This lesson compares housecarls, knights, fyrdsmen and footsoldiers. Lesson is fully differentiated with tasks based at different grades to stretch and challenge learners, there is also polish differentiation attached with the tasks and key words translated for EAL pupils.

Lesson that analyses the causes, conduct and consequences of Sand Creek and Red Cloud. Includes opportunity for pupils to analyse the success of President Grant’s Peace Treaty. Pupils complete a narrative account and work in pairs to gain information about the two events .

Whole lesson exploring the reasons for and impacts of the extermination of the buffalo. Includes carousel task and exemplar answers that pupils are asked to compare and improve.

Part of a series of revision sessions designed to build knowledge prior to the Early Elizabethan England examination. Pupils will cover: Legitimacy and accession Mary Queen of Scots - problem, fleeing to England, execution Walsingham and his spies Pupils will also complete planning sheets for two explain why questions, focused on building their skills and ability to link back to a question prior to the exam.

Part of a series of lessons covering content required for the Early Elizabethan England module in the new Edexcel specification. This lesson covers Poverty and the poor laws, education, past times, financial weaknesses There are also opportunities embedded to develop the skills required to answer the 12 and 16 mark questions.

Full mock hitting as many themes as possible from throughout the course content.

Full mock including questions that cover majority of themes throughout the course.

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

This is the final lesson in the revision bundle for Paper Two Early Elizabethan England on the new Edexcel specification (2016). This session will cover: Why exploration was promoted Drake’s circumnavigation of the globe - consequence question Raleigh and Virginia (and why it failed) Planning three explain why questions 15 question quiz to guide future revision of pupils

aim: consolidate knowledge of key principles and build consequence and importance of skills Starter: Match the event with the consequences on the worksheet Pupils have a worksheet with two consequences for each significant event in the unit establish the difference between consequence and importance Colour code consequences into importance question types (key themes like destruction of Indian culture and Settlement of the west) attempt an importance of question as a class create a question using question stems and answer it themselves.

WALT: Explain why the Axis forces were defeated at D-Day.Level 3: Identify hidden messages in US propaganda. Level 4: Describe the key events of the D-Day invasion. Level 5: Explain why Allied tactics lead to success. Level 6: Compare the Allies and German tactics to explain why the Allies won. Pupils analyse a source, follow a carousel to create the battle plan shown as the cover image, then read a source to compare British and German weaponry before creating a newspaper article about the invasion.

This lesson has been designed to embed comparison skills needed for the 16 mark question in paper two Anglo-Saxon and Norman England. Pupils will: WALT: Explore the power of the King and his earls. 2-3: Recall information on Anglo Saxon society. 4-5: Describe the power of the English monarchy. 6-7: Explain the role of the Witan in English government. 8-9*: Compare the power of the King with that of his earls. Tasks include: a carousel comparison worksheet in which pupils catagorise their ideas and develop comparative thought. 16 mark question with support for PEEL paragraph structuring. AFL and differentiation throughout

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.

Three page document of key words for the Medicine through time unit and the historic environment (Medicine on the Western Front). I used the pearson textbook and went through cover to cover to produce a document of all key words to support pupils with the content prior to examination.

WALT Analyse sources to explain how gas was used during WW1. Recall key features of the main battles of WW1. Identify key features of the first use of mustard gas. Describe the three types of gas used in WW1 in detail. Explain how they harmed a soldier. Apply: Analyse sources to evaluate their utility. The first task recaps the main features of battles in WW1. the main body of the lesson revises key knowledge of gas attacks, before focusing keenly on source skills using the IS-SAYS-KNOW structure and modelling the answer to the first source as a group.

WALT: Evaluate the progress made to Public Health 1850-1900 Recall features of the Public Health Act of 1875. Describe developments in Public Health before 1854. Explain how and why the approach towards Public Health changed after 1850. Apply: Explain why there was progress in Public Health 1850-1900 (12 marks). Students recall (starter and wilf 1) knowledge on early public health and the Public Health Act (taught previously) before building on this with knowledge about the Great Stink and three key acts that can be used as evidence the government abandoned their Laissez-Faire ideology. This leads to a tiered apply task in which students can connect their knowledge coherently in response to a 12 mark question.

WALT Evaluate changes in government action and attitude. Summarise government attitudes in each period using a phrase. Identify actions taken by the government during each plague. Explain how government actions differed. Apply: Analyse the importance of government action and apply knowledge to a past paper exam Q. Students revise core knowledge - focusing firstly on the two plague case studies in reference to a past paper exam, before moving through to compare GOVT actions 1700-1900 and 1900-present and applying their understanding to an exam question. Each task is fully reviewed with green pen improvement slides provided.