<p>A newsflash exercise to encourage students to think about the significance of key decisions/events in the period of the provisional government</p>

students think through opponents to 'the reformation', using the analogy of sharks to create a graph showing nature of opposition and level of threat to Henry

The teacher tells the story of Mary, Queen of Scots dramatically with visual supports. Then provides students with a jumbled chronology as consolidation, which can be stuck in their books, or collected in and a single sheet with the correct chronology on it provided (depending on the class!). Is designed to appeal to visual learners and develop listening skills for all. Is enjoyable and useful lesson and sets the context for the ‘what should Elizabeth do with Mary’ debate.

There are a number of ways to use this resource. a) you can give it to the class as a chain card exercise - students read out the first part of their card and then someone else has to provide the answer. You can do this in reverse to be even more challenging. You will notice when you download this resource that the answers don't match the questions (answers have been shuffled down one space and the last answer brought to the top).

This is mostly historical information. Its mainly taken from Gordon Craig, Germany 1866-1945, Chapter 2. Discussed is the German government under Bismark, including the Constitution of 1871. These notes are the basis for a discussion on the nature, streng

Using student artwork/doodling to bring history alive. Examples of teacher notes to deliver core content and to help students to take notes using strategic doodling techniquesample doodles provided for teacher reference (though students should draw their

investigation into the Trojan War. Scheme of work for half a semester.

Game to explore the period between the abdication of the Tsar and the Bolshevik Revolution. Wrap up activities and instructions for teacher included

Activity for teaching about the Japanese invasion of Manchuria 1931.

(hopefully) pupil friendly breakdowns of exam question markschemes for OCR Modern World History B, with some model answers included

From a SOW I'm currently writing about Henry II and Becket. This board game is about the medieval church. A priest, a noble and a peasant have to get to heaven. Journey by way of church courts and indulgences, to set the scene for the specific church privilege which caused conflict between Henry II and Becket and also the indulgences issue which is a long-term link to a planned future unit on the reformation.

Sheet for students to shade in their achievement in each skill area over key stage 3. Also student friendly generic level descriptors and skill specific level descriptors.

This is a great resource that I put together for a presentation at uni years and years ago. I have used it with all different age and ability groups in different schools. it should be self-explanatory as i have added notes to indicate the kind of things dicussed throughout the slide show David - Slightly harsh my man, to rate it on the basis you couldn’t see it! Its probably your firewall, as it has been downloaded many times - not that that helps! If you email me at jordansnotes@yahoo.com I will email it to you, size permitting.

Inspired by the idea of learning grids (See Outstanding teaching Engaging Learners by Andy Griffith and Mark Burns, p38), this game contains all the key events of the period from 1524-1534 - the King's Great Matter (quest for an annulment) to the Act of Supremacy. Rules for the game are included. The objectives are to recap key events and to link ideas together. A summary of events in the years 1524-1534 (pertinent to the annulment/supremacy) is also included.

There are 2 versions of these marksheets - one levelled for teachers and one for photocopying for students. They have been designed around the key skills of the National Curriculum - chronology, knowledge & understanding, interpretations, source work and organising é communicating ideas. The students will not see the levels (although you could easily add them in if you wanted). The idea behind this is that students will focus on the comments made so they can improve rather than becoming complacent/despondent about the level achieved. there is opportunity for student comment and reflection on their work also.

<p>1. Historiographical spectrum - students read the summaries of historians’ views and decide where to plot those historians on a spectrum of intentionalist to functionalist and on a spectrum of responsibility for the holocaust 2.chronology exercis

Although this is all on one powerpoint, I used it in 2 halves, as an intro to Somerset and then as an intro to Northumberland. Spaced learning works on the principle of repeating an activity to enhance recall. I do the first run through explaining the content. then there is a 5 minute break for juggling (or simon says, or…) then we repeat - they give as much info as they can and I clarify through questions or reminders break 3rd and final run through they have to give me all of it - I sometimes run this as a competition ‘me vs. them’ - every time I have to tell them something they lose a point from a starter of 10 and I gain one from a starter of 0. Lastly they need to test themselves independently - you can do this by a written ‘quiz’ or by giving them a copy of the ppt slides and requiring them to annotate them

Complete notes for AS students to use as pre-reading/revision. Plus lesson activity:Students use chronology on paper slips to create a huge graph across the desks. This graph (and obviously the discussion which goes with it) answers 2 questions: was foreign policy in this period a success or a failure?; what factors influenced foreign policy in this period? Photograph of student graph included for reference.

Using cartoons in the press currently to explore exam skills. Use of current cartoons/news stories designed to remove the double burden of acquiring skills and thinking about unfamiliar materials.

Straightforward matching exercise - students must match events that occured post bloody sunday with the significance of those events. Then students prioritize the greatest threat (for discussion purposes to check understanding).