This lesson is part of a scheme of lessons I created to try and fill a gap in the OCR Ancient History GCSE available resources. I felt like this is quite a complex era in Roman history and the resources that exist are complicated too - leading to cognitive overload for many of my students. This lesson is completely dual coded and my students loved it because it is clear and succinct and reduces cognitive load. It tells the story of the how the consuls Valerius and Horatius attempted to bring an end to the bickering between the Patricians and Plebeians that had characterised the Conflict of the Orders for such a large part of Rome’s early Republican period. On each slide are pertinent questions posed to students that they can answer verbally or in writing and are great for AfL - summative and formative depending on how you want to use them. There’s a10 and 15 mark exam question to finish off the lesson for those teaching the OCR Ancient History GCSE - including a passage from Livy. Even if you aren’t teaching the OCR AH GCSE, I’d argue this is probably the clearest and easiest to understand overview of the this time period in Rome’s history that exists at the moment - it’s why I made the lesson because there was hardly anything accessible out there for me and my students… Thanks for taking a look!

This lesson was made for my GCSE History students studying the Cold War. It is made in a way that it will cover the content of the any GCSE History spec - it is a concise and clear account of the agreements at Yalta and foreshadows the disagreements that come later at Potsdam in it plenary. It is designed to last an hour - I made this because other resources on the Yalta conference out there seemed unwieldy and lacked focus. This is designed to be the opposite and will prove invaluable to students who sometimes aren’t so quick to embed learning when presented with new information. For that reason, my students like these types of lessons because they are completely dual coded and easy to follow - they reduce cognitive load meaning that students can access the learning far more easily than through other resources which are ‘all singing, all dancing’ (!) or unnecessarily complex. There is a worksheet included as a slide to be printed off A4 that students add their notes on to as the lesson progresses and there is a sound clip that students listen to as a starter and jot a few notes down, and a summary video clip is also included (hence the larger file size) which prompts a few lines of questioning that will prove useful when studying the Potsdam conference. Thanks for taking a look :-)