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Tudor Crime and Punishment
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.
Bundle

Medicine Through Time Revision Bundle
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

Elizabethan England: Education
A lesson that explores the education system fully differentiated with AFL for each task.
Pupils will:
Identify what education is like today and why it is seen as valuable
Describe why not everyone valued education in Elizabethan England
Explain why attitudes changed
Analyse the education system - was it fair?
Compare the similarities and differences to education today.

Weimar and Nazi Germany Timeline and Lesson (Edexcel 9-1)
Timeline with sections for pupils to create - worksheet to support.
Fully differentiated lesson to go alongside the timeline.
Starter: structure of Paper three
task one: overview video
Task two: timeline - defining key words, describing key events and extension task
Whiteboard AFL
Task Three source work - why vote for hitler? challenge: making links to key events on the timeline
Task designed as an introductory lesson to paper three to give pupils an overview of the topic so assumes no prior knowledge but could also be used as a revision task.

'What is history?' introductory lesson (What is History? (KS3))
The first lesson in a scheme of work designed to introduce KS3 pupils to the concept of history and help them acquire historical skills.
WALT: identify key historical skills and explain why history is important.
L3: Define what the study of history is.
L4: Describe key skills a good historian needs.
L5: Explain why history is important.
L6: compare history to another subject and justify which you think is most important.
Pupils define what history is in their own words.
Investigation of blooms words, describe, explain, infer etc.
Discussion of what history is, prior learning and a video.
Lesson includes homework for pupils to complete, teacher can use homework to gain a baseline of pupils ability.

Chronology (What is history? (KS3))
Pupils explore the concept of chronology and how it supports historical learning, they are also introduced to the concept of a turning point and identify turning points in their own lives/across history. Includes a chronological order game of significant events from history.
WALT: define chronological order and apply this skill to historic events.
L3: Define what the term chronological means.
L4: create a timeline of events from history in chronological order.
L5: Explain what a turning point is.
L6: Apply skills to a timeline of my own life and evaluate the biggest turning point in my life so far.

REVISION Medicine Through Time and Western Front Overview
An hour and a half lesson aimed at intervention prior to the examination.
pupils are given an a5 booklet to follow along with the session, parts of which can be completed at home to build knowledge as last minute revision. This is the last session I use prior to Paper One.
Pupils cover:
key people, key discoveries, skills for all question types, source evaluation and judgement.

REVISION Keeping Control (Edexcel 9-1: Anglo-Saxon and Norman England)
Session designed to revise the key theme of Norman Control after the Battle of Hastings. As with all of my revision lessons this is fully resourced and fully worksheet based so that exercise books/lined paper are not required.
WALT: Revise and explain how William kept control of Norman England.WILF 1: Identify methods William used to keep control of England.
WILF 2: Describe five methods of control and Explain at least three in detail.
WILF 3: evaluate why William was able to keep control of England and apply knowledge to a 12 mark Q
Starter: identify 5 methods of control using the image (Exam 4 mark question as challenge)
Task one: create the feudal system and compare it to the saxon heirachy. (answers of similarities and differences on slide)
task two :video task (5 minutes)
task three: using the information sheet and own knowledge complete the mind map (see cover photo)
task four: 12 mark control exam question - can be set as homework.

Introduction to the Civil Rights Movement (KS3)
Part of a three lesson SOW about the CRM in America.
WALT: Evaluate methods used to fight for equality in 1960s America.
Level 3: Identify the meaning of the phrase Civil Rights
Level 4: Describe the Jim Crow Laws and examples of how they linked to life in the 1960s
Level 5: Explain methods in which Civil Rights leaders fought for equality.
Level 6: Analyse the methods you think would be most successful and explain why.
Starter: what does Civil Rights Movement mean? using Frayer model
task one: video task
Task two define and describe the Jim Crow Laws using images
Task three: describe and explain methods of protest
task four: analytical discussion and annotation of President Kennedy’s Civil Right’s Address.
Plenary: 3 - 2 -1 plenary task

KS3 Hitler's Downfall (WW2)
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.

Weimar and Nazi Germany key words (Edexcel 9-1)
Three page document of key words for the Weimar and Nazi Germany unit.
I used the Hodder textbook and went through cover to cover to produce a document of all key words to support pupils with the content prior to examination.
Bundle

KS3 WW2 bundle
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

WW1 Medicine Revision Session (Edexcel 9-1)
Session covers the Western Front section of the Edexcel history 9-1 course.
Pupils cover:
features of a trench
features of the main battles
key medical problems
key medical advances
blood transfusions and x-rays (problems and solutions)
following up a source

Medieval Medicine Revision (Edexcel 9-1)
Session designed to last one hour and includes everything for medicine 1250-1500 cross referenced with the first chapter of the Pearson textbook.
Included is a worksheet for pupils to complete alongside the session.
Pupils cover:
causes of disease image starter
key words
theory of the four humours
miasma theory
different people that could treat you
treating the sick
hospitals
the Black Death 1348-1349

Elizabethan England: Poverty and the Poor Laws
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.

KS3 Invasion of Poland (WW2) Narrative account lesson
Pupils will explore the invasion of Poland with the aim of creating a GCSE style narrative account in preparation for the skills needed at KS4.
Pupils will:
examine the Munich Agreement and hypothesise how peopl e would react to it
Watch a video of the invasion and collect notes to be able to describe the invasion
Put the events of the invasion into chronological order using visual prompts for support
create a narrative account using a GCSE support sheet that allows development towards explaining why events lead to one another and cause change.

Henry VIII Wives
Full lesson and homework. Pupils evaluate which wife Henry loved most by firstly completing a carousel activity that allows them to explore each wife and the reasons Henry divorced her before creating an extended writing piece (differentiated) about who he loved most.
Homework: to write a letter to the Pope explaining why you want a divorce from Katherine of Aragon.
WALT: Evaluate who Henry loved most.
Level 3: Identify Henry’s six wives.
Level 4: Describe each of his wives and what happened to them.
Level 5: explain why Henry divorced each wife.
Level 6: Compare which wife was Henry loved most, give reasons why.

REVISION CLOCK: Weimar and Nazi Germany (Edexcel 9-1)
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.

AMERICAN WEST REVISION CLOCK (Edexcel 9-1: The American West)
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.

KS3 history level descriptors for exercise books
Level descriptors for KS3 that match the GCSE reforms to encourage these skills to be developed lower down the school.
Include a description of the command word and generic sentence starters to support progress.