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25 years of experience as Assistnt Head; Head of Humanities and AST for history. Resources generally for KS3-KS5 history, some that can be used as English resources, and some politics/citizenship resources

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25 years of experience as Assistnt Head; Head of Humanities and AST for history. Resources generally for KS3-KS5 history, some that can be used as English resources, and some politics/citizenship resources
MEDICINE THROUGH TIME PRE-EXAMINATION REVISION LESSON
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MEDICINE THROUGH TIME PRE-EXAMINATION REVISION LESSON

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This lesson covers all of the questions for the GCSE EDEXCEL Medicine Through Time unit, and would be ideal to use for a last minute revision/intervention lesson with students. There are examples of each question-type with model paragraphs and opportunities for students to complete exam-style answers. Ideally this would last 2x1 hour lessons, but it can be reduced to one lesson.
NEA HISTORY A* EXAMPLE CAUSES OF THE BOLSHEVIK REVOLUTION
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NEA HISTORY A* EXAMPLE CAUSES OF THE BOLSHEVIK REVOLUTION

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This NEA which looks at the causes of the Bolshevik Revolution was awarded full marks, which was confirmed by AQA. This can be used as an example of how to attain full marks, and would be especially useful for those schools using the NEA as part of the teacher assessed grades this year.
GCSE 9-1 MIGRANTS IN BRITAIN WORKBOOK AND SAMPLE QUESTIONS AND ANSWERS
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GCSE 9-1 MIGRANTS IN BRITAIN WORKBOOK AND SAMPLE QUESTIONS AND ANSWERS

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This resource is a 79 page workbook (space for answers included) which is aimed at helping students understand the assessment requirements for the new EDEXCEL Migrants in Britain breadth study. It contains: A course outline The EDEXCEL generic mark scheme for reference Instructions on how to answer each question type with explanations of the AOs and how to gain the marks for each A sample answer for each question-type with commentary on where the marks are gained Practice questions for each question type (8 for questions 1 and 3, and 4 for questions 2; 4 and 5/6) A glossary area where students can record key terminology with definitions to help maximise SPaG marks This can be used as a single document to keep all assessments together and it addresses the lack of sample questions available for the new option. It can also be used as evidence for predicted grades (or TAGs if that becomes necessary). Printing costs can be reduced by either sharing with students online, or by removing the pages for writing and asking students to write the answers in their books.
VE DAY LESSON AND ASSEMBLY
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VE DAY LESSON AND ASSEMBLY

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This resource was created to celebrate VE Day and is suitable for both primary and secondary school students. It can be used either as an assembly or a lesson or both. The first half of the presentation can be used as an assembly (approx 20 mins) or as an introduction to a lesson. It contains images; clips and explanations of the aftermath of World War 2 and why we celebrate VE day. If you are going to use it as a lesson you would present the introduction and use the rest of the powerpoint for an inferences and modeled evaluative writing task which is included in the second part of the presentation. The focus of the lesson is whether or not in light of the destruction caused in the Second World War we can really call it a ‘victory.’ The whole lesson would take approximately an hour to teach.
MAKING INFERENCES FROM HISTORICAL SOURCES AND GCSE PRACTICE QUESTIONS
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MAKING INFERENCES FROM HISTORICAL SOURCES AND GCSE PRACTICE QUESTIONS

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This lesson was created to support lower prior attaining students grasp the concept of making inferences from sources. It teaches the skill through modeling and repetition. It was created to support learning to master the first question on paper 3 of the EDEXCEL GCSE History specification, but can be used for teaching inferences at any age and on any paper.
HOLOCAUST MEMORIAL DAY ASSEMBLY
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HOLOCAUST MEMORIAL DAY ASSEMBLY

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This assembly has been created for Holocaust Memorial Day. It starts by putting into perspective the sheer number of people murdered in the genocide by focusing on the figure 6,000,000 in real terms. It then considers how intolerance; racism and prejudice escalates and eventually can lead to genocide - testimonies of survivors are used to capture this. Have we learnt from the Holocaust? No - map of genocides around the world since the Holocaust. The assembly then moves onto the theme of resistance - what happens when people don’t speak out - clip of Marin Niemoller’s poem. The assembly end with the discussion of what can happen when people do act resist with a focus on Oskar Schindler - last 5 minutes of Schindle’s list included so that students can reflect on how many lives can be saved when people bravely resist brutality. Duration: 30 minutes, but can be adapted if you don’t have this much time. Suitable for KS2 - KS5
A LEVEL - THE ELTON THESIS
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A LEVEL - THE ELTON THESIS

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This lesson was created for AQA Unit 1C A level history but can be used for any post 16 study of the Tudors. It invlves the evaluation of Thomas Cromwell with particular reference to the Elton Thesis. It provides A Level students with the opportunity to carry out extended reading activities, and to evaluate various historical interpretations and challenges to the Elton Thesis.
BASELINE ASSESSMENT IN HISTORY FOR YEAR 6-7 TRANSITION
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BASELINE ASSESSMENT IN HISTORY FOR YEAR 6-7 TRANSITION

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This resource contains 2 baseline assessments and two mark schemes for history transition from year 6-7. The first test examines knowledge and understanding, and tests students on their knowledge of historical methods and the Second World War (KS2 topic). It is fully differentiated and examines recall and key second order concept understanding. The second assessment is a skills assessment which evaluates students’ ability to use source materials. They are required to demonstrate key skills such as making inferences; comparing sources; assessing reliability. There are a wide range of written; pictoral and photographic evidence to evaluate on the papers testing all of their skills as well as written sources. They are accompanied with mark schemes and guidance on performance. I use these tests to inform planning and differentiation for the year.
EDEXCEL GCSE HISTORY RUSSIA DEPTH STUDY REVISION LESSONS
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EDEXCEL GCSE HISTORY RUSSIA DEPTH STUDY REVISION LESSONS

2 Resources
The two power points contain approximately 5-6 lessons (depending on lesson length) worth of revision materials and practice questions for the GCSE Russian depth study. Each includes content; explanations of question types; model answers and activities with writing frames to enable the students to obtain a really strong grasp of the requirements of this paper.
A LEVEL DEMOCRACY AND DICTATORSHIPS IN GERMANY,1919-1963.  THE WHOLE OF KEY TOPIC 1.
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A LEVEL DEMOCRACY AND DICTATORSHIPS IN GERMANY,1919-1963. THE WHOLE OF KEY TOPIC 1.

20 Resources
This bundle contains 21 lessons for key topic 1 of the A Level unit of work Democracy and Dictatorships in Germany 1919-1963. The establishment and development of the Weimar Republic, 1919-January 1933. Each lesson is fully resourced and takes an hour to teach. The activities are varied and targeted at fully accessing all assessment objectives for success at A Level. Although a text book is desirable it is not essential, and there is sufficient information within the power points and on the resources to stretch and challenge A Level students.
A LEVEL HISTORY THE LEGACY OF HENRY VIII AND THE HISTORIOGRAPHY OF THE MID TUDOR CRISIS
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A LEVEL HISTORY THE LEGACY OF HENRY VIII AND THE HISTORIOGRAPHY OF THE MID TUDOR CRISIS

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This is a 3x1hour lesson which starts with the legacy Henry VIII left for his son Edward VI, and then moves into looking at the historiography of the Mid-Tudor Crisis. It considers contemporary source materials and activities which will span about 3 hours of class time and 2 hours of independent learning. This resource was produced for Unit 1C of the AQA A level, but can also be used for other boards teaching similar topics.
A LEVEL. THE 1968 ELECTION AND NIXON'S ADMINISTRATION
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A LEVEL. THE 1968 ELECTION AND NIXON'S ADMINISTRATION

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This resource is ideal for teaching an introduction to President Nixon for any A Level examination board. However it was originally created for AQA Unit 2Q TheAmerican Dream. It would probably take about 2 lessons to teach if all the activities are attempted, and contains a range of question answer/writing/research activities/election map analysis suitable for extending the students. It considers why Nixon won the 1968 election, and also contains a research task on Nixon’s administration.
THE PRESIDENCY OF RICHARD NIXON - A LEVEL
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THE PRESIDENCY OF RICHARD NIXON - A LEVEL

5 Resources
This bundle contains all of the lessons required to teach the Presidency of Richard Nixon at A Level. It also includes a lesson on Nixon as Vice President under Eisenhower to give context to his character. All lessons are fully resourced and created to develop advanced skills necessary for success at A Level.
A Level US Government and Politics. The Nature of the US Constitution
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A Level US Government and Politics. The Nature of the US Constitution

5 Resources
This bundle contains the first 5 lessons on the US Constitution to cover the requirements for the A Level US Government and Politics specification. They include a background lesson on the creation of the Constitution (also suitable forA Level History) and 4 lessons investigating the nature of the US Constitution including structure; entrenchment; amendment etc. The block of lesson is completed with introducing students to a section A exam question which is modeled. This is fully resourced, but access to Pearson Edexcel A Level US Government and Politics text book would be useful. The lessons are based on a one hour lesson, but students will have to complete significant independent study to complete the set tasks.
GCSE 9-1 MIGRANTS IN BRITAIN. CAUSES OF JEWISH MIGRATION IN THE EARLY MODERN PERIOD
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GCSE 9-1 MIGRANTS IN BRITAIN. CAUSES OF JEWISH MIGRATION IN THE EARLY MODERN PERIOD

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This lesson is the second lesson for KT2 for the new GCSE breadth study - Migrants in Britain, and it analyses the causes of migration in the Early Modern Era, with a focus on the Jews. Students will learn: Why they came to England An understanding of push and pull factors How they settled Students will watch short clips outlining causation and will start looking at a 4 mark similarities and differences question, which will be modeled and then peer assessed. A work booklet containing sample questions; sample answers and examination technique tips and advice for this course is also available. Duration: 1 hour
THE CUBAN MISSILE CRISIS FOR YEAR 9
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THE CUBAN MISSILE CRISIS FOR YEAR 9

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This lesson is part of a scheme of learning that was made for Year 9 on the Cold War. It is particularly useful for those who are not intending to study this at GCSE. This lesson is intended to make the students think through being put in difficult situations and having to make decisions fast. It requires high level thinking skills with a specific focus on the skill of evaluation. It covers the Cuban Revolution; Bay of Pigs and the Missile Crisis. This resource can also be used for GCSE units, and will take about 2 hours to teach.
COMMUNISM VS CAPITALISM
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COMMUNISM VS CAPITALISM

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This is a second resource (first one Atomic Bomb) that I have made for a year 9 SOLbut can also be used for GCSE. It would take 2x1 hour lessons to deliver. The first hour is about the situation in 1945 in Europe and an introduction to ideologies, The students are required to demonstrate their understanding of communism and capitalism through matching statements and images to the correct ideologies. The second hour is a differentiated empathy game where the students take on the roles of characters in the USA and USSR and discuss their situation with each other filling in a grid as they go. This is fully resources. The resources are in the download.
The Atomic Bomb
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The Atomic Bomb

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This is a 22 slide power point which will take about 3 hours to complete. It focuses on the questions surrounding the dropping of the atomic bomb. It contains a range of activities; sources and video clips with an extended assessment task at the end. This answers the questions: How does an atomic bomb work What were the positives and negatives with regards to dropping the bomb Why did the USA drop it? I made this as part of a key stage 3 scheme of learning especially for students who are not continuing with history at GCSE so that they understand one of the most significant events of the twentieth century. This could also be used for the Superpower relations unit at GCSE.