Cold War (TV Series) Ep.24 - Conclusion - Supporting Worksheet

Cold War (TV Series) Ep.24 - Conclusion - Supporting Worksheet

Cold War (TV Series) Ep.24 - Conclusion - Supporting Worksheet for the BBC / CNN co-production, narrated by Kenneth Brannagh - Written as a extension and enrichment task for GCSE, it would also be appropriate for A Level studies. Gorbachev and Bush meet at Malta in December 1989 to consider the recent dramatic events. Only the previous week the Communist government resigned in Czechoslovakia; and shortly Nicolae Ceaușescu would be deposed and executed in the bloody Romanian Revolution. Gorbachev permits German reunification and removes Soviet troops from Europe, but fails to secure financial support from the West. As the Soviet economy collapses, Gorbachev faces opposition from both reformers and hardliners. Sharing their abhorence of Soviet disintegration, Gorbachev brings in hardliners to his government and cracks down on the Lithuanian independence movement. However they later turn on Gorbachev and stage a coup. Boris Yeltsin is instrumental in rallying the public and military to defeat the coup. Sidelining Gorbachev, Yeltsin sets the course for Russia to leave the Soviet Union by establishing the Commonwealth of Independent States. The Soviet Union ends on 25 December 1991, and in his Christmas Day address Bush announces the Cold War is over. The cost of the Cold War is considered in retrospect. Interviewees include Mircea Dinescu, Alexander Rutskoy and Condoleezza Rice. The pre-credits scene features Bush and Gorbachev explaining how uncertain the world had suddenly become.
awithey
9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course

9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course

9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course The full range of placemats for the Medicine Through Time course include: Topic 1: Medieval Medicine Topic 2: Renaissance Medicine Topic 3 1750-1900 Topic 4: Twentieth Century onwards (The reverse side of the placemat remains the same throughout this study unit). These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: 1. Historical Context - through timelines, picture prompts and key words 2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. 3. Better Literacy – through selected ‘language for learning’ vocab box. 4. Memory prompts to support revision – through the use of carefully selected images. 5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. 6. A confidence thermometer is also included as a prompt to identify student confidence in the topic. The reverse side contains guidance on EXAM TECHNIQUE through: 1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available 2. Examiners levelled mark schemes 3. Support writing frames with generic sentence starters
awithey
9-1 GCSE History - Cold War Revision Grid

9-1 GCSE History - Cold War Revision Grid

Designed to support the Edexcel GCSE 9-1 Superpower Relations and The Cold War 1941-91 course. There is a blank template for students to complete with a filled out WORD version for editable purposes. The Word Document is set out to support the structure of the Paper 2 exam by covering the pre-populated specification content and identifying the content required for Q1. Consequence, Q2. Narrative and Q3. Importance.
awithey
Cold War (TV Series) Ep.7 - After Stalin - Supporting Worksheet

Cold War (TV Series) Ep.7 - After Stalin - Supporting Worksheet

Cold War (TV Series) Ep.7 - After Datlin - Supporting Worksheet for the BBC / CNN co-production, narrated by Kenneth Brannagh - Written as a extension and enrichment task for GCSE, it would also be appropriate for A Level studies. Nikita Khrushchev becomes Soviet leader after the death of Stalin. Khrushchev rolls back a number of oppressive measures that existed under Stalin, restores relations with Yugoslavia and redirects resources to consumer needs. In a secret speech to the Soviet leadership he condemns Stalin's ruthless rule. West Germany is allowed to rearm, provoking the formation of the Warsaw Pact. Khruschev still wants Eastern Europe to remain within the Soviet orbit - he sends in troops to quell revolts in East Germany, Poland and, most significantly, Hungary. Interviewees include Anatoly Dobrynin, Charles Wheeler and Sergei Khrushchev. The pre-credits scene shows life in Soviet Union under Stalin's personality cult.
awithey
Cold War (TV Series) Ep.22 - Star Wars - Supporting Worksheet

Cold War (TV Series) Ep.22 - Star Wars - Supporting Worksheet

Cold War (TV Series) Ep.22 - The Wall Comes Down - Supporting Worksheet for the BBC / CNN co-production, narrated by Kenneth Brannagh - Written as a extension and enrichment task for GCSE, it would also be appropriate for A Level studies. It is written in Publisher formatted for A3 printing, but can be amended and saved as a PDF for A4 printing. Reagan's 1983 Evil Empire speech sets the tone for a more aggressive US posture against the Soviet Union, and the costly arms race is renewed. He hopes that space-based anti-missile systems known as Strategic Defense Initiative (SDI) could render nuclear weapons obsolete, but the Soviet Union is concerned of upsetting the MAD paradigm that had kept the world safe. Gorbachev assumes power in the Soviet Union, setting to reform the Soviet economy and encourage greater openness. He bonds well with both Reagan and Margaret Thatcher, charismatic to Soviet sensibilities, but the SDI issue prevents arms control agreements being made in Geneva Summit or Reykjavík. The weakness of the Soviet system is revealed by the Chernobyl disaster and Mathias Rust's Red Square stunt. Knowing the Soviet Union could not compete with SDI without the economic welfare of its people being severely curtailed, whose exposure to popular culture and foreign media has led to raised expectations, Gorbachev eventually agrees to a landmark agreement, the Intermediate-Range Nuclear Forces Treaty. Disarmament commences, under the maxim of doveryai, no proveryai. Interviewees include Donald Regan, Sir Charles Powell, Roald Sagdeev and Mikhail Gorbachev. The pre-credits scene shows an advertisement for Reagan's 1984 election campaign.
awithey
Cold War (TV Series) Ep.4 - Beriln - Supporting Worksheet

Cold War (TV Series) Ep.4 - Beriln - Supporting Worksheet

Cold War (TV Series) Ep.4 - Berlin - Supporting Worksheet for the BBC / CNN co-production, narrated by Kenneth Brannagh - Written as a extension and enrichment task for GCSE, it would also be appropriate for A Level studies. It is written in Publisher formatted for A3 printing, but can be amended and saved as a PDF for A4 printing.By 1947, the United States placed as a high priority the revival of the German economy, an approach opposed by the Soviet Union. After the introduction of a Deutsche Mark the Soviet Union began to allow increasingly stringent checks on passenger and cargo flows travelling to the French, British and American sectors of Berlin, located in the heart of East Germany. This ultimately led to a blockade on all rail and road transport linking West Berlin, but an extensive airlift operation (Operation Vittles) allowed the city to survive. The Communists were however successful in staging a putsch in the Berlin municipal government, eventually leading to the divisions of both Berlin and Germany. Interviewees include Gail Halvorsen, Sir Freddie Laker and Clark Clifford. The pre-credits scene shows the Berlin airlift in operation.
awithey
Cold War (TV Series) Ep.23 - The Wall Comes Down - Supporting Worksheet

Cold War (TV Series) Ep.23 - The Wall Comes Down - Supporting Worksheet

Cold War (TV Series) Ep.23 - The Wall Comes Down - Supporting Worksheet for the BBC / CNN co-production, narrated by Kenneth Brannagh - Written as a extension and enrichment task for GCSE, it would also be appropriate for A Level studies. It is written in Publisher formatted for A3 printing, but can be amended and saved as a PDF for A4 printing Gorbachev makes clear Eastern European countries were free to determine their own destinies. In Poland Solidarity enters into negotiations with the Government, and would end up winning a landslide election. In Hungary the Government chooses to symbolically re-inter Imre Nagy, and open its frontier with Austria, which is then crossed by increasing numbers of holidaying East Germans. Erich Honecker refuses to implement reforms, despite subtle pressure from Gorbachev and growing protests across East Germany. The bloody end to dissent in China is never far from the minds of protesters. Just as protests reach a peak, Soviet forces in East Germany are stood down, and Honecker is replaced by an unimpressive Egon Krenz. As a concession travel restrictions are lifted but the new regulations are miscommunicated, and the Berlin Wall is suddenly and irrevocably breached by masses of East Germans. In the momentum, the fate of communism in East Germany is sealed. Interviewees include Mikhail Gorbachev, Miklós Németh, Egon Krenz and George H. W. Bush. The pre-credits scene includes Gorbachev explaining that by 1989, force alone could not secure the world.
awithey
9-1 Edexcel History Learning / Topic Placemat - The British sector of the Western Front, 1914–18

9-1 Edexcel History Learning / Topic Placemat - The British sector of the Western Front, 1914–18

9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 4 - Twentieth Century to present day These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: 1. Historical Context - through timelines, picture prompts and key words 2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. 3. Better Literacy – through selected ‘language for learning’ vocab box. 4. Memory prompts to support revision – through the use of carefully selected images. 5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. 6. A confidence thermometer is also included as a prompt to identify student confidence in the topic. The reverse side contains guidance on EXAM TECHNIQUE through: 1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available 2. Examiners levelled mark schemes 3. Support writing frames with generic sentence starters
awithey
9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 4

9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 4

9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 4 - Twentieth Century to present day These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: 1. Historical Context - through timelines, picture prompts and key words 2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. 3. Better Literacy – through selected ‘language for learning’ vocab box. 4. Memory prompts to support revision – through the use of carefully selected images. 5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. 6. A confidence thermometer is also included as a prompt to identify student confidence in the topic. The reverse side contains guidance on EXAM TECHNIQUE through: 1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available 2. Examiners levelled mark schemes 3. Support writing frames with generic sentence starters
awithey
9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course

9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course

9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course The full range of placemats for the Medicine Through Time course include: Topic 1: Medieval Medicine Topic 2: Renaissance Medicine Topic 3 1750-1900 Topic 4: Twentieth Century onwards (The reverse side of the placemat remains the same throughout this study unit). These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: 1. Historical Context - through timelines, picture prompts and key words 2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. 3. Better Literacy – through selected ‘language for learning’ vocab box. 4. Memory prompts to support revision – through the use of carefully selected images. 5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. 6. A confidence thermometer is also included as a prompt to identify student confidence in the topic. The reverse side contains guidance on EXAM TECHNIQUE through: 1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available 2. Examiners levelled mark schemes 3. Support writing frames with generic sentence starters
awithey
BBC Twentieth Century History File - Ep2. Boom & Bust

BBC Twentieth Century History File - Ep2. Boom & Bust

Worksheet to support the BBC Historyfile - Boom & Bust documentary. A link to the documentary can be found at: https://www.youtube.com/watch?v=4Xrz69_W4ew The film covers the inter war years of the USA and studies the contributing factors that caused the Boom and subsequent Bust. The worksheet contains. a variety of data collection activities as well as lower and higher order questions. The sheet was designed for both classroom work as well as a flipped activity to be undertaken outside the classroom to encourage independent learning and research.
awithey
9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 1

9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 1

9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 1 - Medieval Medicine These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: 1. Historical Context - through timelines, picture prompts and key words 2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. 3. Better Literacy – through selected ‘language for learning’ vocab box. 4. Memory prompts to support revision – through the use of carefully selected images. 5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. 6. A confidence thermometer is also included as a prompt to identify student confidence in the topic. The reverse side contains guidance on EXAM TECHNIQUE through: 1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available 2. Examiners levelled mark schemes 3. Support writing frames with generic sentence starters
awithey
9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 2

9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 2

9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 2 - Renaissance Medicine These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: 1. Historical Context - through timelines, picture prompts and key words 2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. 3. Better Literacy – through selected ‘language for learning’ vocab box. 4. Memory prompts to support revision – through the use of carefully selected images. 5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. 6. A confidence thermometer is also included as a prompt to identify student confidence in the topic. The reverse side contains guidance on EXAM TECHNIQUE through: 1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available 2. Examiners levelled mark schemes 3. Support writing frames with generic sentence starters
awithey
9-1 Edexcel History Learning/Topic Placemats for Superpower Relations and The Cold War - Topic 2

9-1 Edexcel History Learning/Topic Placemats for Superpower Relations and The Cold War - Topic 2

9-1 Edexcel History Learning/Topic Placemats for Superpower Relations and The Cold War - Topic 2 Increasing Tensions between East and West 1958-70 These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: 1. Historical Context - through timelines, picture prompts and key words 2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. 3. Better Literacy – through selected ���language for learning’ vocab box. 4. Memory prompts to support revision – through the use of carefully selected images. 5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. 6. A confidence thermometer is also included as a prompt to identify student confidence in the topic. The reverse side contains guidance on EXAM TECHNIQUE through: 1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available 2. Examiners levelled mark schemes 3. Support writing frames with generic sentence starte
awithey
9-1 Edexcel History Learning/Topic Placemats for Superpower Relations and The Cold War - Topic 3

9-1 Edexcel History Learning/Topic Placemats for Superpower Relations and The Cold War - Topic 3

9-1 Edexcel History Learning/Topic Placemats for Superpower Relations and The Cold War - Topic 3 - The End of the Cold War 1980-91 These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: 1. Historical Context - through timelines, picture prompts and key words 2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. 3. Better Literacy – through selected ‘language for learning’ vocab box. 4. Memory prompts to support revision – through the use of carefully selected images. 5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. 6. A confidence thermometer is also included as a prompt to identify student confidence in the topic. The reverse side contains guidance on EXAM TECHNIQUE through: 1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available 2. Examiners levelled mark schemes 3. Support writing frames with generic sentence starters
awithey
9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany - Topic 3

9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany - Topic 3

9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany - Topic 3 - Co-ordination and Control These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: 1. Historical Context - through timelines, picture prompts and key words 2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. 3. Better Literacy – through selected ‘language for learning’ vocab box. 4. Memory prompts to support revision – through the use of carefully selected images. 5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. 6. A confidence thermometer is also included as a prompt to identify student confidence in the topic. The reverse side contains guidance on EXAM TECHNIQUE through: 1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available 2. Examiners levelled mark schemes 3. Support writing frames with generic sentence starters
awithey
9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany - Topic 1

9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany - Topic 1

9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany - Topic 1 -Weimar Germany 1918-29 These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: 1. Historical Context - through timelines, picture prompts and key words 2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. 3. Better Literacy – through selected ‘language for learning’ vocab box. 4. Memory prompts to support revision – through the use of carefully selected images. 5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. 6. A confidence thermometer is also included as a prompt to identify student confidence in the topic. The reverse side contains guidance on EXAM TECHNIQUE through: 1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available 2. Examiners levelled mark schemes 3. Support writing frames with generic sentence starters
awithey
9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany - Topic 4

9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany - Topic 4

9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany - Topic 4: Life in Nazi Germany These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: 1. Historical Context - through timelines, picture prompts and key words 2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. 3. Better Literacy – through selected ‘language for learning’ vocab box. 4. Memory prompts to support revision – through the use of carefully selected images. 5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. 6. A confidence thermometer is also included as a prompt to identify student confidence in the topic. The reverse side contains guidance on EXAM TECHNIQUE through: 1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available 2. Examiners levelled mark schemes 3. Support writing frames with generic sentence starters
awithey
9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 3

9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 3

9-1 Edexcel History Learning/Topic Placemats for the Medicine Through Time course - Topic 3 - 1750-1900 These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: 1. Historical Context - through timelines, picture prompts and key words 2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. 3. Better Literacy – through selected ‘language for learning’ vocab box. 4. Memory prompts to support revision – through the use of carefully selected images. 5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. 6. A confidence thermometer is also included as a prompt to identify student confidence in the topic. The reverse side contains guidance on EXAM TECHNIQUE through: 1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available 2. Examiners levelled mark schemes 3. Support writing frames with generic sentence starters
awithey
9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany

9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany

9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany The full range of placemats for the Germany course include: Topic 1: Weimar Germany 1918-29 Topic 2: The Rise of Hitler and the Nazis Topic 3 Co-ordination and Control Topic 4: Life in Nazi Germany (The reverse side of the placemat remains the same throughout this study unit). These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: 1. Historical Context - through timelines, picture prompts and key words 2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. 3. Better Literacy – through selected ‘language for learning’ vocab box. 4. Memory prompts to support revision – through the use of carefully selected images. 5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. 6. A confidence thermometer is also included as a prompt to identify student confidence in the topic. The reverse side contains guidance on EXAM TECHNIQUE through: 1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available 2. Examiners levelled mark schemes 3. Support writing frames with generic sentence starters
awithey
9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany - Topic 2

9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany - Topic 2

9-1 Edexcel History Learning/Topic Placemats for Weimar and Nazi Germany - Topic 2: The Rise of Hitler and the Nazis These interactive learning placemats were designed to meet the challenges of the new 9-1 GCSE. They build upon the successful Medicine Through Time Placemats that I previously designed (and which received 5* reviews by all who have purchased them up to the time of launching these new materials – see: https://www.tes.com/teaching-resource/9-1-edexcel-gcse-history-of-medicine-place-mat-question-structure-11627611 ). The new placemats have been identified as best practice during a ‘Challenge Partners’ review as well as being identified as best practice by other History teachers on the Olevi ‘Outstanding Teacher Programme’. The new design learning placemats support both teachers and students in addressing the: a) dramatic increase in the curriculum content needed for the different units b) support the need for increased literacy demands c) help students become familiar and more confident in recognising the correct response needed for the unprecedented number of different question styles The placemats are designed to be double sided. One side focuses on the CONTENT: providing an overview of key knowledge and understanding needed (this will change for each topic area within this GCSE unit). Every placemat across the GCSE range is designed to encourage greater understanding of: 1. Historical Context - through timelines, picture prompts and key words 2. Awareness of the ‘big picture’ so students can see how individual lessons fit into the unit and make clearer links between prior and future learning – through ‘Big Picture’ questions. 3. Better Literacy – through selected ‘language for learning’ vocab box. 4. Memory prompts to support revision – through the use of carefully selected images. 5. Increased awareness of metacognition – through PME (Progress, Monitor and Evaluation Time) questions to encourage students to deconstruct their learning and identify key factors (eg. Social, economic, political) or key individuals and make links between features. A pictorial metacognition man with 5 question prompts will support student reflection. 6. A confidence thermometer is also included as a prompt to identify student confidence in the topic. The reverse side contains guidance on EXAM TECHNIQUE through: 1. Identifying the nature of the question styles for each GCSE Unit and the allocated marks available 2. Examiners levelled mark schemes 3. Support writing frames with generic sentence starters
awithey