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.

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 Request! Quite a few people have now purchased this lesson and I would be enormously grateful if you could find the time to give me some feedback on it - did it work well for you? Are there any adaptations that you would suggest I make? If you can find the time to leave a short review, I’d really appreciate it! Many thanks indeed.

Pirates, privateers and explorers are examined and linked to key factors on the course: economic resources, religion and individual role (gold, glory and God). Main activity links the development of piracy to colonisation and the experiences of African groups. Leads to answering exam question on significance, with teacher guidance. 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

A three-page, colourful summary of important figures and their achievements from Galen to Crick. This is a very useful resource for revision as it features visual mnemonics and could also be cut up into flashcards.

KS3 lesson comparing aspects of British and American Civil Rights Movements: similarities and differences between the Bristol Bus Boycott and the Montgomery Bus Boycott, leading to an essay judging the role of leaders in the success of each movement. Resources include accounts of both boycotts for student comparison and advice and sentence starters for essay provided.

Prohibition’s success or failure in 1920s America is evaluated through source-work. Students are asked to analyse a variety of differentiated sources to identify information that will help them make this judgement, but they are also challenged to take the provenance into account when deciding how far to trust the evidence that they have identified. The task is differentiated by outcome as students can choose which sources to analyse AND how challenging AND how many. Finally, students are asked to write a concluding paragraph in answer to the title question.

Part of SOW on Crusades/ Frankish invasions and interpretations, inspired by Christine Counsell’s work on interpretations skills (“Uncovering the jewel of the KS3”, https://www.history.org.uk/secondary/categories/489/module/8723/secondary-workshop-resources-ha-conference-2014/9612/interpretations-of-history-uncovering-the-jewel-o) Designed to be completed online/ during lockdown, this lesson introduces students to the process of deconstructing an interpretation based on 1. what it is saying, 2. what aspects are factual, imagined or points of view and 3 what is the relationship between the interpretation and the available evidence. Students are asked to analyse an interpretation of Richard I to work out what it is saying about him and to compare the interpretation to available evidence. It does ask that they evaluate the accuracy of the interpretation and to redesign it, as part of a wider look at how and why interpretations are constructed - leading them in future lessons towards making some suggestions about why Richard might have been interpreted like this in the Victorian period. It has been designed for a class of students of high ability.

Part of SOW on Crusades/ Frankish invasions and interpretations, inspired by Christine Counsell’s work on interpretations skills (“Uncovering the jewel of the KS3”, https://www.history.org.uk/secondary/categories/489/module/8723/secondary-workshop-resources-ha-conference-2014/9612/interpretations-of-history-uncovering-the-jewel-o) Designed to be completed online/ during lockdown, this lesson introduces students to the idea that accounts of history are interpretations - we choose what is and is not included in them. Students are asked to analyse two interpretations (paintings) suggesting quite different things about the conflict. Each painting was completed in a different time and for a different purpose and they return to these images later in the SoW. They are then asked to compare the accounts of events as presented in modern textbooks - Western and Arabic - noting which events are included and emphasised and how they are described. The final homework task is to construct their own account of events. (This last task could be adapted to include explicit judgements on significance, but as the focus of this SoW is on interpretations, I felt we didn’t need to add further complication! It is also something we discussed in feedback sessions - how did you decide what to include and what to leave out?) Note that the resources provided to help them to construct their accounts ARE biased towards the Western interpretation - something that can also be discussed in feedback (did they notice?). If you can find a more balanced or English-language accounts presenting a more Arabic interpretation that is manageable for Year 7s, please let me know! The lesson is preceded by two looking at how the Islamic Empire developed and whether it was a Golden Age. It has been designed for a class of students of high ability.

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

AQA 9-1 GCSE for 2019. A COMBINED assessment and feedback sheet that can be used to mark each question on this section ofthe exam. They saved our department HUGE amounts of time!! (it is literally a box-ticking exercise…) Assessment and feedback are made easy as each assessment level for each question is described in plain English for the teacher and student. You simply tick what the student has achieved - s/he can see at a glance what needs to be done next time to improve the grade. These descriptions were developed in association with the curriculum leader at AQA, and have been checked for accuracy, so you can feel confident that your colleagues and students are assessing themselves in line with exam board standards. They are up to date with the small changes to questions for 2019 and beyond. The mark sheets can be used to assess individual practice questions or an entire practice paper. They have been sized to print out on A4 paper. The spreadsheet will also calculate the student’s overall percentage and grade for you (you are welcome to adapt grade boundaries in the “Settings” tab). The file also contains detailed instructions for how to use the spreadsheet to generate multiple marksheets (so that, for example, you can have an electronic record of each student’s achievement on their mock), meaning you can be confident that even the most computer-illiterate can use.

Developed for AQA GCSE Migration unit. Students practice the source evaluation skills for exam questions while investigating the case studies of Roanoke and Jamestown. Aim: To examine early British colonies in North America and the impact they had on indigenous people.

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

Lesson looks at events from independence movements in Baltic/ Eastern Europe and coup against Gorbachev to Yeltsin in power & declaration of end of USSR. Students are given engaging evidence to sort into chronological order and are then asked to analyse to identify key causes of communism’s collapse in the USSR. Final task is a Diamond 9 evaluation of the importance of these causes (with optional help provided in working out what the relevant causes are!) All resources are differentiated for higher and lower ability classes and suitable for use w all exam boards.

Knowledge organiser to help students analyse, causes, events and consequences of Boer Wars and to support making a judgement on the significance of Rhodes to the wars. An excellent summary/ revision activity and entirely self-contained! Print sheet on A3 for students.

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

AQA 9-1 GCSE for 2019. A COMBINED assessment and feedback sheet that can be used to mark each question on this section ofthe exam. They saved our department HUGE amounts of time!! (it is literally a box-ticking exercise…) Assessment and feedback are made easy as each assessment level for each question is described in plain English for the teacher and student. You simply tick what the student has achieved - s/he can see at a glance what needs to be done next time to improve the grade. These descriptions were developed in association with the curriculum leader at AQA, and have been checked for accuracy, so you can feel confident that your colleagues and students are assessing themselves in line with exam board standards. They are up to date with the small changes to questions for 2019 and beyond. The mark sheets can be used to assess individual practice questions or an entire practice paper. They have been sized to print out on A4 paper. The spreadsheet will also calculate the student’s overall percentage and grade for you (you are welcome to adapt grade boundaries in the “Settings” tab). The file also contains detailed instructions for how to use the spreadsheet to generate multiple marksheets (so that, for example, you can have an electronic record of each student’s achievement on their mock), meaning you can be confident that even the most computer-illiterate can use.

AQA 9-1 GCSE for 2019. A COMBINED assessment and feedback sheet that can be used to mark each question on this section ofthe exam. They saved our department HUGE amounts of time!! (it is literally a box-ticking exercise…) Assessment and feedback are made easy as each assessment level for each question is described in plain English for the teacher and student. You simply tick what the student has achieved - s/he can see at a glance what needs to be done next time to improve the grade. These descriptions were developed in association with the curriculum leader at AQA, and have been checked for accuracy, so you can feel confident that your colleagues and students are assessing themselves in line with exam board standards. They are up to date with the small changes to questions for 2019 and beyond. The mark sheets can be used to assess individual practice questions or an entire practice paper. They have been sized to print out on A4 paper. The spreadsheet will also calculate the student’s overall percentage and grade for you (you are welcome to adapt grade boundaries in the “Settings” tab). The file also contains detailed instructions for how to use the spreadsheet to generate multiple marksheets (so that, for example, you can have an electronic record of each student’s achievement on their mock), meaning you can be confident that even the most computer-illiterate can use.

AQA 9-1 GCSE. Developed with support from the curriculum leader at AQA and updated for 2019 changes. A mark sheet that can be used to mark each question on this section OR it can be printed out and used as a hard copy. They saved our department HUGE amounts of time!! Marking is made easy as each assessment level for each question is described for the teacher and student. You simply tick what the student has achieved. When I created these mark sheets, the curriculum leader at AQA was kind enough to review and give me feedback on the break down of skills at each level. This means they have been checked for accuracy, so you can feel confident that your colleagues and students are assessing themselves in line with exam board standards. The mark sheets can be used to assess individual practice questions or an entire practice paper. They have been sized to print out on A4 paper. The spreadsheet will also calculate the student’s overall percentage and grade for you (you are welcome to adapt grade boundaries in the “Settings” tab). The file also contains detailed instructions for how to use the spreadsheet, so you can be confident that even the most computer-illiterate can use.

Khrushchev supposedly introduced a thaw in relations between the East and West. Students are asked to study evidence to make a judgement about how far the Soviet bloc and USSR actually experienced destalinisation in the early years of Khrushchev’s rule.