A revision PowerPoint on the each of the questions on the Germany 1919-1991 exam paper - Unit 3. Can be easily adapted for other unit 3 papers by changing content and names. For each question, advice is given on: how long to answer examples of questions sentence starters demands of the question Included is a table for students to record information from the PowerPoint - enlarge to A3 for best results. Can be used as part of ‘drop down’ or ‘exam cram’ revision session for real or mock exams.

A full scheme of work for the USA 1910-1929 unit. Includes: a cover page with general information like assessments, assessment objectives, key questions specification a skills page with all skills for every lesson identified a space to write changes for each lesson as you go along - working document all lessons to be taught (28 lessons) with key lesson objectives, resources, suggested teaching activities and skills assessments at the end of the SOL

A complete list of key words for the Elizabeth I topic including definitions. Also includes an extra two files where either the key word or definition column is blank for revision tasks.

20 homeworks for the Germany 1919-1991 topic. Each week focuses on a different topic from the specification and also includes 'Round Up' homeworks to consolidate all prior knowledge. The focus is on the student to LEARN their key facts by answering 10 questions and then learning the 10 questions ready for a quick factual recap test next lesson. This test can be used as part of exit strategies or king or queen of History knowledge tests. Each homework uses the same format and the same question stems - they are very easy to mark and can easily be marked as a starter at the beginning of the lesson. The questions follow the following format: - Give 2 reasons why / Give 2... (2 questions) - Name two ... (2 questions) - Explain... - What... - Where... - How... - A true or false statement - A key word anagram Answers to the true / false statement and anagram can be found for each homework on the final slide of the download. The topics tested are: - Weimar - Stresemann - Rise of the Nazi Party - Consolidation of Power - The Police State -Economy -Women and children - Jews up to 1939 - The Homefront - Opposition - Jews until 1945 - Defeat - Round Up 1 - Berlin Blockade and Airlift - Life in West Germany - Life in East Germany - Post 1960 - Reunification - Round Ups 2 & 3

A lesson which introduces British values through a starter task about rioting in London, defining the values and completing activities to ensure understanding. As well as the lesson PP there are 3 student activities for students: 1. Identify if the phrases explain British values and give reasons why 2. Write down where you see the British values being used 3. Cut out two leaves and write down values you have observed in school or the wider community and / or values you would like to see in schools and the wider community. When I did this lesson I precut leaves for students. 4. Stick values on to a copy of the British values tree which I had put on the wall in my classroom so the tree transforms from a winter to summer tree!

This is a 38 page work booklet based on the AQA course textbooks on The Tudors 1485-1603 published by Hodder. The booklet follows Section 1: Part 1: Chapter 2 on Henry VIII and Thomas Wolsey. Each page has tasks based on the information given, for example, - making specific notes - answering key questions - examining extracts based on the exam question stem - practice essay - completing tables - map task on Europe in 1520 - mind maps - recapping key words At the end of the booklet are the two mark schemes for the source and essay questions for students to refer to.

A set of 42 flashcards based on all the key content on the spec - giving pupils the key information they need to revise. Knowledge based only they contain the key content from the spec in easy to learn bullet points. There are 22 pages in the resource and each page has two flashcards - I had them photocopied onto card, cut into two, hole punched in the corner and then put a treasury tag in to make a set of flashcards. Every flashcard deals with key content and the resources covers the whole spec for Elizabeth I. I have also included the blank proformas for the flashcards useful for a revision activity for pupils to make their own before giving them the completed ones!

This lesson focuses on students learning what it was like to live in 1485. Included the following tasks: Task 1 - Pairwork with one student reading a description of life in 1485 and describing it to partner to draw Task 2 - Choose a person from the picture of 1485 and imagine their life. Write a short diary entry from their point of view Task 3 - Travel to the future with your character from task 2 and discuss the differences between then and now Task 4 - A drama task acting out a scenario! Task 5 - Answering the question about ‘what was life like in 1485’?

Two Y7 assessments for the Autumn term based on the medieval topic. Uses GCSE question starters and includes both markscheme. Assessment 1 Section A Background to the Battle of Hastings – True or False task The Battle of Hastings – Circle the Word / Multiple Choice Why did William win the Battle of Hastings? Tick & link reasons task Bayeux Tapestry task What if… task Section B Why did William win the Battle of Hastings? (12) Assessment 2 Section A Describe a Motte and Bailey castle. Section B What can be learnt from sources A and B about life in the Middle Ages? (4) Section C Use Source C and your own knowledge to describe the Domesday Book. (5 marks) Student assessment sheets also include tips on how to answer the questions Mark schemes include indicative content as well as bands for marking

9 colourful posters on Britain during the 1930s and 1940s. Includes pictures, key words and guided content. Includes posters on the following: - The Depression - Life in the 1930s _ steps to WW2 - Preparation for WW2 - The Home Front - Propaganda and Morale - Britain in 1945 Society under Labour post 45 - Economy under Labour post 45

PowerPoint about anachronisms in History. Includes explanations and tasks with an opportunity to peer or self assess own anachronism story.

This is a lesson on how to answer the 16 mark question on interpretations for papers 1 and 2. It focuses primarily on ‘The Elizabethan Age 1558-1603’ and ‘The USA 1910-1929’ but can be adapted for other topics. Slides include: what is an interpretation and examples Walk through a question with a sample answer Planning table on PP (and attached word document) on analysing interpretations Answering ‘how and why interpretations are reached’ Giving starter sentences to use in the exam 5 practice questions a revision poster task

9 pages of revision activities like true or false tasks, matching key words and definitions and multiple choice questions. Ideal as a revision or consolidation exercise.

A sequence of three lessons for key question 1 of Elizabeth I - How did life differ for the rich and poor in Elizabethan times? These lessons are retrieval based and are used in conjunction with the knowledge organiser included. Lesson 1 - The Big Picture - extended content with a Do it Now and retrieval activity Lesson 2 - Mind mapping lesson with an example mind map and a Do Now for the start of the lesson Lesson 3 - Testing - An extended Do Now comprising of 10 factual questions and one of the exam questions which feature on the Elizabeth I exam paper. The question is explained, modelled and then students have a go too. The slides are based around the knowledge on the knowledge organiser. During the mind mapping and retrieval activities, higher ability students are given extra information so that they complete in more detail. We have found this method successful in helping all of our students remember the key information as the three lesson sequence embeds the core knowledge they need. Homeworks should be focused on revising / self-quizzing from knowledge organisers as well as completing mind maps. This method is also useful when students are absent from previous lessons as they are able to fit straight back in by using knowledge organisers.

A sequence of three lessons for key question 1 of Elizabeth I - What were the most popular types of entertainment in Elizabethan times? These lessons are retrieval based and are used in conjunction with the knowledge organiser included. Lesson 1 - The Big Picture - extended content with a Do it Now and retrieval activity Lesson 2 - Mind mapping lesson with an example mind map and a Do Now for the start of the lesson Lesson 3 - Testing - An extended Do Now comprising of 10 factual questions and one of the exam questions which feature on the Elizabeth I exam paper. The question is explained, modelled and then students have a go too. The slides are based around the knowledge on the knowledge organiser. During the mind mapping and retrieval activities, higher ability students are given extra information so that they complete in more detail. We have found this method successful in helping all of our students remember the key information as the three lesson sequence embeds the core knowledge they need. Homeworks should be focused on revising / self-quizzing from knowledge organisers as well as completing mind maps. This method is also useful when students are absent from previous lessons as they are able to fit straight back in by using knowledge organisers.

A sequence of three lessons for key question 1 of Elizabeth I - Why were the Catholics such a serious threat to Elizabeth? These lessons are retrieval based and are used in conjunction with the knowledge organiser included. Lesson 1 - The Big Picture - extended content with a Do it Now and retrieval activity Lesson 2 - Mind mapping lesson with an example mind map and a Do Now for the start of the lesson Lesson 3 - Testing - An extended Do Now comprising of 10 factual questions and one of the exam questions which feature on the Elizabeth I exam paper. The question is explained, modelled and then students have a go too. The slides are based around the knowledge on the knowledge organiser. During the mind mapping and retrieval activities, higher ability students are given extra information so that they complete in more detail. We have found this method successful in helping all of our students remember the key information as the three lesson sequence embeds the core knowledge they need. Homeworks should be focused on revising / self-quizzing from knowledge organisers as well as completing mind maps. This method is also useful when students are absent from previous lessons as they are able to fit straight back in by using knowledge organisers.

This resource explains the requirements for all of the questions in the new GCSE exam for component 1: The Elizabethan Age but can be easily adapted for all the other component 1 units. Includes 8 flashcards (just print off on card and cut into four) for students to be given for revision. Also includes 8 posters which are bigger A4 versions of the flashcards. Content includes: -Question 1 skills - Question 2 skills - Question 3 skills - Question 4 skills - Question 5 skills - Analysing an interpretation skills - Analysing a contemporary source skills - Wider Historical knowledge examples This resource was made because my classes were struggling to apply the right skills to the right questions! As the picture shows, I laminated them, hole punched the top left hand corner and put them on a key ring ring. My class carry a copy for reference at home and school. N.B. This copy of flashcards is uncoloured.

5 Knowledge Organisers for the first section of the 20 AQA History A Level. KQ1 - Germany before 1918 KQ2 - The Weimar Constitution KQ3 - The Peace Settlement KQ4 - Economic and social issues KQ5 - Political instability and extremism Dual coded for easier understanding. I use the information from these knowledge organisers as the basis for my lessons.