This is a Year 9 resource for use during the Migration unit of study. It comprises both a PowerPoint with inbuilt timers and a paper resource with two conflicting interpretations from modern day historians along with advice for students on how to answer the question using both CNOP [Content, Nature, Origin, Purpose] and PEEL [Point, Evidence, Explain, Link.

This is a series of 3 lessons. The first recaps the religious seesaw of the last 25 years. It then asks students to imagine themselves to be Philip II of Spain and choose from options to decide how he might react to events. This introduces the causes of the Armada being sent. Lesson two is more information based and explores the story of the Armada and why it failed. The final lesson is a causation assessment that helps students to structure extended answers effectively and learn how to categorise causes and include evidence to support their ideas.

The teacher takes the role of King William I, students are chosen to be nobles, knights and peasants and given the relevant envelopes. the king does a deal with some nobles in return for land, the nobles then do a deal with knights who then deal with peasants to introduce the feudal system to students. This is followed up by comprehension tasks and some evaluation of its strengths and weaknesses. A noble’s envelope contains a loyalty oath, money and an IOU an army card A knight’s envelope contains a loyalty oath, money and a fighting card A peasant’s envelope contains a loyalty oath and promise to farm I usually create paper crowns for king, noble and knights to wear [in decreasing sizes!] I also make students get down on their knees when reading their oath of loyalty and play on the idea of peasants being smelly etc! This really engages students and helps them to remember the feudal system really well.

This is a lesson aimed at KS3 to teach about the new transport methods of roads, canals and trains available due to the Industrial Revolution needing to make transport of coal, raw materials and finished products safe, speedy and efficient. Students look at the problems of existing transport by road and river and then look at the pros and cons of turnpike trusts, canals and railways before writing a persuasive speech encouraging business men of the time to invest in ONE of the new transport methods.

This is a lesson that involves students learning what the Domesday Book was as well as why it was introduced and how effective it was at reinforcing obedience and control. The lesson includes a 5 minute GRIT task to build independence and resilience with self assessment of their answers after completion. The final activity allows students to calculate their own fees for local manors based on an old fashioned shillings and pence worksheet!

This is an assessment based on Edexcel source analysis questions. It is centred on two contrasting interpretations of the middle passage, one written by a ship’s captain and the other by Oloudah Equiano. Students are supported through each question by explanations of what to include and guidance on how to structure their responses. A sample markscheme and answer are also provided.

This is one of the final lessons in a unit on female suffrage. students are asked to consider whether the outbreak of WW1 should lead to the temporary abandonment of the suffragette cause. Students learn about various job opportuntites and decide which job they would have chosen. As a bonus, this resource also includes a follow on lesson looks at propaganda and how it was used to persuade and encourage women to join the war effort.

Industrial Revolution assessment task, complete with SEN writing frame Aimed at KS3 history pupils, this is an end of topic assessment in the style of Edexcel GCSE interpretations question. Pupils are given two interpretations and three questions with advice for each question, forming a markscheme and sentence starters.

Power Point presentation to last a whole lesson - aimed at Year 6. This looks at the activities of the Vikings and explores briefly how Danelaw and Danegeld were used by English kings to deal with the Viking threat. Pupils are encouraged to think about the problems caused by this approach and consider its effectiveness.

Information about the legacy of Ancient Greece followed by a Diamond 9 activity testing abililty to justify the most/ least important aspect of the legacy. Created for Year 5 but could be easily adapted for older children.

Here are 24 Roman top trumps cards - they need reducing in size to fit four onto a page of A4 and printing onto card. They are aimed at Years 5-7 or anyone studying the Romans. They could be used as a summary at the end of a topic or even as a starter. Each one details one aspect of Roman life - from slaves to aqueducts, from Roman roads to gladiators. Children can play the game whilst learning about the Romans. Once the game is over, children can ‘find’ examples of the Roman legacy or ‘find’ reasons why people liked being ruled by the Romans etc. These are very versatile cards that have a multitude of uses. I hope you enjoy using them!

This is aimed at Year 7 and the first lesson provides information about the battle of Bosworth that led to the Tudor dynasty. It also helps pupils to identify the problems Henry VII faced on is accession to the throne. The second lesson gives pupils a chance to understand the problems Henry faced at the start of his reign and imagine how they might have solved each issue. Pupils accumulate points according to which option they chose before finding out what Henry VII actually did. The lesson continues with a sorting activity - placing Henry’s actions into a Venn diagram to show which problem each action tried to solve. This lesson is assessed via an imaginary letter to Uncle Jasper outlining what he did to solve each problem.

This is an introductory lesson to the Ancient Romans created for Year 5 pupils. The lesson involves looking at the purpose behind the creation of the legend of Rome. Pupils are encouraged to come up with their own legend about the building of a city before learning about the Roman legend. This helps them to understand the purpose behind the legend instead of focussing on the story itself. A second lesson follows on from this that reinforces the motivation behind each part of the legend with a colour coding activity. Pupils then write up their ideas and they are peer assessed.

This lesson was made for Year 7 pupils. It involves looking at two of Elizabeth I’s portraits - the first drawn to celebrate her coronation, the second to show her on a royal progress in her dotage. Pupils are encouraged to think about the purpose behind the issue of these portraits - it is an introduction to the idea of propaganda. They are then shown ‘perfect’ responses and use these to self assess and improve their answers.