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Medicine Through Time Revision Bundle
ellie_ryl

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
Early Elizabethan England Revision Bundle inc. Mock (Edexcel 9-1)
ellie_ryl

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
Trench Medicine WW1
ellie_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.
Grade Descriptors Edexcel History Display
ellie_ryl

Grade Descriptors Edexcel History Display

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Display created to inform pupils what is required for the new specification. goes from 1-9, I used the specification grade boundaries to create this display, the wording for g8-9 was identical which is why this grade boundary has one page rather than two.
Bias (What is history? (KS3))
ellie_ryl

Bias (What is history? (KS3))

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WALT: define bias and explain how it can lead to interpretations being different. L4: describe what bias is and how it can affect a source. L5: explain why interpretations differ. L6: apply bias to create a convincing piece of writing. Pupils develop their understanding of primary and secondary sources They then define bias and examine a commentary of a football game to explain why a Liverpool supporter has a different opinion to a Man United supporter. After this pupils are introduced to two different sets of sources about the Mayans (no prior learning needed) - one set explains how cultured the Mayans were and one explains how cruel they were, pupils are asked to write a sentence about the Mayan culture. They are then asked why their interpretations are different (they’ve examined different sources) to introduce the why are interpretations different GCSE style Q.
Anglo-Saxon Rebellions 1068-71 (Edexcel History 9-1 Norman England)
ellie_ryl

Anglo-Saxon Rebellions 1068-71 (Edexcel History 9-1 Norman England)

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Lesson explores: Rebellion of Edwin and Morcar, Rebellion of Edgar Aethling, Hereward the Wake. Pupils work in groups of three to become experts about a topic before teaching each other, they then explore the outcomes of William’s actions before planning an exam answer to an explain why question. WALT: Explain why and how people rebelled against William. 1-2: describe why Saxons were unhappy with William. 3-4: Describe events of the three rebellions between 1068-71. 5-7: Explain why the rebellions failed. 8-9: Evaluate the consequences of the rebellions.
REVISION American West Thinking Quilt (Edexcel 9-1)
ellie_ryl

REVISION American West Thinking Quilt (Edexcel 9-1)

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American West thinking quilt designed to provide pupils with the opportunity to make links between different events and consider their impact on the development of the American West. I have checked through both the Pearson textbook and revision guide to ensure that all key content is included in this A3 thinking quilt. Pupils first read the boxes and add a sentence to any that they are not sure of with the support of peers, revision guides or the teacher. They then colour code them based on catagories they could fit into such as ‘law and order’ and ‘conflict with Plains Indians’. You can find the lesson that this thinking quilt is a part of here: https://www.tes.com/teaching-resource/revision-key-features-of-the-american-west-edexcel-9-1-11884964
Lanfranc's reforms with exam skills (Edexcel history 9-1)
ellie_ryl

Lanfranc's reforms with exam skills (Edexcel history 9-1)

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Pupils explore Lanfranc’s reforms before analysing an exam response to the 16 mark question on the Norman’s paper. Pupils mark the answer using a simplified mark scheme before improving a paragraph and then writing their own about Lanfranc and whether his reforms made the king more powerful. Encourages pupils to familiarise themselves with PEEL paragraphs and focus on applying these skills and using words from the question to ensure their explanation is analytical enough for a level 3-4 answer.
REVISION Stresemann and recovery (Edexcel 9-1: Weimar and Nazi Germany)
ellie_ryl

REVISION Stresemann and recovery (Edexcel 9-1: Weimar and Nazi Germany)

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This lesson covers the content required for Stresemann and recovery of Germany after the first world war for Paper 3 of the new Edexcel specification (2016). Pupils will explore both interpretations and source questions within this revision lesson. They will be provided with a worksheet that covers all of the steps Stresemann takes to ensure Germany is able to recover following the TOV. They can then take this home to support independent revision. Pupils will: analyse the Stresemann as our saviour source Highlight key changes made by Stresemann and explain why people did and didn’t like them. Answer the two four mark interpretation questions and plan an explain why question.
Tudor Crime and Punishment
ellie_ryl

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.
Elizabethan England: Education
ellie_ryl

Elizabethan England: Education

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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.
Government Actions Timeline 1830-95: REVISION American West
ellie_ryl

Government Actions Timeline 1830-95: REVISION American West

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Revision lesson based around building knowledge of government Acts and Treaty’s Pupils create a timeline using either worksheets or carousel (both options included). They colour code key features and consequences so that it is easy to revise from. Time permitting, pupils can then write exam questions that relate to the information they have studied SAMS questions included as examples to talk through with the group. Homework could then be to complete one of these questions.
Elizabethan England: Poverty and the Poor Laws
ellie_ryl

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.
Who should be King 1066?
ellie_ryl

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.