NB: These lessons have been planned to be taught alongside the Hodder Education Edexcel 9-1 Elizabeth I books and the Edexcel 9-1 books on Elizabeth I. This download contains 11 lessons on Elizabeth I. It has been designed to cover everything needed on the Edexcel 9-1 GCSE module on Elizabeth. The lessons have been designed in such a way that all the essentials are condensed down to ensure efficient learning. I have found this type of lesson planning particularly important with the vast amount of content in the new GCSE. Lessons include a range of activities and is differentiated throughout.

This resource is a booklet for KS4 history students which guides them through each source and interpretation question on paper three. It is made up of completely new questions, sources and interpretations that aren’t taken from past or sample papers. The resource could also be used to create new exams if all past papers and sample papers have already been used. It includes a varitety of tips, activities, structures and exam pratice as well as simplified mark schemes.

All images from google images 'labelled for reuse' This lesson encourages students to consider the large extent that institutions and religion can control the lives on everyday people. It does this through a case study of the way that peasants lives were dominated by the Christian church in the medieval period, considering both negative and positive effects of the churches' power. Students will look at a variety of sources both picture based and written. The lesson concludes by introducing students to a new AQA style GCSE question on source strengths and weaknesses. This aims to allow KS3 students early understanding of the new style GCSE questions.

I created this president overview to support my GCSE students in their Edexcel units on the Cold War, Civil Rights and the Vietnam War. The overview shows the key policies each president passed in relation to those events. The students have found it very helpful in their revision.

This is an 8 lesson unit designed to introduce KS3 students to crime and punishment in medieval England. The unit begins by introducing students to important contextual knowledge about the era. We first consider the tribes who invaded Britain after the fall of the Roman empire and consider how Britain fell into the dark ages. It then goes on to look at the power of the Catholic church. All of this knowledge will be important as we go through. The unit then looks at the justice systems in Anglo-Saxon, Viking, Norman and Late Middle Age England. The lessons include differentiation for EAL, SEN & most able. Students are required to compare, contrast and evaluate throughout the unit. It is good for any KS3 students but will be particularly helpful for those schools who teach crime and punishment through time at GCSE.

All images sourced from Google images ‘labelled for reuse’ and licensed under Public Domain This lesson encourages students to think about the expansion of Islam, and uses a case study of the Prophet Muhammad's life, in order to help then understand why Islam expanded so quickly. The lesson introduces students to key events in Muhammad's life and encourages them to think of what the key turning point in Islam was.

This resources provides students with a secret mission. They have been appointed as William the Conqueror's head advisor and they must work out the best ways to help him gain total power over England. This is an independent learning task. They are provided with everything they need to succeed without too much teacher support. This lesson is excellent for getting pupils to understand what problems William faced when he first invaded England and the decisions he made to overcome them. Pages 11-20 are the work booklet that must be printed off and given to students.

This is an entire scheme of work on the Industrial Revolution including the scheme of work word document. The enquiry for the SOW is 'How did the poor make Britain rich?' Students are taken through a variety of lessons entitled: 'who were the white slaves?, 'Did Oliver Twist really exist?' and 'What was black gold?'. Throughout these lessons students will look at contemporary sources and interpretations to allow them to reach an conclusion to the enquiry question. Students will consider, discuss and debate a range of moral issues as they go through this unit. Students undertake a wide range of independent learning strategies throughout this unit.

This lesson is designed to take around two lessons. The students begin the lesson by recapping their understanding of the industrial revolution so that they can understand the connections between it and Victorian workhouses. Students then go on to complete a square of inference where they will analyse a contemporary source about workhouse schools. Following on from this a detailed discussion should be held about the way our current government deals with vulnerable people. They will consider similarities and differences between the current government and Victorian governments. Students will question the morality of both systems and consider how/if they feel vulnerable people in society should be supported by the state. Students will then be introduced to Dickens' representation of Oliver Twist through an extract of the 1968 musical. Lesson Two will be an analysis of a variety of contemporary sources which students will analyse in order for them to understand how accurate Dickens' representation of the workhouses was. Finally students will create a human continuum where they will place themselves based on how accurate they find Dickens' representation of the workhouses to be.

My year 11 students were struggling to get to grips with the chronology and change and continuity of punishments, law enforcement and crimes from Anglo-Saxons to Stuarts period, so I made them this grid, which they have found very helpful.

This lesson looks at a bit brief overview of the Viking invasion and colonisation of Britain. It also looks into some aspects of Viking culture including their methods of trial, punishment and law enforcement. The lesson is fully differentiated for all students, throughout. I teach it as part of a wider SOW on crime and punishment in medieval England. Full SOW to follow soon. Teacher instructions are in the notes throughout the lesson. The lesson may take two hours.

This lesson is a comparison lessons between Anglo-Saxon and Norman methods of justice. Students will need to have an understanding of Anglo-Saxon justice in order to fully access the lesson. It is fully differentiated throughout and included more able tasks. A variety of activities are employed throughout.

This lesson looks at the extent to whcih the young opposed the Nazis. It looks at the Edelweiss Pirates, the White Rose Movement and the Swing Youth. The lesson looks at 3 articles on each, and is accompanied by clips which are linked in the powerpoints. It finishes with an example 12 mark answer from Edexcel History (9-1).

These resources are two booklet for KS4 history students which guides them through each question on the Western Front section of MTT. It is made up of completely new questions, sources and interpretations that aren’t taken from past or sample papers. The resources could also be used to create new exams if all past papers and sample papers have already been used. The first booklet has a lot of model answers in it and the second is for more independent work. It includes a varitety of tips, activities, structures and exam pratice as well as simplified mark schemes.

All images sourced from Google images ‘labelled for reuse’ and licensed under Public Domain This lesson has been developed to enable History GCSE students to understand the complexities of the US Stock Exchange, as well as considering the factors that led to the Wall Street to Crash in 1929. It encourages students to consider and evaluate a range of factors, and come to their own conclusions about what the largest contributing factor was.

This is a model answer I have written and colour coded to help students studying AQA History Spec' B. It shows them what knowledge and skills they need to employ for an A* answer.

This lesson introduces the idea of appeasement to students. There are various activities in the power point which will enables students to evaluate whether they agree with Chamberlain's policy of appeasement or not.

All images sourced from Google images ‘labelled for reuse’ and licensed under Public Domain. Some of the text used is attributed to GCSE Bitesize & Medical News Today. This lesson is designed to allow students to think about the overarching question 'How dark were the middle ages'? In this lesson they should reach their conclusion by a comparison of medieval and renaissance medicine. They should be able to make judgements on whether it is fair to say the medieval times were 'dark' based on their understanding of medicine, surgery and public health. This lessons uses clips and academic text analysis.

This is a KS4 SOW, to alongside AQA Unit Two text book, Hitler's Germany, Includes explanations and exam practice,

This is a market place activity. All of the instructions and information is provided within the powerpoint and the information sheets. It looks at a variety of factors that enabled Hitler to become chancellor in 1933.