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Having taught History across KS3, 4 and 5 for seventeen years within state education, I have built up quite an extensive set of resources! I’ve spent several years working as a head of department and also spent a year working as a university subject tutor for Schools Direct. I’m currently out of the classroom and supporting my own children through their secondary experience and keeping relevant by becoming an Edexcel examination marker this summer. Planning for fun and hopefully your benefit.

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Having taught History across KS3, 4 and 5 for seventeen years within state education, I have built up quite an extensive set of resources! I’ve spent several years working as a head of department and also spent a year working as a university subject tutor for Schools Direct. I’m currently out of the classroom and supporting my own children through their secondary experience and keeping relevant by becoming an Edexcel examination marker this summer. Planning for fun and hopefully your benefit.
WW1 Christmas Truce
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WW1 Christmas Truce

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This nice Christmas themed lesson has helped me to keep both SLT happy with its academic integrity and the students happy with a bit of Christmas cheer in that final week of term! We introduce the 1914 truce with the Sainsburys advert. The basic factual recall quiz afterwards is a nice chocolate winning opportunity. Students then cross-reference the advert’s idealised portrayal with a series of sources to reach a final judgement on how accurate the Sainsburys’ portrayal was. This is written up in the form of a response from the Advertising Standards Agency to a complaint about the advert not being accurate.
Fleming, Florey and Chain and the Development of Penicillin
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Fleming, Florey and Chain and the Development of Penicillin

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IMPORTANT: Some of these worksheets refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around one lesson depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about Fleming, Florey and Chain’s development of penicillin. The Power Point leads students through all activities with an accompanying worksheet. It also provides answers/feedback at intervals. Activities include an introductory overview video clip with questions, analysis and colour-coding of reasons for development of Penicillin, a comparison of Fleming v. Florey and Chain and judgement upon their relative achievements and a thought-shower on continuing developments.
End of WW2
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End of WW2

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This lesson considers why the Nazis lost WW2 and what the longer-term results were for the post-war world. The starter is a memory recall using the bunker scenes from the film Downfall. This also asks the students to make inferences. Students then use their prior knowledge of the events of WW2 to explain why the Nazis ultimately lost. Using the information provided, students analyse ways in which the post-war world improved as opposed to continuing problems. They then end with a consideration of the merits of just revenge versus forgiveness using the example of the Holocaust survivor who forgave the doctor who experimented upon her as a stimulus for discussion.
What were the main events of WW2?
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What were the main events of WW2?

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This KS3 unit of work aims to contextualise the unit of study on WW2 by providing an overview of the key events. It should take between 1-2 hours to complete. I use it near the start of the course before focusing on certain events as depth studies. The Power Point leads students through all activities with all accompanying resources included. Aims and Objectives: To know the main events of WW2. To understand why certain events are of particular significance as turning points. To make a judgement on which events were the most important turning points. Activities include a fun competition starter which recaps on the causes of WW2. Students try to guess the words using a series of images (non historical- just sound right). Having defined a turning-point, students then use the detailed information booklet to make brief notes on the significance of each key event. Finally, they produce a paragraph answer explaining which event was the most significant and why.
Was Blitz Spirit real? The British home front
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Was Blitz Spirit real? The British home front

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This lesson uses contemporary sources, including photographs, news reel and written accounts to investigate the Blitz and whether “Blitz Spirit” was real or simply an example of propaganda. In the starter, students contrast images of “Blitz Spirit” with an account of the true horror of the Blitz. They consider the propaganda content of a British news reel clip. Students then complete a card sort activity by placing sources in a line to consider those which support the idea of “Blitz Spirit” and those which discredit it. They can then write-up their overall verdict. The home work activity asks students to study a range of WW2 images, considering which they would censor and which they would publish.
Nightingale and Hospital Improvements
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Nightingale and Hospital Improvements

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This Edexcel 9-1 GCSE unit covers between 1-2 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the extent of change in care and treatment: improvements in hospital care and the influence of Nightingale. The Power Point leads students through all activities with accompanying worksheets. These include event ordering of Nightingale’s life, summarising her impact and analysing continuity and change in hospital care. Having carried out numerous assessments already in this scheme of work, the lesson ends with a straight-forward Florence Nightingale obituary which could be set as a homework task.
Conflict and tension in the American West, 1876-95
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Conflict and tension in the American West, 1876-95

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IMPORTANT: Many of these activities refer to the textbook “Edexcel GCSE (9-1) History, The American West, c1835-c1895” (editor Leonard A. and published by Pearson) ISBN 9781292127309 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 4 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: Specification area: Conflict and tension in the American West, 1876-1895 To understand the extent of solutions to problems of law and order: sheriffs and marshals. The significance of Billy the Kid, OK Corral (1881), Wyatt Earp. To understand the range wars, including the Johnson County War of 1892. To understand the conflict with the Plains Indians: the Battle of the Little Big Horn, 1876 and its impact; the Wounded Knee Massacre, 1890. The Power Point leads students through all activities with accompanying resources. It also provides feedback/answers at intervals. Activities include group discussion on the causes of lawlessness analysis of Billy the Kid and Wyatt Earp using summary written material, card sort on the Johnson County War, video Q&A on the Battle of Little Bighorn, timeline analysis of the battle, Wounded Knee Massacre storyboard and Facebook posts exercise on reaction.
World War Two: Full Unit of Study
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World War Two: Full Unit of Study

13 Resources
This KS3 unit of study should take around 18-20 hours to complete. There is a Power Point included for every lesson which leads students through the activities and provides advice and guidance where required. In teaching/loose chronological order, the lessons include: Communism, Democracy and Dictatorship: Introducing political concepts and their 1930s context. The Causes of WW2. The Main Turning Points of WW2. The Dunkirk Evacuation: How accurate are film portrayals? How Dangerous were the D-Day Landings? How were Commonwealth soldiers treated during WW2? What was it like to be a young person in Nazi Germany? The Persecution of the Jews: Nazi Germany, Ghettos and The Final Solution. Was “Blitz Spirit” real? The British Home Front. Why was Churchill a great war leader? What was it like to be evacuated? The Nazi defeat in Europe and aftermath of WW2. Should the US have dropped the A-bomb? There are a great range of activities including discussion, debate, source analysis, independent research, creative writing and formal assessment. Please refer to individual lessons for more detail. The D-Day lesson introduces GCSE-style source questions (Edexcel) and the Dunkirk lesson assesses cross-reference with a mark scheme provided.
Developing understanding of genetics and lifestyle on health
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Developing understanding of genetics and lifestyle on health

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IMPORTANT: Some of these activities refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around one lesson depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about the advances in understanding the causes of illness and disease: the influence of genetic and lifestyle factors on health. The Power Point leads students through all activities with accompanying worksheets. It also provides feedback/answers at intervals. Activities include paired discussions, analysing the cause of change and individual note taking. I’ve kept the format and activities quite simple as the topic of DNA is so complicated and my class got quite unnecessarily caught up in trying to understand what DNA was (they do not need to understand the science for this course, only the history/development of medicine).
The Great Fire of London, 1666
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The Great Fire of London, 1666

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This KS3 lesson should take at least one hour. The Power Point leads students through all activities with accompanying resources included. Aims and Objectives: To know the main events of the Great Fire of London. To figure out what caused it, why it spread so quickly and who/what was to blame. To understand how it changed London forever and decide overall if it was a good or bad thing for the city. Activities include a question formation/answer starter whereby students form their own who, what, why, where, when and how questions and then see how many they can answer using the short video. We then sort the cause cards into evidence that the fire was intentional/a plot vs. an accident. We then move on to consider the effects by comparing a picture of London before and after the fire. Having gone though some facts on the extent of the improvements made to the city, students write a paragraph answer deciding whether, on balance, the Great Fire of London was a good or bad thing.
The Stuarts: Full Unit of Study
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The Stuarts: Full Unit of Study

8 Resources
This KS3 unit of study should take around 15 hours to complete. There is a Power Point included for every lesson which leads students through the activities and provides advice and guidance where required. In teaching/loose chronological order, the lessons include: King James I, witchcraft and science The Gunpowder Plot Causes of the English Civil War Events of the civil war and Charles’ defeat The execution of Charles I Oliver Cromwell: Hero or Villian? The Plague in London The Great Fire of London, 1666 There are a great range of activities including discussion, speech writing, pamphlet making and formal assessments. The two formal assessments are the essay on the causes of the Civil War and a source investigation into Oliver Cromwell. Writing frames and mark schemes are included for these. For more details, please refer to individual lesson summaries.
Nelson Mandela and the Fight against Apartheid
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Nelson Mandela and the Fight against Apartheid

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This KS3 unit will take at least two lessons to complete. The Power Points lead students through all activities with accompanying resources included. LESSON 1: Aims and Objectives: To be able to define apartheid. To understand how and why apartheid existed. To be able to explain how apartheid affected people in South Africa. LESSON 2: Aims and Objectives: To know some facts about his life. To understand how Mandela’s life was linked to apartheid. To reach a judgement on whether Mandela’s campaign was more peaceful or violent. LESSON 1: Activities include a role play starter whereby students enter the room according to eye colour and are treated differently. They are asked how this made them feel. Key terms for this unit are then linked to their definitions. A short video is used to answer students’ who, what, why, where, when and how questions on Apartheid. Students then read through the fact cards and pull out those which are untrue. The remaining facts are sorted from the most to the least oppressive. Finally, students write a paragraph summarising what they have learned so far. LESSON 2: Having watched a 4 minute biography, students complete a cloze exercise on Mandela’s life. Using a Mandela quote, they consider what method he claims to have used to end Apartheid (co-operation with enemy). Students then use the timeline to find evidence to test his claim that he worked with his enemies, rather than fought against them. They end the lesson with a paragraph answer to this debate.
Britain 1750-1900: KS3 Full Unit of Study
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Britain 1750-1900: KS3 Full Unit of Study

4 Resources
This KS3 unit of study should take around 10 hours to complete. Every lesson includes a Power Point which leads students through all of the activities. All accompanying resources are included. The unit is broken into four key areas: How Britain changed 1750-1900 Causes of the Industrial Revolution and key individuals Children in the cotton mills Conditions in an industrial town Activities include paired and group discussion, individual and group research, carousel and poster work, source analysis including formal assessment. The main assessment for this unit is a source-based report on conditions faced by children in cotton mills. This includes support materials, writing frame and mark scheme. For more details on activities, please refer to individual lessons.
Developments in Public Health (19c.)
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Developments in Public Health (19c.)

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IMPORTANT: Some of these worksheets refer to the textbook “Edexcel GCSE (9-1 History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers at least one lesson, depending upon your class and their overall ability/work rate. Aims and Objectives: To understand the extent of change in care and treatment: the Public Health Act 1875. The Power Point leads students through all of the activities with accompanying worksheets and activities. These include a short video/recall starter giving an overview of changes, comprehension questions, card sorts and class discussion on impact.
WW1 Causes, Events and Armistice. Full KS3 Unit of Study
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WW1 Causes, Events and Armistice. Full KS3 Unit of Study

6 Resources
This complete KS3 unit of study covers around 14 lessons depending upon how long you devote to the research task and how much of the work you set as homework. Every lesson includes a Power Point which leads students through the activities with support/answers and all resources referred to are included. The unit works in a loosely chronological structure as follows: Causes of WW1 and Schlieffen Plan WW1 Propaganda and Recruitment Trench Warfare (extended research unit with Trench Diary Assessment) WW1 Christmas Truce Field Marshal Haig and the Battle of the Somme (source study and assessment) Why the Allies won There are two key assessments with mark schemes included. There are also differentiated materials throughout including writing frames. For more information please refer to individual lessons.
The Great Plague in London, 1665
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The Great Plague in London, 1665

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IMPORTANT: The final revision task refers to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. The rest of the lesson works independently. This Edexcel 9-1 GCSE unit covers around 1-2 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To understand how the Great Plague in London, 1665, was dealt with: approaches to treatment and attempt to prevent its spread. The Power Point leads students through all activities with accompanying worksheets. These include information prioritisation, categorising/analysing information, creating an illustrated table, a 4 mark exam answer and some end of unit revision using the textbook.
World War Two Evacuation
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World War Two Evacuation

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This KS3 unit should take around 2 hours to complete depending upon how detailed you want the final letter to be. The Power Point leads students through all activities, giving answers when required. All accompanying resources are included. I showed my classes an extract from the film Goodnight Mr Tom as part of their research, although I have not included a clip here and you would need to source your own DVD or find a clip on YouTube. This would officially make your department the only one in the country not to have this DVD in a store cupboard. Aims and Objectives: To know the main facts surrounding evacuation- who, what, why, where and when? To understand the great range of experiences and types of people effected, considering the impact upon their lives. To create a piece of empathetic writing exploring these ideas. Activities include a short video starter where students use the clip to answer the who, what, why, where, when and how questions about evacuation. A cloze exercise quickly summarises the key facts. Students then sort the attitude/feeling cards from positive to negative. Using the source booklet, they carry out independent research into the range of evacuees, hosts and feelings/attitudes expressed. They are to try to find concrete examples to illustrate the attitudes/feelings on the cards. The following lesson has a quick recap quiz. Students then demonstrate their understanding through writing an evacuee letter home, describing the process of evacuation and expressing thoughts/feelings to show empathetic understanding.
Oliver Cromwell: Hero or Villain?
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Oliver Cromwell: Hero or Villain?

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This KS3 unit of work should take around 3 lessons to complete. The Power Point leads students through all activities with accompanying resources included. Aims and Objectives: To know the key facts about Oliver Cromwell- who he was and what he did. To use sources critically to learn more about opinions on Oliver Cromwell. To use our evidence to reach a balanced judgement on whether he was a hero or a villain. Activities include a starter which uses the Monty Python Oliver Cromwell song to recall key facts. Students are then unknowingly issued with a set of either positive or negative sources to create a quick thought-shower and feedback before exploring the reasons why their ideas about Cromwell are so different. We then colour-code Cromwell’s actions into “hero” and “villain” before analysing a range of sources to consider whether they show him in a positive or negative light and how far we trust them. Students then complete an assessed piece of writing, using these sources and their knowledge to answer the key question “Oliver Cromwell: Hero or Villain?”. A writing frame is including, along with a mark scheme which assesses their knowledge/understanding, use of sources and judgement.
John Snow and the fight against Cholera
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John Snow and the fight against Cholera

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IMPORTANT: Some of these activities refer to the textbook “Edexcel GCSE (9-1 History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 3 lessons depending upon your class and their overall ability/work-rate. Aims and Objectives: To understand the fight against Cholera in London, 1854; attempts to prevent its spread; the significance of John Snow and the Broad Street Pump. The Power Point leads students through all activities with regular feedback and accompanying worksheets. These include a starter fact-file, information sorting and categorisation, problem solving using card sort. The lessons end with an assessed exam question; “Louis Pasteur’s publication of the Germ Theory was the biggest turning point in medicine in the period c1700-c1900”. How far do you agree with this statement? (which students should be able to answer by this stage of the specification). Exam tips and the opportunity for peer assessment are included.
Impact of the NHS and High-tech Treatments
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Impact of the NHS and High-tech Treatments

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IMPORTANT: Some of these activities refer to the textbook “Edexcel GCSE (9-1) History, Medicine through time, c1250-present” (editor Leonard A. and published by Pearson) ISBN 9781292127378 and will not be usable without a copy of this text. This Edexcel 9-1 GCSE unit covers around 1-2 lessons depending upon your class and their overall ability/work rate. Aims and Objectives: To learn about the extent of change in care and treatment: the impact of the NHS and high-tech medical and surgical treatments in hospitals. The Power Point leads students through all activities with accompanying worksheets. It also provides feedback/answers/demonstrations at intervals. Activities include watching the very quaint contemporary promotional cartoon which showcases the improvements offered by the NHS, cloze exercise, thought-shower, analysis of high-tech treatments and discussion/linking of NHS to the introduction of high-tech treatments.