WALT: Revise the rebellions against William and evaluate how big of a threat they made towards his reign Identify reasons people were upset with William’s leadership Describe each rebellion. Compare rebellions to explain how William responded to each threat. evaluate how far you agree with a statement to come to a clear judgement As with all of my revision lessons the worksheets cover all tasks so that pupils do not require their exercise books. Task one: what did people have to be unhappy about? Task two: Video task Task three: line task (pictured as cover image) alongside information sheet to help pupils remind themselves of key content. Task four: Exam question from past paper fully planned on slides to support pupils

WALT: Revise key aspects of WW1 and evaluate the utility of sources. Identify the chronology of WW1 battles. Describe the chain of evacuation. Explain how useful a source is. Evaluate source utility including content and provenance, use and limitations. Starter: Put battles into chronological order - AFL slide with key features of each battle Task one: Create a paper chain of the chain of evacuation, include the key features of each chain - AFL slide with answers Task two: How useful question - guided annotation of sources, exemplar answer for source A and then complete source B independently

This lesson, like all of my revision lessons, is fully resourced so that pupils can work fully on worksheets - not requiring any exercise books or lined paper. WALT: Revise how Hitler controlled Germany. Grade 3: Recall key facts for Paper Three Grade 5: Describe key features of Hitler’s Germany. Grade 7: Explain how Hitler kept control of the population of Germany after 1933. Grade 9: Evaluate the most important method Hitler used to keep control of Germany. Starter: Quiz Task one: Carrot and stick donkey - what does it mean? how does it link to paper three? Task two: overview/sorting activity - support on the slide for pupils plus using own knowledge, answer slide provided Task three: annotate interpretations together Task four: why do interpretations differ/what is the main difference (full mark wAGOLLS provided) Task five: plan for a 20 mark interpretation question - can be set as homework, challenge to write conclusion (see cover photo for task in full)

WALT: analyse and explain the importance of events for the fight for equal education. Level 3: Identify key features of a source Level 4: Describe key features in the fight for equal education. Level 5: Explain the importance of key events for the fight for equal education. Level 6: create a narrative account analysing the events that lead to equal education Starter: describing a source task one: recall Jim Crow Laws (taught in introduction to the Civil Rights Movement lesson) task two: Video about Brown V Board Task three: Video about Little Rock Nine Task four: GCSE style question Explain the importance of Brown V Board for the fight for equal education. (green pen slide included see cover photo) Task Five: Create a narrative account analysing the fight for equal education 1870 – 1972. worksheet provided to support LA students

Revision lesson that explores the church and youth groups pupils colour code the actions of each group and spend the majority of the lesson exploring and how useful question. the sources are about the reactions of the Nazis towards the opposition groups.

Lesson covers: Homestead act Inventions supporting homesteaders: barbed wire, sod houses etc. Final task has option as a carousel or a comprehension task - both included.

American West Ranching lesson includes explain two consequences question with differentiated options for HA/MA and printable sentence starters for LA pupils.

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: Revise the value of contributions made to medicine by individuals. WILF 1: Identify individuals that contributed to medicine WILF 2: Describe what each person did WILF 3 : Explain how important each discovery/development was to the history of medicine. WILF 4: Evaluate who made the biggest contribution to medicine and compare their contribution to another individual Starter: pupils name as many individuals as they can and what they did Support: code breaker with five individuals encoded Task one: pupils name the individuals in the yellow box and two features of their work - i give students a different coloured post it note to add any others they think deserve to be in the top five and why as an extension. (as an extra task they can order them from ost to least important, then in chronological order) task two: students create the histograms shown in the cover image - aim is to allow them to analyse individuals without too much writing task three how far do you agree question

WALT: compare the uses of moderate and militant action. Level 3: Define key words. Level 4: Describe the work of Martin Luther King and Malcolm X. Level 5: Explain whether militancy or moderacy was most effective in the Civil Rights Movement. Level 6: compare the most effective method to the least effective method of protest. Starter: key word match up task one complete worksheet whilst watching MLK video task two complete worksheet whilst watching Malcolm X video task three: read and annotate the newspaper article using a visualiser Task four: In your opinion, was being militant or being moderate a more effective method of protest? Why? see differentiation for task four on cover sheet

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).

Sioux way of life introduction Allows pupils to consider the way of life for individual members of the tribe Also includes interpretation analysis as the final task.

Sioux Religion with carousel activity including differentiation. Inference question and empathising with Sioux culture included.

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.

WALT: explore the key skills needed to reach full marks on an ‘importance of’ question. Recall prior knowledge from the Norman unit. Describe the assessment objectives and mark scheme. Analyse and criticise an example answer. Apply my understanding to an exam question to demonstrate my knowledge. This lesson has been created to build students confidence with using and applying assessment objectives to their learning - i have found that through using skills builders students grow in confidence and full marks seems more attainable. Students annotate the mark scheme and an example answer before applying their knowledge to a new question and marking their peers work to demonstrate further undertstanding. The starter activity recalls prior knowledge of the Normans topic, however the task from slide 11 could easily be moved to the starter if you do not teach this topic/ have not taught it prior to this lesson.

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 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.

Full lesson - worksheet as a hidden slide within the powerpoint. worksheet provides pupils with five things William changed and they write a speech expressing their discontent with these changes. Introduces pupils to the changes made by William following the Battle of Hastings and starts to unpick reasons Saxons disliked Norman rule. Levelled extended writing task differentiated for all pupils and discussion of the word consequence, what it means and how pupils should respond to it within their writing included.

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)