The lesson starts with a source analysis of propaganda posters where students consider - What are they showing us and how is the role that women are playing different to that which had gone before Then using the handout worksheet, students will answer Qs 1-8 with red pen corrections included to support misconceptions amongst students Students will then analyse the following question - Was World War I the key ‘turning point’ for the women’s suffrage movement? They are to produce a PEE (point, evidence, explanation) paragraph

The lesson begins with 5 recall questions relating to the Great Fire of London events covered in the previous lesson The first main Task requires students to colour code the consequences of the Great Fire of London into positive and negative consequences Task 2 requires students to form a judgment on whether they think the Great Fire of London Consequences were positive or negative. PEE guidance provided to help support students A Challenge activity is also included – Students are to group the consequences into different factors based on various reasons like Religion, Economic, Social Students will then engage in a source utility task whereby they study one source relating to the consequences of the Great Fire of London and identify how both the provenance and content of the source are useful A homework task is also included which supports scholarship reading on the Industrial Revolution (the next topic I deliver in our SOW)

The lesson begins with a 5,4,3,2,1 retrieval grid focusing on the tribes in Britain prior to 1066. The first main activity asks students to colour code the role of each key group in Anglo-Saxon society using the Anglo-Saxon hierarchy image. The answers to this colour code are revealed to help aid immediate corrections amongst students They will then use their knowledge to create a Travel Guide for Anglo-Saxon England in the style of a trip advisor review They are to Imagine they have spent some time as one of the groups colour coded. Using their imagination, they are to detail their experience of life in Anglo-Saxon England The next task is an interpretation focused task where students look at the two men in interpretation C. Which social group (Earls, Thegns, or Peasants) do they think each of these people come from and they are to explain their answer using the interpretation content A final recall quiz to support knowledge understanding and accuracy

Students begin with a comprehension activity where they read the information provided on the worksheet and complete the 4 boxes How does the account suggest the fire started What other theories does the account have about the cause of the fire? List the methods used by the authorities to tackle the fire List the factors that resulted in the fire spreading even further These answers are red pen corrected to support any misconceptions A challenge task is also included which encourages students to consider which factor they believe to be the most significant to the spread of the fire. This is supported through a PEE paragraph with sentence starters To assess understanding, students will then complete a chronology task of the events of the Great Fire of London The final activity is a True or False activity which includes the requirement for students to explain each of their answers using their knowledge from the lesson. These too have been red pen corrected to support student gaps/misconceptions

The lesson begins with a scrabble starter activity to encourage the development of key terminology relating to women’s suffrage Students will watch a short video clip outlining the events that led to the death of Emily Davison. They are to listen to the story and consider the following questions: After this has happened; what would the following say about Emily Davison? A suffragette A Member of Parliament An ordinary man The students will then dig deeper into the events by prioritising, signifying, transforming and reducing to support identifying the key aspects of the event and its impact Students will then engage in a source analysis activity to help analyse the utility of the sources. Students are to identify the provenance and content utility of each source To finish, students will write 3 facts/statements based on what they have learned so far relating to the Suffrage Movement. 2 of their statements should be truthful, however 1 should be a lie and they are to try and catch their partner out

To begin, students are to study the source image and outline what they notice immediately from the picture - sets the scene for the events of the lesson There is some background information to help set the context to the events Students will then watch a video clip and make notes on the events that will help support their chronology task which is also red pen corrected to support immediate misconceptions Students then have a paragraph of information as to how the deaths led to the outbreak of WWI Students then finish the lesson with a follow up source analysis task

This lesson begins with a retrieval grid that assesses the British Empire / Causes of WWI with answers provided Students will now watch a Video clip to help them understand what the Schlieffen Plan was. They are to answer the focus questions as they watch the video Students will be given evidence relating to the 5 key reasons why the Schlieffen Plan failed. They are to explain why each piece of evidence leads to the failure of the plan. The first one has been done for them to give you support and guidance Source utility activity: Study Source A and outline how useful the source is to the study of the failure of the Schlieffen Plan - sentence starters provided and red pen corrections included to support misconceptions/errors

To begin, students will match up the key MAIN terms to the correct definition Students are then to study a range of key info relating to the Long-term causes of WWI. You must quickly decide which each card falls under. They will aim to have all of your information accurately placed under the correct heading. Once you have finished produce a PEE paragraph answering the question - Which of the MAIN causes do they believe would most likely lead to war and why? Students will then look at colour coding a 1914 map of Europe to identify the two alliances systems and identify how the geographical positioning of each alliance is benefits.

Students begin with an image they will analyse and fill in one-two sentences that these people might be saying about the Black Death. They will then produce a living graph considering the following things? 1. This effect happened immediately after the Black Death or would have happened a while later. 2. Was this effect a positive or a negative effect and for whom would it have been positive/negative? Write the different effects onto your Living Graph where you think they fit it. There is also an extension task - When your group has completed the Living Graph, decide how significant (important) the Black Death was in England. Did it have a significant effect on the population? To end the lesson, students are to engage in a silent debate - whether the Black death was a disaster or not HW - On the one hand, the Black Death was a disaster because... On the other hand, the Black Death was not a disaster because...’ Were you able to: Name the consequences of the Black Death? Decide as a group if the Black Death was a disaster or not? Discuss the significance of the Black Death with your group members?

This can be delivered over two lessons - Students to watch animation video and answer questions and use it to complete a story board. They then look at who was to blame in the second lesson, and engage in a source analysis carousel. Finishing then with an extended writing piece on the events and who was to blame for his death

Lesson begins with an image of a queue of men keen to sign up to war which students will analyse using the focus questions. they will compare this image to the speech of Chamberlain to grasp the mixed reaction to the outbreak of WWII. Students will then engage in a group task - they will study different examples of how the British Government prepared to protect the British population - Their task is to study each source and complete the table activity sheet. Lesson finishes with a Lie Detector task which requires students to test their partner's knowledge with 3 correct and 2 false statements which they must accurately identify. HW task is a source based exam question - Why do Sources E and F have different views about evacuation? [8]

This topic I tend to deliver over two lessons - the first looks at the events of Dunkirk from both the German and British perspectives. Students will watch a video clip and complete the video Qs. they will then study the German reaction and complete the newspaper article task the second lesson I have the students look at sources from the British perspective and complete the table activity sheet To bring It all together, they then answer the extended writing question - to what extent could the battle be presented as a victory?

Lesson begins with the source of a woman slapping Hitler - gets students to think about their role Students then read content form information sheet and complete the questions from the PPT slide Using this knowledge, students will complete the question of their choice (A or B) using the sources for support To finish, I ask students to feedback their thoughts on the role of women during the war - important role, insignificant role, encouraging class debate

The lesson begins with a settler task - How many of these are genuine words associated with the English Civil War? with students picking from a range on the PPT slide They will then watch a video clip and engage in a senses task relating to Cromwell Students will then analyse a range of sources regarding the new model army and complete the questions on the PPT slide with an extension task to support HA students - How would this new approach by Cromwell lead the Parliamentarian’s to victory in the English Civil War? To end the lesson, I have students engage in a you say, we pay key word task with one student with their back to the board and the class give them clues on their key word until they get it right. Kids love it

Students begin the lesson by looking at the role of each key Nazi figure and decide how he should be punished from the trials. I then reveal their sentence and discuss if students think the right sentence was given. Students then watch a video clip on the trials and consider what is happening and what stands out. Students then engage in task takeaway - choosing 3 questions to answer 1 Star * Easy (cake walk) 2 Star ** Medium (thinking) 3 Star *** Challenging Once finished, they peer assess and trade information with their partner, adding further content to make their partner's answer better

Students begin by studying a poem relating to Nazi opposition and aim to answer the focus questions on the PPT slide as a class discussion They will then work in groups to study the different forms of opposition the Nazis had and complete the table activity sheet. I then stop and do a knowledge audit for students to reflect on their learning so far - identifying which opposition groups they struggle to grasp I generate a debate over whether direct of passive resistance posed the greatest threat to the Nazis with students giving reasons for their answers. I end the lesson with last one standing to promote the use of key vocabulary linked to the lesson

Lesson begins with a key word register to recap student knowledge of witch hunters - I have this lesson uploaded also. Students then engage in a quick on the draw activity to introduce the topic of the trials. Students will then do a role play - Selected students will be asked act out the role of one of the women accused of being witches and are being held on trial. The rest of the group must listen carefully to their statements and decide if they are guilty or not guilty! I also choose 2 students from each group to be the judges who will reveal the actual judgement on each suspect. To measure knowledge and understanding, students will answer a levelled question of their choice from the PPT and to finish, students will engage in a scrabble plenary to encourage the use of key terms linked to the lesson.

The lesson begins with a mind map of ideas of what reasons different countries go to war. Students will then engage in a peer teaching task, looking at the different reasons why England and Spain went to war in the Spanish Armada - students to complete grid at each station They will then use this information to answer the extended writing question - To what extent was Religion the most important reason the Spanish Armada took place? Levelled criteria on the PPT for peer/self assessment. Plenary wheel - review student learning from the lesson

The lesson is focused around the events and outcomes of the Jarrow march. the lesson begins with an image reveal with focus questions to challenge students to feedback what is happening and why it may be taking place Students will then watch a video clip on the Jarrow march and then discuss the concerns the government may have had from the march Students will complete a worksheet of factual questions as well as the bottom section which requires then to consider the success/failure of the march. This information can be found from the clip.

The lesson begins with a video clip with students recording 3 facts that you have learned from the video Students will then, in learning groups, study source material and highlight important information that tells you why the English won, using this information to fill in their table Students will use the source info to complete task 3 - Why did Henry V win the Battle of Agincourt in 1415? (Writing frame available) to end the lesson, students will engage in Last 1 standing to encourage recall of key words from the lesson

The lesson begins with a quick questionnaire for students to complete to determine what kind of slave they are - would they be passive or would they challenge authority They will then engage in a card sort - deciding which actions carried out by the slaves were passive or active resistance To finish the lessons, students will look at the underground railroads and decode some messages using the code support sheet