Lessons included in scheme of work: 1 of 5 - What was the impact of the Treaty of Versailles? 2 of 5 - The Rise and Fall of Hitler 3 of 5 - From Prison to Ultimate Power 4 of 5 - How the Nazis controlled a population 5 of 5 - Life in Nazi Germany Assessment Enquiry question: Did the Treaty of Versailles make Hitler’s rise to power inevitable? All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. Assessment is based on the Edexcel GCSE Source Analysis skill set. This scheme of work has been designed for a year 9 class that has as finished looking at World War 1 and is starting to look at the events leading up to World War 2. The scheme has been designed to have a human element. I wanted to look at post-1918 Germany through the eyes of every day German citizens to get an understanding about how someone like Hitler was able to take control.

Lessons included in scheme of work: 1 of 5 - What was the impact of the Treaty of Versailles? 2 of 5 - The Rise and Fall of Hitler 3 of 5 - From Prison to Ultimate Power 4 of 5 - How the Nazis controlled a population 5 of 5 - Life in Nazi Germany Assessment Enquiry question: Did the Treaty of Versailles make Hitler’s rise to power inevitable? All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. Assessment is based on the Edexcel GCSE Source Analysis skill set. This scheme of work has been designed for a year 9 class that has as finished looking at World War 1 and is starting to look at the events leading up to World War 2. The scheme has been designed to have a human element. I wanted to look at post-1918 Germany through the eyes of every day German citizens to get an understanding about how someone like Hitler was able to take control.

Lessons included in scheme of work: 1 of 5 - What was the impact of the Treaty of Versailles? 2 of 5 - The Rise and Fall of Hitler 3 of 5 - From Prison to Ultimate Power 4 of 5 - How the Nazis controlled a population 5 of 5 - Life in Nazi Germany Assessment Enquiry question: Did the Treaty of Versailles make Hitler’s rise to power inevitable? All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. Assessment is based on the Edexcel GCSE Source Analysis skill set. This scheme of work has been designed for a year 9 class that has as finished looking at World War 1 and is starting to look at the events leading up to World War 2. The scheme has been designed to have a human element. I wanted to look at post-1918 Germany through the eyes of every day German citizens to get an understanding about how someone like Hitler was able to take control.

Lessons included in scheme of work: Why did people believe in witches? Did the Civil War create more witches? How important was Matthew Hopkins? Case Study: The Pendle Witches 5. Why did people stop believing in withes? Enquiry question: Why were so many people accused of witchcraft in the 17th century All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. This scheme of work has been designed for a year 8 class that covers life in England during the English Civil War. It has been a successful way of bridging schemes of work between Tudors and the start of the British Empire.

Lessons included in scheme of work: Why did people believe in witches? Did the Civil War create more witches? How important was Matthew Hopkins? 4. Case Study: The Pendle Witches Why did people stop believing in withes? Enquiry question: Why were so many people accused of witchcraft in the 17th century All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. This scheme of work has been designed for a year 8 class that covers life in England during the English Civil War. It has been a successful way of bridging schemes of work between Tudors and the start of the British Empire.

**Lessons included in scheme of work: Why did people believe in witches? Did the Civil War create more witches? 3. How important was Matthew Hopkins? Case Study: The Pendle Witches Why did people stop believing in withes? Enquiry question: Why were so many people accused of witchcraft in the 17th century All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. This scheme of work has been designed for a year 8 class that covers life in England during the English Civil War. It has been a successful way of bridging schemes of work between Tudors and the start of the British Empire.

Lessons included in scheme of work: Why did people believe in witches? 2. Did the Civil War create more witches? How important was Matthew Hopkins? Case Study: The Pendle Witches Why did people stop believing in withes? Enquiry question: Why were so many people accused of witchcraft in the 17th century All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. This scheme of work has been designed for a year 8 class that covers life in England during the English Civil War. It has been a successful way of bridging schemes of work between Tudors and the start of the British Empire.

Lessons included in scheme of work: 1. Why did people believe in witches? 2. Did the Civil War create more witches? 3. How important was Matthew Hopkins? 4. Case Study: The Pendle Witches 5. Why did people stop believing in withes? Enquiry question: Why were so many people accused of witchcraft in the 17th century All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. This scheme of work has been designed for a year 8 class that covers life in England during the English Civil War. It has been a successful way of bridging schemes of work between Tudors and the start of the British Empire.

I have taken the content for the Edexcel American West course and reorganised it completely. As the exam questions for on cause and consequence, I’ve re-ordered the information so that it reads as a series of chronological stories. The revision guide has been written for someone with a reading age of 13 to support low ability learners. I have not ommitted any of the historical content to achieve this. The guide contains a number of written tasks at the end of each working section that are framed on Blooms Taxonomy. Designed to be printed as an A5 booklet This will make an ideal revision guide for your Ks4 group, or could work as a homework booklet to support understanding.

Lessons included in scheme of work: Birth of an empire - Jamestown, 1607 The East India Company, 1688 The Boston Tea Party, 1773-75 The Battle of Trafalgar, 1805 **5. The Opium Wars, 1839 ** Enquiry question: Did the British Empire value profit over people? All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. This scheme of work has been designed for a year 8 class that is moving away from the Tudors and into the British Empire / slavery / industrial revolution area of the curriculum.

Lessons included in scheme of work: Birth of an empire - Jamestown, 1607 The East India Company, 1688 The Boston Tea Party, 1773-75 **4. The Battle of Trafalgar, 1805 ** The Opium Wars, 1839 Enquiry question: Did the British Empire value profit over people? All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. This scheme of work has been designed for a year 8 class that is moving away from the Tudors and into the British Empire / slavery / industrial revolution area of the curriculum.

Lessons included in scheme of work: Birth of an empire - Jamestown, 1607 The East India Company, 1688 **3. The Boston Tea Party, 1773-75 ** The Battle of Trafalgar, 1805 The Opium Wars, 1839 Enquiry question: Did the British Empire value profit over people? All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. This scheme of work has been designed for a year 8 class that is moving away from the Tudors and into the British Empire / slavery / industrial revolution area of the curriculum.

Lessons included in scheme of work: Birth of an empire - Jamestown, 1607 **2. The East India Company, 1688 ** The Boston Tea Party, 1773-75 The Battle of Trafalgar, 1805 The Opium Wars, 1839 Enquiry question: Did the British Empire value profit over people? All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. This scheme of work has been designed for a year 8 class that is moving away from the Tudors and into the British Empire / slavery / industrial revolution area of the curriculum.

Lessons included in scheme of work: 1. Birth of an empire - Jamestown, 1607 2. The East India Company, 1688 3. The Boston Tea Party, 1773-75 4. The Battle of Trafalgar, 1805 5. The Opium Wars, 1839 Enquiry question: Did the British Empire value profit over people? All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. This scheme of work has been designed for a year 8 class that is moving away from the Tudors and into the British Empire / slavery / industrial revolution area of the curriculum.

I have created a series of flash cards set out as follows: Border colours to cards: Purple = Overview of topic (why did crime / law enforcement change in this era) Green = Crimes in this time period Blue = Law enforcement in this time period Red = Punishment in this time period Yellow = Case study in this time period Black = Whitechapel Case study. Each card is laid out as follows: Time period Name of factor / event Description of the event Specific facts for factor / event I have created these cards for my current year 10 and 11s and I’ve had a lot of positive feedback from them. We have used them for revision, to prepare for GCSE practice questions, for starter and plenary activity and for peer led questioning. The cards just about fit into most modern school blazer front pockets, so many of my students have taken to keeping them on their person at all times. The colour coded borders have made it easy to compare factors across time periods, such as - how has poaching developed as a crime 1000-1900.

A good group work project - designed for a Year 9 class. Students are presented with information regarding who JFK was, and his global significance, and the details of the official account as to how he met his end. Students work on a particular popular conspiracy theory in groups of 4-6. Students are encouraged to conduct their own independent research as a homework, and then to present their findings to the rest of the class. Students take notes based on each others presentation, before deciding for themselves on what they believe was the most likely culprit behind the dead of JFK.

The Tripadvisior worksheet is a great way for students to engage in multiple perspectives or make use of peer assessment. I have used the Tripadvisor sheet for KS3 History looking at trench warfare, with soldiers complaining about conditions, before having senior command reply to these complaints. I have also used the worksheets in KS4 when addressing Elizabeth Tudor's 'Middle Way' with Catholics and Protestants reviewing a CofE church.

Students of all ages have enjoyed using the Facebook template worksheet for classroom and homework activities. In the past, the template I had created was based on a Facebook profile from 2012, I realised that students were not engaging with this as much as I’d have liked, hence the update. I have gone to great lengths to make the work sheet as good as possible; for example, I have found and used the official Facebook colour scheme to improve the realism. You are invited to alter the sheet as you see best, I have tended to add a photo/picture for the top banner that would reflect the person the profile is for - but this can be done as an additional task, as could the profile picture.