Powerpoint explaining why the Normans came to Ireland. Includes activity where students can construct their own mnemonics.

YEAR 10 WORLD WAR I – WOMEN AND THE WAR Aims:  Use a range of sources to build a picture of what life was like for women who took over men’s roles in World War I.  Develop the ability to analyse contemporary evidence including photographs and oral statements. Outline: Pupils analyse sources and make a list of information which both gives information and describes what life was like for women who took over men’s roles in World War I. They then use this information to write a letter to put in a time capsule describing what a day in their life is like. How does this lesson make source work more accessible?  Utilising sources in an interesting and creative manner – moving beyond the usual format of analysing and answering questions.  Encourages creativity as the pupils are encouraged to combine the sources and their own knowledge to come up with their individual interpretation of what life would be like for women during the War.  Provides the opportunity for pupils to express their own opinions and ideas. How does this lesson fit in with the Revised Curriculum at Key Stage 3?  Managing information by interpreting and analysing a range of sources.  Develops the skill of empathy and taking on different personas.  Promotes creativity and initiative through developing own ideas.  Develops literacy through task of extended writing. How does this lesson contribute to preparing pupils for the demands of History GCSE Source work?  Involves selecting and deploying of relevant information from a range of sources.  Requires extended writing which combine utilising of sources and own knowledge.

Worksheet with a gap filling exercise and a true or false exercise which provides a basic introduction to England before the Normans.

Letters of the Alphabet and correct German pronunciation. Slides on how to ask and spell names.

Set of flashcards whereby pupils are introduced to different forms of evidence. Pupils are able to understand and identify some of the values and limitations of different types of evidence from this type of evidence and generates discussion as some pieces of evidence transcend more than one category. Outline of a possible task - Pupils are divided into groups of 4-6 people and each group is given a set of cards with different types of evidence on each card. Working together they must sort different types of evidence into their respective categories e.g. oral evidence, written evidence etc. Within each group they must come up with a number of advantages and disadvantages of each type of evidence.

A three page resource investigating Harold's death - what are the theories? First page outlines in detail the learning intentions and value of sources - useful for student teachers and beginning teachers. Second page contains 4 sources regarding Harold's death. Third page is a worksheet to be used in conjunction with sources and contains an extension activity.

Aims:  Pupils understand that there can be different versions of the same event.  Pupils are able to elicit similarities and differences between sources.  Pupils are able to use sources and information to reach a conclusion. Outline: Pupils are given sources and background information on Cromwell’s actions in Drogheda. Individually they must answer questions relating to similarities and differences within the sources and then as a group using the sources and information come to a conclusion as to whether Cromwell’s actions were justified or not. How does this lesson make source work more accessible?  Developing skills of literacy and accustoming pupils to written sources.  Promotes the skill of selecting and deploying the relevant information.  Encourages group work. How does this lesson fit in with the Revised Curriculum at Key Stage 3?  Promotes and develops literacy  Encourages thinking skills  Promotes working effectively with others  Develop cross curricular links, for example with English and Citizenship. How does this lesson contribute to preparing pupils for the demands of History GCSE Source work?  Pupils are required to comprehend, analyse and evaluate sources.  Pupils are able to discuss how and why sources differ in their version of an event.  Using sources to reach a valid conclusion.

Flow chart of notes which explains Mussolini's steps to power 1919-1922, culminating in him assuming the role of Prime Minister in 1922.

**Test on causes of WWI - short questions followed by longer questions which offers chance for differentiation. **

A PPT containing 39 slides that provide an introduction to some basics of German vocabulary. As well as providing vocabulary, learning intentions and some tests are also included. Works well in conjunction with Klasse Neu 1 textbook. Vocab covered includes: Greetings and introductions Alphabet Saying our name Numbers 1-100 Countries Colours Subject Pronouns

Powerpoint with activities included explaining why there was an Irish famine in 1845

Sources and accompanying worksheet on during the exploration age.

Aftermath of world War I including short and long term consequences.

Worksheet for pupils on attacking and defending a stone castle

Putting events of the Spanish Armada in the right order.

Revision notes on the Truman Doctrine and Marshall Plan

Sources and accompanyworksheet looking at the reichstag Fire.

Notes and questions on the Medieval Church

Worksheet based around the aims of each of the three leaders at the Yalta conference.

Worksheet to improve sourcework analysis.

Notes and worksheet on using the passive in German.