the Oxford AQA History for A Level: Democracy and Nazism: Germany 1918-1945 textbook.

Lessons serves to introduce pupils to the GCSE course (I teach Paper 2 in the first year) and gets them thinking about medicine and medical progress through simple interpretation exercises. There is a brief explanation of the factors involved in progress (which will be looked at throughout the course) before pupils are introduced to the conflict between supernatural and natural ones. They then look at the 4 Humours and the work of Hippocrates, finishing by some work on the continuation of the supernatural and the Temple of Asklepios. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Slides can be printed for revision. Lesson makes use of Schools History Project Syllabuses - Medicine Through Time: Amazon.co.uk: Christopher Culpin, Joe Scott

3 lessons created for the new AQA GCSE Lesson 18 begins a homework linking in to the previous section on Norman towns. This is followed by an introduction to the role of the sheriff in Saxon and Norman society and and then a focus on a source related to the legal system. This source will be revisited over the next 2 lessons. There is a short video and information before a focus on the law courts under Saxon and Norman rule - focus here is on change and continuity. Lesson 19 revisits the image from lesson 18 and focusses attention on a ‘write an account’ question. There is an example paragraph here for students to annotate (paragraph included in PPT). Then, after information on the PPT, the class have to write the second paragraph in response to the exam question. Lesson 20 focusses on the trials and punishments and starts with a video (link included on ppt). Pupils then focus on the different types of ordeals and punishments before revisiting the image from the previous 2 lessons. This time the image has been added to and class are now asked to consider a ‘how convincing’ question. After class discussion there is an example answer (included in PPT) for pupil annotation and reference. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Slides are clear for printing. All tesxtbook references are for: Hodder: Norman England 1066-c.1100 by Helena Clarke

Lesson begins by examining the popularity of the Kaiser at the outbreak of WW1 and then focusses on the concept of war-weariness and how this affected Germany and the Kaiser’s position. Includes some source work and comprehension and introduces the events of the Kaiser being removed from power. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. Sheet referenced on slide 10 is a photocopy of page 13 from the textbook. References and questions relate to new Oxford Germany 1890-1945 GCSE textbook (as shown in cover image). PLEASE CHECK OUT MY SHOP AS I HAVE A NUMBER OF GCSE AND A-LEVEL LESSONS INCLUDING A SET OF 3 LESSONS FOR THE NEW GCSE HISTORICAL ENVIRONMENT 2020 - BATTLE OF HASTINGS

Lesson begins by recapping on the problems caused for Germany by the Kaiser’s actions. There is then a focus on the Kaiser’s Navy Laws before an introduction to a ‘Describe 2’ exam question including an example answer. Class have to complete a linking exercise which assesses their understanding so far before looking at the initial impact of the War on the Kaiser’s popularity. Finishes with a video (youtube link on ppt) which is a quick narrative of WW1. This links to the following lesson on war weariness. Lesson is presented in an easy-to-use style and Powerpoint is self-explanatory. References and questions relate to new Oxford Germany 1890-1945 GCSE textbook (as shown in cover image). PLEASE CHECK OUT MY SHOP AS I HAVE A NUMBER OF GCSE AND A-LEVEL LESSONS INCLUDING A SET OF 3 LESSONS FOR THE NEW GCSE HISTORICAL ENVIRONMENT 2020 - BATTLE OF HASTINGS

Recap lesson and model answer for the AQA GCSE Yorkshire Historic Environment study. Lesson recaps the different impacts of the Norman Conquest on Yorkshire. This was fully covered in previous lessons so this is more of a recap exercise focussed more around the possible question. The lesson then focusses on a possible question (I can’t think of what else they could ask, given the resources provided, other than variations on a theme!). There is a model answer in the ppt and attached as a word file. This is deliberately longer than students would be expected to write (and I’ve included 4 different impacts for them) but I’ve tried to show several examples how to answer the question but also to focus on Yorkshire. There is then an example of how to change the info to fit another question as I have been trying to emphasise the importance of being able to adapt in exams and apply knowledge in different ways. Please note - I have attached an edited copy of the essay along with the full version so you can get an idea what it looks like in the preview without showing the whole answer.