This lesson builds on knowledge gained during the BIAS (WHAT IS HISTORY (KS3)) lesson which is available in my TES shop. WALT: use sources to explore Mayan culture and explain how they are useful to a historian.L3: Recall key facts we learnt last lesson about the Mayans. L4: describe two things you can infer from a source. L5: explain why sources written by the Spanish are limited to a historian. L6: Evaluate sources written by the Spanish to explain why they are useful as well as limited. Pupils use sources to develop skills to analyse utility. Pupils are provided by WAGOLLs and heavy support to enable them to access the skill - worksheets are available for LA, MA and HA.

This lesson has been designed to be delivered at the end of the unit prior to assessment. My class has a range of pupils targeted from grade 2-9, therefore my lessons are differentiated with this in mind at all times. Pupils: identify features of the feudal system through a starter activity Describe the rebellions William faced (video and then hexagon revision activity) Explain how William kept control of England (fully differentiated table, method of control and how it helped him keep control) Analyse how far Lanfranc’s reforms increased William’s power (colour coding task, differentiated challenge for grade 4-6 and grade 7-9)

This baseline assessment follows the conclusion of the ‘What is history’ scheme of work that can be found in my tes shop. It is set up to mimic the question types of Paper 3 Edexcel 9-1. This assessment includes all interpretation type questions - 3b, 3c, 3d.

This lesson is part of a unit of work that explores Paper Three, Weimar and Nazi Germany. Pupils will: Identify the meaning of the word constitution (using a Freya Model grid) Describe what the constitution consisted of (see capture, paired task - version of worksheet as a gap fill for lower ability students) Explain the advantages and disadvantages of the constitution - includes AFL on slide Develop use of judgement: includes WABOLL, structure strip for LA and differentiated task.

Students will: Identify the terms of the treaty of versaille watching a video and completing a worksheet Describe whether the terms were fair - guided think pair share activity Explain how to answer question 3d through use of examiners mark schemes criticise a model answer to demonstrate what their own work should include attempt a PEEL paragraph of their own using an interpretation.

WALT: Explain how the creation of a police state changed things in Germany. Identify the features of a police state. Describe how one aspect of the police state worked. Explain the role played by the Gestapo in keeping control. Evaluate Hitler and the Nazi Party’s use of the police state. starter: key words activity Task one: infer two things from a source, including full mark answer so that pupils can self assess and improve their work. task two: video activity demonstrating how the police state functions task three: as seen on cover photo, pupils describe the key branches of the police state and explain how it helped Hitler keep control of Germany. task four: pupils examine four sources and apply criteria to explain which they feel is most useful for the enquiry (skills building).

Based on the game 'Beer Pong’ Rules:The class will be split into two teams. Each team will take turns answering questions to get a chance to throw the ball into the other sides cups. If you get the question wrong, the other team gets to throw the ball at your cups. The winning team is the first to clear all of their opponents cups. (and will receive haribo/chocolate) the resource includes questions that fly on and off screen - the answers to the questions are in the notes sections.

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.

These quizzes have been designed as 5, 4, 3, 2, 1 tasks to drop into other lessons. The idea is to use them as a way to interleave prior knowledge into current topics and ensure that knowledge is returned to frequently to develop knowledge retention. The 5, 4, 3, 2, 1 structure gives students instant formative assessment in which they can then choose a topic to ‘pledge’ to revise that week as part of their homework. Every quiz has a green pen slide with answers to go through with students to support the teacher. Students find these tasks very fun and engaging and can see where their strengths and weaknesses across a topic lie. I have designed the task to revise important concepts briefly at least once by the time they have completed all of the starter activities. The activities could also be used as a building block to help students identify what they will be doing for the rest of the lesson (to be used closer to exams when completing revision tasks).

These quizzes have been designed as 5, 4, 3, 2, 1 tasks to drop into other lessons. The idea is to use them as a way to interleave prior knowledge into current topics and ensure that knowledge is returned to frequently to develop knowledge retention. The 5, 4, 3, 2, 1 structure gives students instant formative assessment in which they can then choose a topic to ‘pledge’ to revise that week as part of their homework. Every quiz has a green pen slide with answers to go through with students to support the teacher. Students find these tasks very fun and engaging and can see where their strengths and weaknesses across a topic lie. I have designed the task to revise important concepts briefly at least once by the time they have completed all of the starter activities. The activities could also be used as a building block to help students identify what they will be doing for the rest of the lesson (to be used closer to exams when completing revision tasks).

This lesson is designed as an introductory lesson for GCSE students to the American West topic (Edexcel 9-1). It focuses on the founding of the 13 colonies and the geography of the American West. it includes two videos that provide context for students and a skills builder section focusing on developing a very basic narrative account structure as for some students this may be their first introduction to this question type. WALT: Explore the arrival of Europeans in America. Identify what life was like in the first settlements. describe the geography of the United States in the 1800s. Create a narrative account describing the growth of America. Hypothesise why the colonies wanted independence from Britain in 1776.

WALT: Explain why there was change and continuity in Renaissance medical preventions. 4-5: Describe features of continuity in preventions 1500-1700. 6-7: Explain why there were changes in preventions 1500-1700. 8-9: evaluate why there was change to preventions during the Renaissance. STARTER: 4 mark similarity Q with new knowledge, green pen slide included with two WAGOLL’s and a 4/4 challenge for students to spend time improving their work. INFORMATION GATHERING: Students create a leaflet imagining that they are an apothecary advising people how to avoid getting sick, leveled differentiation and challenge task. APPLY TASK: I do, we do, you do, 12 mark Q

WALT: evaluate how rapid change in treatments was 1500-1700 4-5: Describe features of continuity in treatments 1500-1700. 6-7: Explain why there were changes in treatments 1500-1700. 8-9: evaluate whether change was ‘rapid’ during the period 1500-1700. Starter: Recall task on whiteboards to establish starting points Task one: students complete task pitched at their working at level - there is also a challenge task. all three tasksk can be green penned using the next slide so that each task is AFL’d at the right level. Task two; students highlight areas of similarity and change, should task is four mamrkers (4 mark mark scheme and green pen provided), could develops judgement - whole class AFL Slide provided using traffic lights and full mark answer Task three: Planning and applying skills to ‘rapid change’ judgement 16 mark question using support and challenge planning grid

WALT explain why there was progress in medicine 1500-1700. Recall individuals who contributed to medicine during the Renaissance period. Describe features of Renaissance medicine. Explain why there was progress in the understanding of the human body 1500-1700. Apply: Analyse factors that contributed to medical progress 1500-1700. Students start by recapping contributions of key individuals in the period before attempting a four mark question based on those individuals. Knowledge is layered through use of two videos before students unpick how factors caused progress, particularly in reference to anatomy, during the period 1500-1700.

WALT evaluate why there was progress in medicine 1900-today Recall key developments of medicine in the 1900s. Describe changes to public health in the 1900s. Explain why developments demonstrated significant progress. Apply: Analyse why there was rapid progress in medicine 1900-present. Students revise the modern period with a focus on progress. The lesson builds up to a graph task which asks students to measure the impact of each breakthrough which then supports their knowledge with the application task. Students are asked to look at their graph and only select ideas that focus on causes to address a common mistake made by students when sitting the GCSE (missing the focus of the question).