For use with papers 1 + 3 (AQA A-Level Sociology) Designed as a 1 hour revision lesson. It tests and recaps the students on: Qualitative v quantitative Interpretivists v positivists validity, reliability, objectivity, and representation advantages & disadvantages of primary & secondary data The next part of the lesson is student led: in pairs or small groups they are to assess strengths and limitations of each type of data. To consolidate their learning within this lesson there is a practice exam Q at the end of the PowerPoint: ‘Outline and explain two problems of using primary qualitative methods in sociological research. (10 marks)’ There is also a mark scheme included from AQA so there is the possibility of peer-assessment within this lesson. There is an optional homework activity included also which is a quiz which tests the students’ knowledge from this lesson.

This lesson could be aimed at a high-ability KS3 group, or a KS4/GCSE group. This lesson covers a wide range of information that students will need to know for the earthquakes topic. It includes: Earth’s layers (for example, the crust and plate margins) Wegener’s theory of continental drift Key words and definitions Different types of plate boundary How earthquakes are measured Effects and human responses to earthquakes Case studies from an MEDC and an LEDC Human solutions to earthquakes There is a section at the bottom where you could add in your own exam style question (depending on your exam board) to the end of the lesson. There is also a quiz at the bottom which you could set for homework or as an exit ticket consolidation activity. (This lesson includes material from BBC Bitesize and Google Images)

This lesson begins with an introduction to India before British arrival under the Mughals. It then focuses on early settlement of India by the British from trading stations under the EIC to territorial gains. It then discusses the reasons why Indians were unhappy with British rule by 1857 (Sepoy Rebellion). The lesson then switches to how India was governed by the British from 1858 onwards, asking the students to examine different factors such as economy, industrialisation, education, and healthcare. The students will judge whether they think British rule over India was overwhelmingly positive or negative. The lesson then asks the students to evaluate interpretations of the impact of British rule in India in line with the GCSE Edexcel History exam paper ‘Study Interpretations 1 and 2. They give different views about the impact of British rule on India. What is the main difference between these views? (4 marks)’ and also contains a miniature version of the 16 mark Q found on Edexcel paper 3 ‘How far do you agree with Interpretation 2 about the impact of British rule on India? (4 marks)’. There is an optional homework consolidation quiz at the end of the PowerPoint. This lesson can take between 1 hr to 1.5 hr depending on whether one of the source questions is used as a discussion question. Ideal for those teaching British Empire at KS3 who are currently training pupils to answer Edexcel style questions. Some information taken from Oxford AQA GCSE History and Exploring History - a pathway to Edexcel GCSE History. Some images taken from Google.

This resource includes information on the Scramble for Africa and the takeover of Egypt through the Suez Canal. The lesson is introduced through discussion activities on the European nations which took over African land. The lesson then moves on to motivations for colonising Africa and the various reasons for this, inc. religion, competition, territory, economy. Following this, there is a discussion on the attitude of Cecil Rhodes towards Africa - focusing mostly on racial motivations for colonisation. This is followed by another discussion activity on what students’ think was the most significant motivating factor for European expansion in Africa. To conclude the lesson, there is an exam practice activity which includes two sources. The current question reads ‘How useful are Sources A and B to a historian studying attitudes to European expansion in Africa?(8 marks)’ but this can be modified to suit other exam boards. This lesson was designed for a 1 hour KS3 (high-ability) lesson but can be adapted for various modules across GCSE level. This lesson uses information and images from the textbook ‘Thematic Studies, Oxford AQA GCSE History’.

This 1 hour interactive lesson is designed for low-ability students at KS3. As the League of Nations is quite a heavy topic this lesson gets the students to act out what happened with the League of Nations, and also why it did not work out as well as originally hoped. Each student performs the role of one of the countries. I taught this lesson to a low ability KS3 group and they retained the knowledge from it very well.

A 1 lesson on the short and long-term causes of the Spanish Armada. This lesson provides students with some context on King Phillip II of Spain. It then moves onto the historic and recent tension between Phillip and Queen Elizabeth I. Students to use their judgement for the main exercise to determine which factor they think most likely contributed to Phillip launching the Armada against England. Determining short and long-term factors are another skill which is tested in this lesson. Students to consolidate their newly gained knowledge with a written consolidation task. Some images taken from Google.

Murder mystery lesson designed for an hour long lesson. Students have to study evidence and reach their own conclusions (as detectives) about who was responsible for the death of William Rufus. Interactive lesson which can be teacher or student led. Students can work in groups to begin with then write down their own conclusions. Whole class discussion at the end. All round a very engaging lesson. Presentation is my own; images taken from Google.

A PowerPoint designed for a 1 hour lesson. Includes the option of printing off a worksheet. This lesson considers four of the factors which contributed towards the outbreak of the American Civil War. This lesson is designed to encourage students to think analytically about the causes.

A complete lesson bundle including PowerPoint and resources. This lesson is designed as a ‘murder mystery’ on the disappearance of the Princes in the Tower. Students have to decide who out of the contemporary suspects they think is most likely/guilty for the two boys’ disappearance. This lesson includes PowerPoint and resources designed for a 1 hour lesson. Aimed at KS3. All images taken from Google. Presentation and worksheets are my own.

A lesson focused around feedback and making improvements to the sample question “How significant was employment for the promotion of a stable Soviet society in the years 1953–85?” as featured in a previous exam paper. This lesson is designed to be an hour long, and intended for A-Level students of the Edexcel course ‘Russia 1917-1991: From Lenin to Yeltsin’. Sample material from Edexcel has been used for the making of this PowerPoint.

Crime, punishment & law enforcement, 1900-present. Designed as a 2 hour tutorial lesson - perfect for a revision session. An extensive, knowledge-rich lesson which includes information on the following: Crime: Definitions of crime Attitudes towards social crimes Old crimes resurfacing as new crimes 16 mark question practice on the above topic Law enforcement: How policing changed Developments in science and technology in police work Crime prevention Specialism within the police 4 mark question practice on the above topic Punishment: Capital punishment & changing attitudes towards it Derek Bentley Punishment of juveniles Changes to the prison system Reform and rehabilitation 12 mark practice question Case study on conscientious objectors and 4 mark practice question & consolidation quiz on the information in this PowerPoint. All information in this PowerPoint taken from the Pearson Edexcel GCSE (9-1) History: Crime and Punishment c1000-present textbook.

This resource was originally designed as a 1 hour tutorial, and so it is knowledge-rich with exam practice embedded into it. It contains information on: Why Africa was an appealing destination for European Empires What those empires hoped to gain from Africa Why they thought they had the right to take other nations A source practice question featuring Cecil Rhodes and imperialism The Scramble for Africa Britain’s presence in Egypt and Sudan Evaluation/judgement question which asks the students what they feel was the most significant reason for expansion into Africa. How useful are Sources A and B to a historian studying attitudes to European expansion in Africa? (8 marks) This lesson has taken images from Google and the AQA GCSE History textbook published by Oxford.

Who was Edward VI? Overview of Edward and his reign. This lesson features the following: Recap of Henry VII and Henry VIII’s reigns (optional starter activity for students who have previously studied these monarchs) Emergence of the Seymours and Edward’s birth and childhood How Edward was able to become king over his two half-sisters Historical vocabulary practice (words associated with the Tudors) The Somerset Protectorate The Northumberland Protectorate Features of the Edwardian Church (and how this changed from the reign of Henry VIII) There are opportunities for exam practice (sources, ‘outline’ & ‘explain why’ questions) within this lesson. How much time you spend per question is up to you, as this lesson can be adapted into a 1 hour or 2 hour lesson. (Images taken from Google)

Designed to be the first lesson of the Edexcel GCSE 9-1 History American West course. This lesson takes information from the Pearson Edexcel GCSE 9-1 History American West textbook. This lesson is designed for a 1 hour tutorial, or 90 minute classroom lesson. The topics within this lesson include: Who were the Plains Indians? Main tribes and location of the American Plains. Plains Indians’ society Chiefs and Council & attitudes towards governance compared to whites Warrior brotherhoods & attitudes towards defence compared to whites Attitudes towards women & comparison Methods for survival on the Plains Importance of buffalo and horses Practice Importance Question with model answer Beliefs about nature Beliefs about land and property Attitudes towards war

A specific lesson on the AQA ‘How Convincing’ GCSE question aimed at high-ability pupils (targeted grades 7-9). This lesson provides in-depth tuition on how to break down the question, gives samples of what to do and what not to do, and gives the pupil an opportunity to reflect on their own exam skills and then apply them to sample questions. This lesson focuses on the Norman England component of the AQA, and contains sample material focused on this topic. This lesson is ideal for those teaching Norman England, but the topical material could be replaced with interpretations and subject matter from a different topic within the British Depth Study. The author has been trained by AQA in how to approach and mark this question.

This lesson is based on Crime from the Early Modern section of the course ‘Crime and Punishment through time 1000-present’ on the Edexcel specification. This lesson should be used in conjunction with the Pearson Edexcel GCSE History textbook as much of the content is influenced by it. This lesson was written as a tutorial lesson and so incorporates a lot of factual information about crime during the early modern era. It also offers opportunities for applying this knowledge to exam style questions found on the Edexcel GCSE. This lesson can be adapted to suit a classroom environment by practising the exam style questions based on factual information gained from this PowerPoint.

A 1.5 hour lesson on punishment through time, aimed for the Edexcel GCSE specification. This was designed as an online tutoring lesson so is information heavy, but can be tweaked to provide handouts for students. It has examples of exam style questions which students can practice. It provides a chronological guide to the main aspects of punishment through time seen on this specification. This lesson was designed with the aid of the Pearson Edexcel textbook and student workbook.

A 1-2 hour lesson containing information on Henry’s ‘Great Matter’ and the Dissolution of the Monasteries. It can be succinct and both can be covered in one lesson or you can choose to split it into two. This lesson contains information on: Why Henry wanted a divorce, and why the Pope would not allow him a divorce, key terminology match-up activity, Catholic & Protestant beliefs, roles of Thomas Cranmer and Thomas Cromwell, impacts the reformation had on the English Church, the functions of monasteries, motivations for the dissolution, and contemporary sources relating to the Dissolution of the Monasteries. Ideal for an introductory lesson at KS3 or for those studying ‘Henry VIII and his ministers’ for Edexcel GCSE.

A 1 hour lesson on Volcanoes. This lesson is appropriate for GCSE students as it relies heavily on resources from BBC Bitesize. The lesson is also appropriate for higher-ability KS3 students. Suitable for students on the AQA, OCR, and WJEC exam boards. Featured content: Types of volcanoes Magma & lava Key terminology match-up Types of plate margin Hotspots Internal structure of a volcano Volcanic arcs and belts Volcanic activity

This lesson measures how the lives of women changed throughout the 1800s, culminating in what their lives were like by 1900. It allows students to assess changes in the following areas: Work Clothing Women’s rights Societal attitudes Activities This lesson includes activities on source work, chronology, and exam practice. This lesson is designed for a 1 hour tutorial but slides could be printed to allow for a ‘carousel’ style activity. This lesson is a great accompaniment to the Edexcel KS3 ‘Exploring History’ course.