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Trench Medicine WW1
ellie_rylellie_ryl

Trench Medicine WW1

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Pupils explore the problems soldiers, nurses and doctors faced as well as analysing the advances in medicine that helped soldiers overcome problems like trench fever, shell shock and shrapnel wounds. Pupils analyse sources before completing a carousel and then making a leaflet advising a soldier about how best to protect themselves on the western front.
KS3 Elizabeth I
ellie_rylellie_ryl

KS3 Elizabeth I

7 Resources
Full scheme of work consisting of 9 lessons exploring the reign of Elizabeth I. All lessons fully differentiated and designed to embed skills required for the reformed GCSE’s. Topics in order of teaching are: Who was Elizabeth? Who should marry Elizabeth? Poverty and the poor laws Education Entertainment Mary Queen of Scots - whats the problem? Mary Queen of Scots - plots and execution Armada - causes Armada - events narrative account
WW2 Dictators
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WW2 Dictators

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A whole lesson with worksheets and fully differentiated that compares Tojo, Hitler and Stalin. Pupils identify what a dictator is and who the three men are They describe/explain how a dictator is able to rise to power Compare similarities and differences between the three men Evaluate who changed the most things in their country and why we remember their atrocities rather than the positive changes they made to their countries. I use this as an introduction to a unit on WW2 to provide pupils with some context into the political landscape of the world prior to the start of the war.
Votes for Women! Suffragists and Suffragette’s interpretation lesson
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Votes for Women! Suffragists and Suffragette’s interpretation lesson

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stand alone lesson to celebrate the centenary of votes for women and to provide pupils with an overview of the subject. Pupils describe the two groups (suffragists and suffragettes) and will gain an understanding of the words militant and moderate. Pupils will also be able to explain why women were not allowed the vote and eventually gained the vote following WW1. Skills building section develops pupils ability to analyse interpretations.
Spartacist Uprising and Kapp Putsch (Weimar and Nazi Germany: Edexcel 9-1)
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Spartacist Uprising and Kapp Putsch (Weimar and Nazi Germany: Edexcel 9-1)

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Pupils will: WALT: Examine challenges to the Weimar government by the left and right. Identify features of left and right wing politics. Describe the Spartacist Revolt and the Kapp Putsch. Explain why Germany was weak after the attacks. Analyse a source to explain why it is useful. Included is a fully differentiated how useful question including differentiated structure strips.
Hereward the Wake and the rebellion at Ely (Anglo-Saxon and Norman England (Edexcel 9-1))
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Hereward the Wake and the rebellion at Ely (Anglo-Saxon and Norman England (Edexcel 9-1))

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WALT: Explain what caused the Ely rebellion and why it failed. 1-2: recall and describe key features of previous rebellions studied. 3-4: Describe the role of Hereward the Wake in the Ely rebellion. 5-7: Explain the causes, main developments and consequences of the Ely rebellion. 8-9: Evaluate how and why the Ely rebellion failed. Pupils will: starter: complete choice of two exam questions, green pen and improve/attempt other exam question if full marks. discussion: why the fens at Ely? link back to Gate Fulford. Worksheet task: explain key features of the rebellion, link back to 1068 and 1069 rebellions Explain task: why did the rebellion fail? exam question: how far did you agree, exam plan and sentence starters.
What is History? KS3 introduction to history
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What is History? KS3 introduction to history

6 Resources
This scheme of work has been created to introduce and embed historical skills across KS3. Pupils explore key concepts such as chronology, bias, and interpretations before conducting their own investigation over a series of six lessons. The seventh lesson of the series can be used as a baseline assessment and is in line with the interpretation skills included in Paper 3 (edexcel 9-1).
Tudor Crime and Punishment
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Tudor Crime and Punishment

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This is a lesson aimed at KS3, it provides an overview of crime and punishment in Tudor times. Pupils complete a carousel around the room in order to analyse the punishments that people received for certain crimes. They then decide which punishments the criminals deserve (Anne Boleyn and Thomas Cromwell included) before comparing whether the Tudor justice system is fair with today’s justice system.
KS3 WW2 bundle
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KS3 WW2 bundle

8 Resources
This unit of work has been created to embed and develop skills required at KS4 within KS3 written responses. Skills developed include source work (Interpretations and sources) as well as narrative account, consequences, and PEEL paragraphs. Bundle includes lessons about: D-Day Defeat of France Hitler’s defeat Invasion of Poland Operation Barbarossa Pearl Harbour The Blitz WW2 Dictators
Medicine Through Time Revision Bundle
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Medicine Through Time Revision Bundle

5 Resources
Five sessions that cover revision for the Medicine Through Time unit. Each session comes with a worksheet for pupils to create that they can take home to revise from. Sessions include: Medieval medicine 1250-1500 Renaissance medicine 1500-1700 Early Modern medicine 1700-1900 Modern medicine 1900-2000 WW1 Medicine in the trenches (Historic environment) 1914-1918
KS3 Hitler's Downfall (WW2)
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KS3 Hitler's Downfall (WW2)

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This lesson covers: The Battle for Berlin Hitler’s suicide Yalta Conference Pupils will: WALT: Explain why the Nazi’s surrendered to the Allies and the importance of Yalta. Level 3: Identify what position Germany was in by 1945. Level 4: Describe the key events of the Battle for Berlin. Level 5: Explain how the Battle for Berlin lead to Germany surrendering to the allies. Level 6: Compare sources to analyse what the Big Three wanted at Yalta and how this would affect Germany.
Elizabethan England: Poverty and the Poor Laws
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Elizabethan England: Poverty and the Poor Laws

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WALT: Investigate poverty in Tudor England. Level 3: Identify reasons people live in poverty today. Level 4: Describe reasons people lived in poverty in Tudor England. Level 5: Explain why categories were needed to cope with the poor and what those categories were. Level 6: Evaluate how fair these categories were, give reasons why.
Titanic - who was to blame?
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Titanic - who was to blame?

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Group lesson, pupils work in groups to analyse sources which help them decide who was to blame for the disaster - they annotate each source before moving onto the next. At the end of the lesson pupils are asked to evaluate who was most to blame, this task is levelled with different tasks for each attainment level.
Early Elizabethan England Revision Bundle inc. Mock (Edexcel 9-1)
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Early Elizabethan England Revision Bundle inc. Mock (Edexcel 9-1)

5 Resources
This revision bundle covers the content required to revise Paper Two of Early Elizabethan England (Edexcel 9-1). Sessions included in this bundle: Key people (Elizabeth, Walsingham, Mary QoS) Life and problems (poverty, education, entertainment) Plots against Elizabeth (Ridolfi, Babington, Throckmorton, Northern Earls, Armada) Exploration (Drake and Raleigh with exam practice) Full mock also included
KS3 WW1 bundle
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KS3 WW1 bundle

4 Resources
Four lessons that introduce KS3 pupils to WW1 whilst building skills towards KS4. Focus on analysis, evaluation and source work throughout the scheme of work. Pupils will be introduced to propaganda as well as contemporary evidence from the period.
REVISION CLOCK: Weimar and Nazi Germany (Edexcel 9-1)
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REVISION CLOCK: Weimar and Nazi Germany (Edexcel 9-1)

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The concept of a revision clock is that pupils spend five minutes completing each section - thus meaning they revise a large amount of a single topic in an hour. this resource includes two revision clocks, i plan to provide my pupils with it printed double sided, they will complete one side in class and one side for homework. Another technique is to ask pupils to fill out what they know in one colour, and then use a second colour to revise using a revision guide or textbook, giving them a colour coded guide to what they need to focus their revision on.
Who should be King 1066?
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Who should be King 1066?

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Lesson to pair with who should be king homework. Who should be king homework - pupils have one each (3 claimants covered, Hardrada, Godwinson and William the Conqueror) Each profile includes: Why the individual wants to be king, problems with their plans, who they are and extension activity (an interesting fact about the individual). Support and differentiation: on the back of the worksheet it tells pupils who they are, their claim (strengths and weaknesses) and there are some websites for each individual at the bottom of the page. Pupils then use their research collaboratively to compare each other claimants and write a persuasive speech as to whom they think is the best choice.