4th half termly unit in Y8 scheme of work, looking at variety of different protests. Designed to prompt students to see effective protest as context specific. assessment is drawing of political cartoon and writing the accompanying interpretation - GCSE style

as it says on the tin - timeline for the core notes

There is quite a lot here for a half term’s work so teachers need to pick and choose. Theme for Year 7 is ‘lives of ordinary people’.

This is just an outline of the constitution, with some appropriate historiographical quotes included. Its mainly taken from Gordon Craig Germany 1866-1945 Chapter 2. As background prep we did an exercise on the state of germany in 1871 after unification, then had a discussion of what type of constitution would be necessary, thinking about key areas of policy such as the economy, control of the military, social measures (education/health), etc and deciding whether these should be under national or regional control. we also discussed whether we would have a parliament with representation or whether it would be run autocratically as the individual states had been previously. Students basically came up with all this anyway, so these notes were consolidation and the basis for a discussion on the nature, strengths and weaknesses of the constitution. also attached sets of notes for students; synthesised from various books

Set of student notes covering main aspects of this period for AS course 7 sets of notes: Background to the Reformation Kings great matter break and royal supremacy dissolution of monasteries other religious reforms opposition to the reformation how far was england protestant by 1547

Framework of notes for A2 students on ELizabethan Foreign Policy and on the religious settlement. Activity on the religious settlement notes - students are provided with key arguments and have to substantiate, explain and analyse as appropriate, using pages 1-13 of the handout.

there are a number of ways of using this resource. a) you can give it to the class as a chain card exercise for a plenary - students read out the first part of their card and then someone else has to provide the answer. You can do this in reverse to be even more challenging? You will notice when you download this resource that the answers dont match the questions (answers have been shuffled down one space and the last answer brought to the top). this is for this exercise b) the correct version of the q&a starts on page 6. these can be used as a memory game. students cut out the strips and fold/stick them backwards so the answer is on one side of a small card and the question on the other. this can be used as a memory game in class, or can simply be given to students as a revision aid c) the questions can be cut up and put in a pot in class on the teachers desk and a few qéa quiz questions done as a starter activity there are separate quizzes on Treaty of Versailles, League of Nations and the causes of WW2 The exercises are easy to add to/amend to suit. It’s just a way of keeping the factual framework in student’s minds to help lessons to focus on skills development rather than factual recall.

SEN version of Assessment Why was the Roman Army so successful

The teacher tells the story of Mary, Queen of Scots dramatically with visual supports. Then provides students with a jumbled chronology as consolidation, which can be stuck in their books, or collected in and a single sheet with the correct chronology on it provided (depending on the class!). Is designed to appeal to visual learners and develop listening skills for all. Is enjoyable and useful lesson and sets the context for the ‘what should Elizabeth do with Mary’ debate.

Full resource for teaching the unit that leads up to a levelled essay on the above topic. http://www.qca.org.uk/history/innovating/key3/planning/case_studies/case03/case03_yr7.htm#a considers this key focus question, although suggestion by QCA is of role play so understanding generated by speaking and listening exercises which then lead to written work. This is alternative.

There are 2 versions of these marksheets - one levelled for teachers and one for photocopying for students. They have been designed around the key skills of the National Curriculum - chronology, knowledge & understanding, interpretations, source work and organising é communicating ideas. The students will not see the levels (although you could easily add them in if you wanted). The idea behind this is that students will focus on the comments made so they can improve rather than becoming complacent/despondent about the level achieved. there is opportunity for student comment and reflection on their work also.

Sheet for students to shade in their achievement in each skill area over key stage 3. Also student friendly generic level descriptors and skill specific level descriptors.

Another in the series of essay sorts to help students understand how to construct essays. Involves no writing, just thinking, and leaves students with a takeaway product they can use as a model for future extended writing on causation. Builds on a prior lesson where ‘William’ makes a speech to the class about his reasons for wanting to conquer England. also attached

6 clues to help students work out the reasons why Stalin and Hitler signed the Nazi-Soviet Pact. Most clues not very complicated but obviously they are clues, so will require some working out and teacher scaffolding to point students in the right direction

Requires students to work in groups. One member of the group comes to teachers desk to collect a statement, returns to group and has to summarise it in their own words. members of the group to write it down. Statement is NOT to be shown to the group. Then process is repeated with a new member of the group collecting and summarising. To differentiate, higher attaining students can be given questions intermittently to develop their thinking skills. By the end ALL students should have a narrative of the Ghost Dance, ALL students should have worked in groups and developed their communication and cooperation skills. SOME students will have developed further thinking and discussion skills.

Course notes for the Elizabeth element of AQA new spec 2D Religious Conflict and the church in England. provisional final draft of SOW uploaded 13.3.17, along with slightly revised final notes spaced learning ppt for 1569 revolt uploaded 13-3-17 revision game added 13.3.17

This activity is designed to help students think about the construction of an effective essay (Nat Curriculum Skill 5 - organising and communicating ideas). The instructions are at the end of the document and hopefully should be clear. It requires some teacher prep in photocopying and cutting up sets, but is truly effective. I have used the same style activity with all age groups, as it is easily adaptable to different topics. With Key Stage 4, i have made it more difficult by presenting 2 different explanations to end each paragraph- one basic, one more analytical. For Key Stage 5, I have included analytical links between paragraphs. Please email me at jordansnotes@yahoo.co.uk if the instructions are not clear! You will see the difference in students writing style immediately. I have also attached a literacy exercise that can be done after this to consolidate understanding of the reasons why the SP failed.

Core notes on this topic with some associated lesson activities

1) introduction lesson - 'silent sentences' activity 2) Core notes for the A2 course, covering the period from Jan 1535 to Oct 1536 (as Pilgrimage of Grace is about to start) for students 3) Structured discussion lesson to consolidate understanding 4) source work - comparative evaluation in line with new spec

Information sheets to help students write and improve introductions/conclusions. National Curriculum Skill 5 - organising and communicating ideas