All images from google images 'labelled for reuse' This lesson encourages students to consider the large extent that institutions and religion can control the lives on everyday people. It does this through a case study of the way that peasants lives were dominated by the Christian church in the medieval period, considering both negative and positive effects of the churches' power. Students will look at a variety of sources both picture based and written. The lesson concludes by introducing students to a new AQA style GCSE question on source strengths and weaknesses. This aims to allow KS3 students early understanding of the new style GCSE questions.

This resource is a booklet for KS4 history students which guides them through each source and interpretation question on paper three. It is made up of completely new questions, sources and interpretations that aren’t taken from past or sample papers. The resource could also be used to create new exams if all past papers and sample papers have already been used. It includes a varitety of tips, activities, structures and exam pratice as well as simplified mark schemes.

This resources provides students with a secret mission. They have been appointed as William the Conqueror's head advisor and they must work out the best ways to help him gain total power over England. This is an independent learning task. They are provided with everything they need to succeed without too much teacher support. This lesson is excellent for getting pupils to understand what problems William faced when he first invaded England and the decisions he made to overcome them. Pages 11-20 are the work booklet that must be printed off and given to students.

This lesson is designed to take around two lessons. The students begin the lesson by recapping their understanding of the industrial revolution so that they can understand the connections between it and Victorian workhouses. Students then go on to complete a square of inference where they will analyse a contemporary source about workhouse schools. Following on from this a detailed discussion should be held about the way our current government deals with vulnerable people. They will consider similarities and differences between the current government and Victorian governments. Students will question the morality of both systems and consider how/if they feel vulnerable people in society should be supported by the state. Students will then be introduced to Dickens' representation of Oliver Twist through an extract of the 1968 musical. Lesson Two will be an analysis of a variety of contemporary sources which students will analyse in order for them to understand how accurate Dickens' representation of the workhouses was. Finally students will create a human continuum where they will place themselves based on how accurate they find Dickens' representation of the workhouses to be.

My year 11 students were struggling to get to grips with the chronology and change and continuity of punishments, law enforcement and crimes from Anglo-Saxons to Stuarts period, so I made them this grid, which they have found very helpful.

This lesson starts with an overview of all the questions on the Edexcel (9-1) paper and goes over the timings they should use in their exams. It also gives an overview of the enquiry of Crime & Punishment 1700-1900 and looks at learning outcomes over the next few lessons. The main part of the powerpoint has detailed information and a range of activities on 18th Century Highway Men, Poachers and Smugglers. It has activities which encourage students to give evaluative answers and connect factors together. All the resources you will need to teach this double lesson are attached.

I created this president overview to support my GCSE students in their Edexcel units on the Cold War, Civil Rights and the Vietnam War. The overview shows the key policies each president passed in relation to those events. The students have found it very helpful in their revision.

NB: These lessons have been planned to be taught alongside the Hodder Education Edexcel 9-1 Elizabeth I books and the Edexcel 9-1 books on Elizabeth I. This download contains 11 lessons on Elizabeth I. It has been designed to cover everything needed on the Edexcel 9-1 GCSE module on Elizabeth. The lessons have been designed in such a way that all the essentials are condensed down to ensure efficient learning. I have found this type of lesson planning particularly important with the vast amount of content in the new GCSE. Lessons include a range of activities and is differentiated throughout.

This lesson looks at a bit brief overview of the Viking invasion and colonisation of Britain. It also looks into some aspects of Viking culture including their methods of trial, punishment and law enforcement. The lesson is fully differentiated for all students, throughout. I teach it as part of a wider SOW on crime and punishment in medieval England. Full SOW to follow soon. Teacher instructions are in the notes throughout the lesson. The lesson may take two hours.

This is an 8 lesson unit designed to introduce KS3 students to crime and punishment in medieval England. The unit begins by introducing students to important contextual knowledge about the era. We first consider the tribes who invaded Britain after the fall of the Roman empire and consider how Britain fell into the dark ages. It then goes on to look at the power of the Catholic church. All of this knowledge will be important as we go through. The unit then looks at the justice systems in Anglo-Saxon, Viking, Norman and Late Middle Age England. The lessons include differentiation for EAL, SEN & most able. Students are required to compare, contrast and evaluate throughout the unit. It is good for any KS3 students but will be particularly helpful for those schools who teach crime and punishment through time at GCSE.

These resources are two booklet for KS4 history students which guides them through each question on the Western Front section of MTT. It is made up of completely new questions, sources and interpretations that aren’t taken from past or sample papers. The resources could also be used to create new exams if all past papers and sample papers have already been used. The first booklet has a lot of model answers in it and the second is for more independent work. It includes a varitety of tips, activities, structures and exam pratice as well as simplified mark schemes.

This is a model answer I have written and colour coded to help students studying AQA History Spec' B. It shows them what knowledge and skills they need to employ for an A* answer.

This lesson introduces the idea of appeasement to students. There are various activities in the power point which will enables students to evaluate whether they agree with Chamberlain's policy of appeasement or not.

This is a group based lesson that I prepared for an observation, so has vast amounts of differentiation in it. The students look at how young people used music to rebel against Victorian ideologies, their parents and protest against war, racism etc.

All images are labelled for reuse from google images. In this lesson students will consider the significance of Norman castles in helping William take control of the English. Students start off by drawing and labelling a sketch of a castle and attempting to design it to it is as effective a defence as possible, They will then consider the reasons why castles were so important to William and will consider the advantages and disadvantages of Motte &and Bailey castles. Students will go on to play a game where they will identify some images of Windsor Castle and consider why it's significant. Finally they are asked to place themselves onto a significance thermometer where they will be asked to justify their opinions.

All images 'labelled for reuse' from Google Images. Students are introduced to the Domesday Book in this lesson. They will look at contemporary examples of record keeping and consider why governments choose to keep detailed records on people. They will use this knowledge to help them understand the significance of the Domesday Book. Students then create their own 'Domesday' surveys and will finally go on to be supported in writing an extended answer about why the ' Domesday Book' was so significant in helping William control the English.

All images sourced from Google images ‘labelled for reuse’ and licensed under Public Domain. Text attract attributed to 'Heinemann History Scheme 'Life in Medieval Times.' This lesson is an introduction to the feudal system. It allows students to consider 'hierarchy' through a comparison of medieval and modern power structures in the UK. Students will also question the morailty of our current ruling system and will be able to draw parallels between today's poor and medieval peasants. It also encourages students to think about 'divine right of kings' and dictatorship and to question how far that still exists today. It is part of a unit which looks at how William kept control of England for 21 years. Students will consider what the feudal system was and why it was so significant to William in allowing him to control the English. Students are required to use their numeracy skills to turn data into Pi charts. It also has a strong literacy focus as students analyse text in order to allow them to discover more about how the feudal system worked.

This resource was made for lower-ability GCSE students who are struggling to get their heads around the structure and requirements for the 16 mark question on Edexcel Spec B. I have used it recently with my own year tens and saw a big improvement in many of the lower ability students' grades after using the scaffold. It is always useful for all students who are attempting the question for the first time.

All images sourced from Google images ‘labelled for reuse’ and licensed under Public Domain. Some of the text used is attributed to GCSE Bitesize & Medical News Today. This lesson is designed to allow students to think about the overarching question 'How dark were the middle ages'? In this lesson they should reach their conclusion by a comparison of medieval and renaissance medicine. They should be able to make judgements on whether it is fair to say the medieval times were 'dark' based on their understanding of medicine, surgery and public health. This lessons uses clips and academic text analysis.

This is a KS4 SOW, to alongside AQA Unit Two text book, Hitler's Germany, Includes explanations and exam practice,