Here are my crib sheets and pupil-friendly breakdowns to help them cope with exam technique and the source analysis aspect of Section A. I've also included the mock exams I've produced for in-class work.

This is a fully resourced enquiry-based lesson on the long term causes of WW1 with every task differentiated. The lesson is source based in order to build your student's skills and enable them to develop. Exam-style questions are linked to Edexcel spec.

This is a KS3 Unit of three lessons on the Eastern Theatre of World War II. 1 - Pearl Harbour 2 - Island-Hopping 3 - Hiroshima and Nagasaki

Three fully resourced, differentiated lessons on major issues in the historiography of the Civil War period: -Was there an English Revolution? (with a focus on British Values.) -Why was the New Model Army so effective? -Charles II: Party-King or Tyrant?

This is a fully resourced enquiry-based lesson on Women on the Home Front with built-in differentiation. The lesson is source based in order to build your student's skills and enable them to develop. Exam-style questions are linked to Edexcel spec.

This is a fully resourced enquiry-based lesson on the impacts of 9/11 with every task differentiated. The lesson is source based in order to build your student's skills and enable them to develop. Exam-style questions are linked to Edexcel spec.

This is a fully resourced enquiry-based lesson on the success of the Soviets on the Eastern Front with every task differentiated. The lesson is source based in order to build your student's skills and enable them to develop. Exam-style questions are linked to Edexcel spec.

A guide and scaffold approach to answering the 16 Mark Question in the OCR Public Health source exam, with modelling. Includes all sources and resources.

Revision materials for OCR SHP B: Viking Expansion, including a revision checklist for pupils to direct their revision and a colourful, accessible revision guide with activities.

Complete with differentiation and exam questions linked to the new-style AQA spec, here are three high-quality, fully resourced source-based lessons: LO To investigate the Tet Offensive. G3 To explain the events of the Tet Offensive G2:To explain the impact of the Tet Offensive G1: To evaluate to what extent to Tet Offensive was a ‘turning point’. LO: To investigate the US Mass Bombing Campaign G3: To explain the significance of the US Mass Bombing Campaign G2: To evaluate the success of the US Mass Bombing Campaign G1: To determine the impact of the US Mass Bombing Campaign on the history of the Vietnam War. LO To investigate Vietcong tactics. G3: Explain the guerrilla warfare of the Vietcong G2: Explain the difference between the guerrilla warfare of the Vietcong and Western warfare G1: Evaluate the successes of guerrilla warfare and the Vietcong

A 10 lesson scheme of work for the Tudor periods with two assessments modelled on AQA GCSE-style questions. This scheme is designed to entrench GCSE skills and source-skills, aimed for a Year 7 group. 1- Who were the Tudors? 2 - Henry VII 3 - What was the character of Henry VIII 4 - The Break with Rome 5 - Bloody Mary 6 - Assessment 7 - Young Elizabeth 8 - Why did England go to war with Spain? 9 - Why was the Spanish armada defeated? 10 - Tudor Schools 11- Source-based assessment

5 fully differentiated, easily assessed, fully resourced lessons for the Viking Expansion topic of OCR SHP B, with success criteria linked to the Ofqual grade descriptors for you to plunder and pillage. Titles objectives and success criteria below: Meet the Vikings L/O: To explore interpretations of viking culture.  - Describe the meaning of the term ‘viking’. (3)  - Explain common interpretations of Norse culture (5)  - Evaluate the truth of those interpretations. (8) Viking Homelands L/O: To explore the geography of Scandinavia and its impact on its inhabitants  - Explain the conditions of life in Scandinavia using first order concepts.(4)  - Evaluate the impact on Viking culture using second order concepts (6)  - Present sophisticated understanding of key features and characteristics of Viking Age Scandinavia (8) Longships for Long Trips L/O: To analyse what made Vikings great seafarers  - Explain aspects of the Longship’s design using key features. (5)  - Analyse why Viking longships were so effective. (6)  - Present sophisticated understanding of key features and characteristics of Viking Age seafaring.(8) Hierarchy and Class L/O: To explore the different groups in Viking society  - Demonstrate an understanding of the key features of Viking life (4)  - Compare Viking society, and groups within it (second-order) (6)  - Present sophisticated understanding of key features and characteristics of Viking Age Scandinavia (8) Gods and Worship L/O: To analyse the importance of Norse Paganism.  - Describe the key features and characteristics of Norse Paganism (4)  - Compare Norse Paganism to other faiths (second-order) (6)  - Present sophisticated understanding of key features and characteristics of Norse Paganism (8)

Divided into four units with assessments, this scheme of work has off the shelf differentiation and is fully resourced, designed for the new AQA spec at GCSE. It includes resources, worksheets, powerpoints for every lesson, and a completed scheme of work.