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Resources for KS3, 4 and 5 History and KS5 Politics (Edexcel and AQA). I have been a teacher for 7 years, including planning and resourcing schemes of work for my department as HoD. I have been consistently graded as "Outstanding" and all my resources have been tried and tested in a variety of classrooms: comprehensive, academy and grammar. I strive always to ensure my lessons are well-differentiated for a mixed ability classroom.

Resources for KS3, 4 and 5 History and KS5 Politics (Edexcel and AQA). I have been a teacher for 7 years, including planning and resourcing schemes of work for my department as HoD. I have been consistently graded as "Outstanding" and all my resources have been tried and tested in a variety of classrooms: comprehensive, academy and grammar. I strive always to ensure my lessons are well-differentiated for a mixed ability classroom.
KS3, Year 7, Migration overview: Who came to Britain and when?
Otter2010Otter2010

KS3, Year 7, Migration overview: Who came to Britain and when?

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An introductory lesson to a SoW on migration over time, which works as a stand-alone. Students are given a range of primary sources and asked to match to the correct migration. They create their own timeline (and can even record on map of the globe from where each group originated) and are asked to analyse different reasons for migration. Aims: to identify different groups who have moved to Britain, to be able to place these in CHRONOLOGICAL order, to begin to be able to explain why different people have moved to Britain An excellent lesson for connecting students’ personal heritage to their secondary school history. There are cross-curricular links to geography and it also introduces them to different periods in history and migratory groups.
KS3 - Years 7 or 8 - Diversity and black people's experience in Tudor England
Otter2010Otter2010

KS3 - Years 7 or 8 - Diversity and black people's experience in Tudor England

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Draws on recent work by historians to challenge assumptions about the nature of Tudor society and culture. Students study primary sources (differentiated written and images), including the famous John Blanke and supporting and countering the idea of a well-integrated society, to make inferences about integration of black Tudors and test interpretations from different historians. Aim: to analyse evidence and evaluate how well integrated black people were in Tudor England
KS3 - Years 7 or 8 - Diversity and European immigrants' experience in Tudor England
Otter2010Otter2010

KS3 - Years 7 or 8 - Diversity and European immigrants' experience in Tudor England

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A follow-up to lesson evaluating integration of black people in Tudor England. Students look at evidence of how well-integrated different groups of European migrants, including Huguenots and Walloons. They are challenged to re-write a Wikipedia entry on integration in Tudor period as a means of demonstrating their learning and final evaluation. Aim: to analyse evidence, to develop a substantiated hypothesis on integration of different groups in Tudor England
KS4 - GCSE AQA, Migration - From piracy to plantations
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KS4 - GCSE AQA, Migration - From piracy to plantations

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ISM intro engage students, followed by analysis of key pirate/ privateer figures and activity to link development of pirates/ privateers/ explorers and the experiences of African groups. This is a very well differentiated cut and stick activity (you can choose which version suits your class). At a basic level, it helps to embed their chronological understanding of a course with a very long timeline, but higher ability students are challenged to develop their understanding of a complex web of causation by identifying how decisions and motivations on both sides led to colonisation. AIM: To analyse the motivations of explorers, privateers and pirates; To describe the short and long term impact of the voyages of discovery
KS4 - GSCE, AQA, Migration - what was the impact of the slace trade on Britain?
Otter2010Otter2010

KS4 - GSCE, AQA, Migration - what was the impact of the slace trade on Britain?

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Students practice analysing and evaluating sources towards the 8 mark source question. Using a “factors circle” (summarising the themes of the course), they explain their final analysis. For each source contextual knowledge is provided to expand their learning and practice including it in their answers! Aim: to use contextual knowledge to analyse sources and evaluate how useful they are in explaining impact of slave trade on Britain
KS3 - Year 7 - How did William's control change England?
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KS3 - Year 7 - How did William's control change England?

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Students are asked to put themselves in the role of William the Conqueror and, working in groups, review his problems and a multiple choice range of options on how to solve them. They seek to gain points for being a “conqueror” vs. a “weak king” (in the mould of Edward the Confessor). Learning is then consolidated with a final activity evaluating change. Aim: to describe the ways in which William’s decisions changed England and begin to evaluate which had the biggest impact