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.

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.

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.

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.

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.

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.

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.

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.

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.

WALT: Evaluate the importance of the revolt and why it failed. 1-2: describe why people were unhappy with William’s rule. 3-4: Describe the key features of the revolt of the earls. 5-7: Explain how and why the rebellion failed. 8-9: Evaluate the success of Williams rule 1066-1075.

In this session pupils will cover: who challenged Elizabeth and why? Revolt of the Northern Earls Ridolfi Plot Throckmorton and Babington Spanish Armada: causes, conduct consequences Narrative account practice

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.

Examination command words created to support pupils with understanding expectations of all three papers.

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.