Linked to AQA GCSE Depth Study Elizabethan England. Consideration of the role of theatre in Elizabethan life with 8 mark question centred on Victorian source showing Elizabeth at the Globe Theatre.

Power point highlighting reasons for Galen's Fame that draws on a text book to find answers before identifying similarities and differences between Galen and Hippocrates. Leads into a student led linking exercise to identify similarities and differences between the two men before completing an 8 point exam style question. Lesson can be split or elements taken out dependent on ability

Source based lesson designed to introduce students to the idea of Autocratic rule and how Alexander's decision to emancipate the Serfs in 1861 was not driven by philanthropy but political necessity to avoid revolution.

A revision session (30 mins) in which students create connections between key events, people and dates. Each student is then given a colour coded question which they must answer in writing in 8 minutes but must not write the question down . Students then swap papers. The marker's first task is to work out what the question was and write this below the answer before marking the paper guided by the key points on the final slide. gets student thinking about whether they have answered the question and identifying what a good answer is.

A Level lesson on the Soviet Blockade of Berlin in 1947.

Lesson 2-7 covering the conditions on board transport ships making the journey to botany Bay. Video lesson which can be used as cover, distance learning or remove voiceover to personalise.

A lesson focussed on source analysis and writing skills. Students are asked to quickly summarise D Day and make a judgement on its significance based on a map, summary and short video clip. They are then provided some additional sources which provide alternative views regarding its significance before writing their final response to the Key Question. Interesting to see students making the conceptual leap from D Day in WW2 to the start of Cold War friction without being prompted.

Video Lesson 1 of 7 outlining reasons for Britain establishment of a Penal Colony in Botany Bay, New South Wales in 1788. Can be sengt as cover, lesson or remove commentary to plan own delivery.

A teacher led demonstration which requires maximum student participation to practically recreate quite literally the flow of manpower through recruitment and training of the British Army in WW1. Also has utility in explaining why conscription needed to be introduced in 1916 and provides a sound platform to develop discussion, debate and further activities designed to answer key questions on Recruitment and Conscription in the First World War.

Underpinned by the concept of cause and consequence this lesson seeks to provide students with the opportunity to explore how Henry VII established the Tudor Dynasty through various strategies such as marriage, war and limiting the power of potential claimants to the throne.

A play about the trial of Pte Harry Farr executed in 1916 for cowardice. The Lesson mixes research activities with either a script rehearsal or play (or both) dependent on time.

Lesson covering the reasons for the French Occupation of the Ruhr in 1923 and subsequent Hyperinflation

A lesson questioning the success or failure of the Munich Putsch in 1923 as a long term cause of Hitler’s future success by identifying the need to follow a political path towards power in 1933.

A revision lesson drawing on students’ previous learning on key factors leading to Hitler establishing a dictatorship (Reichstag Fire, Enabling Act, Night of the Long Knives (political intrigue)). Key question seeks to push students to reach a judgement on the significance of Hindenburg’s death versus other key events and then justify that choice using evidence.

Lesson on the 19th Century Luddite Movement which could be included in SOW on Terrorism or alternatively provide a different perspective on the Industrial Revolution narrative that the workers were victims or provide some foundations regarding political movements such as Trade Unions etc

This is a video lesson with voice over, however by highlighting the speaker icons in the bottom right of each slide you can quickly disable this and it will default to a normal ppt presentation… As part of the EDUQAS GCSE Crime and Punishment students must undertake a site study which for 20-21 is Botany Bay and Transportation, Although designed to support the EDUQAS SOW I am sure it is equally useful for anyone studying transportation and the penal colonies of Australia under one of the other Exam Boards. I’ve included an intermission with a great piece of music by the Dubliners (Black Velvet Band ) about a young man led astray and sentenced to transportation. The clip is freely available via the internet so encourage students to sing along or delete if you feel inappropriate.

This is a flipped learning lesson using the Edexcel Textbook pages 29-31. Focus is on the skill of using an analytical framework to define key (3-4 for exam question purposes) factors and identify 2nd and 3rd order analysis. This is achieved through use of the 3 column method. Students should conduct the pre-reading before attending class or be given time to research beforehand (hence initial Q&A).

GCSE Lesson looking Opposition groups and the Nazi reaction to them looking for a judgment on the physical and psychological impact on the Regime

Lesson looking at Anglo-Saxon Society, Crime, Law and Punishment

Part of a study in to terrorism looking at 19th Century ‘terrorist’ groups. Uses a range of sources and film to challenge students to determine whether the Luddites were in fact terrorists or just defending their way of life.