Begins with the preconceptions activity available here separately. This is a cut down activity provided by the Imperial War Museum; London; England which is excellent. The rest of the scheme of work has been written by me. Assessment task at the end.

<p>Framework of notes for students on Elizabethan Foreign Policy and on the religious settlement. Activity on the religious settlement notes - students are provided with key arguments and have to substantiate, explain and analyze as appropriate, using pages 1-13 of the handout.</p>

4th half termly unit in Y8 scheme of work, looking at variety of different protests. Designed to prompt students to see effective protest as context specific. assessment is drawing of political cartoon and writing the accompanying interpretation - GCSE style

<p>‘Dominos’ exercise - to build up an account of what happened after Bloody Sunday. Differentiated versions plus thinking tasks at the end</p>

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?Lesson plan and photograph of student graph included for reference.

Half a term’s planning with resources. My 7th grade are investigating the theme of ‘power and protest’ this year (6th grade is ‘lives of ordinary people’ and 8th grade is ‘conflict and resolution’ - these are the themes i have chosen in line with the new 6th-8th grade national program of study). This is the introductory module, so far my students are loving it. its not content heavy, as it allows for much discussion in class and pursuing the ‘do less, more effectively’ concept with my planning this year!

I always find it difficult to create activities for kinaesthetic learners, but devised this with my students to help remember Hitler's foreign policy aims, and steps that he took to achieve those aims, in the correct order. easily adaptable - you could easily show this to your students and have them adapt it so it resonates with them

As per title - core notes for Mary Tudor A level unit with lesson plans

Full resource for teaching the unit that leads up to a levelled essay on the above topic. http://www.qca.org.uk/history/innovating/key3/planning/case_studies/case03/case03_yr7.htm#a considers this key focus question, although suggestion by QCA is of role play so understanding generated by speaking and listening exercises which then lead to written work. This is alternative.

How I help students write essays, from KS3 to 6th form. I've tried to make it as much a step by step guide as I can. It is quite detailed, but has examples to clarify.

Full resources with teachers notes for teaching Lenin and Stalin’s Government. First activity in Stalin pack is adapted for GCSE from an A-level Thinking History activity.

60 minute carousel: 6 x 10(ish) minute activities. All could be used as standalone activities, however. Objective is to introduce students to range of key information- what the trenches were like, the difference between the German and English, casualty rates, weaponry, who fought in the trenches, war at sea - without labouring over 'life in the trenches'

Activities and notes for teaching Wolsey (written as part of the English Reformation unit but could be used more widely). Teacher notes included.

<p>This activity is designed to help students think about the construction of an effective essay- (organising and communicating ideas). The instructions are at the end of the document and hopefully should be clear. I have used the same style activity with all age groups; as it is easily adaptable to different topics. You will see the difference in students writing style immediately. I have also attached a literacy exercise that can be done after this to consolidate understanding of the reasons why the SP failed.</p>

This is an outline of a lesson structure I use all the time to create more lesson time for developing understanding, rather than knowledge transmission, and to encourage students to become more independent in their arguments.

Full SOW with resources, assessment and teacher notes. Covers Norman Conquest, Hundred Years War, Wars of the Roses. Main skills focus is understanding causation. Also includes interpretations work on Bayeux and Richard III.

6 clues to help students work out the reasons why Stalin and Hitler signed the Nazi-Soviet Pact. Most clues not very complicated but obviously they are clues, so will require some working out and teacher scaffolding to point students in the right direction

Title: Whats the difference between a terrorist and a freedom fighter? Uses EISW as content. Half a term’s work. Assessment built in with AFL worksheet Please leave a comment if you use this resource, or email me if you can think of any improvements! Thanks

Dice-based game. Students will explore how stalemate developed and counter-factual alternatives and; therefore; be able to identify turning points. Follow up activities provided.

Full title: How useful is the movie Gladiator for investigating the power of the Roman Army ? Extended source evaluation really. Half a term’s work (at 1.5hrs per week approx). Students look at the opening scenes of gladiator and identify the interpretation within the movie. They study the Roman Army and then compare their findings to the movie, concluding with a formal answer to exam style question on reliability/utility (adaptable).