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I'm an experienced history teacher, educated at the University of Sussex, who has worked in two 'outstanding' inner city London schools. I am currently head of history at a large school in East London. I am particularly knowledgeable in both AQA spec B and Edexcel Spec B. I try to focus on lessons which are both knowledge and skills based and incorporate a wide variety of teaching and learning strategies; particularly independent learning.

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I'm an experienced history teacher, educated at the University of Sussex, who has worked in two 'outstanding' inner city London schools. I am currently head of history at a large school in East London. I am particularly knowledgeable in both AQA spec B and Edexcel Spec B. I try to focus on lessons which are both knowledge and skills based and incorporate a wide variety of teaching and learning strategies; particularly independent learning.
US President Overview - Truman to Reagan
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US President Overview - Truman to Reagan

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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.
Western Front Medicine Through Time Edexcel GCSE Exam Practice
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Western Front Medicine Through Time Edexcel GCSE Exam Practice

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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.
Paper Three: Edexcel - Weimar & Nazi Germany, Source & Interpretation Prep
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Paper Three: Edexcel - Weimar & Nazi Germany, Source & Interpretation Prep

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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.
Can you solve William the Conqueror's problems?
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Can you solve William the Conqueror's problems?

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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.
Vikings in Britain
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Vikings in Britain

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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.
KS3 Intro to Crime & Punishment (Medieval England)
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KS3 Intro to Crime & Punishment (Medieval England)

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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.
How did Muhammad influence Islam?
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How did Muhammad influence Islam?

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All images sourced from Google images ‘labelled for reuse’ and licensed under Public Domain This lesson encourages students to think about the expansion of Islam, and uses a case study of the Prophet Muhammad's life, in order to help then understand why Islam expanded so quickly. The lesson introduces students to key events in Muhammad's life and encourages them to think of what the key turning point in Islam was.
To what extent did the church control medieval peasants - Medieval Christianity
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To what extent did the church control medieval peasants - Medieval Christianity

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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.
Entire Scheme of Work on the Industrial Revolution - Lessons and SOW included
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Entire Scheme of Work on the Industrial Revolution - Lessons and SOW included

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This is an entire scheme of work on the Industrial Revolution including the scheme of work word document. The enquiry for the SOW is 'How did the poor make Britain rich?' Students are taken through a variety of lessons entitled: 'who were the white slaves?, 'Did Oliver Twist really exist?' and 'What was black gold?'. Throughout these lessons students will look at contemporary sources and interpretations to allow them to reach an conclusion to the enquiry question. Students will consider, discuss and debate a range of moral issues as they go through this unit. Students undertake a wide range of independent learning strategies throughout this unit.
10 lesson SOW on Civil Rights & Black Power for KS3
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10 lesson SOW on Civil Rights & Black Power for KS3

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This SOW begins at the end of the slave trade and looks at Civil Rights and Black Power achievements throughout the 20th Century. The SOW also includes a GCSE style assessment to conclude the unit. It is differentiated throughout and includes both knowledge and skills. It incorporates a variety of activities to enhance student engagement.
Lesson on The Norman Justice System
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Lesson on The Norman Justice System

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This lesson is a comparison lessons between Anglo-Saxon and Norman methods of justice. Students will need to have an understanding of Anglo-Saxon justice in order to fully access the lesson. It is fully differentiated throughout and included more able tasks. A variety of activities are employed throughout.
Interpretation Lesson on the  Nazi Opposition/Resistance of Youth
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Interpretation Lesson on the Nazi Opposition/Resistance of Youth

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This lesson looks at the extent to whcih the young opposed the Nazis. It looks at the Edelweiss Pirates, the White Rose Movement and the Swing Youth. The lesson looks at 3 articles on each, and is accompanied by clips which are linked in the powerpoints. It finishes with an example 12 mark answer from Edexcel History (9-1).
Why did Wall Street Crash in 1929?
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Why did Wall Street Crash in 1929?

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All images sourced from Google images ‘labelled for reuse’ and licensed under Public Domain This lesson has been developed to enable History GCSE students to understand the complexities of the US Stock Exchange, as well as considering the factors that led to the Wall Street to Crash in 1929. It encourages students to consider and evaluate a range of factors, and come to their own conclusions about what the largest contributing factor was.
Was Chamberlain right to appease Hitler?
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Was Chamberlain right to appease Hitler?

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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.
How did William use the feudal system to control the English?
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How did William use the feudal system to control the English?

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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.
GCSE 16 Q Mark Help Sheet for Edexcel Spec' B
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GCSE 16 Q Mark Help Sheet for Edexcel Spec' B

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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.
Are our judgements about medievalmedicine fair?
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Are our judgements about medievalmedicine fair?

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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.
How did Hitler rise to power?
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How did Hitler rise to power?

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This is a market place activity. All of the instructions and information is provided within the powerpoint and the information sheets. It looks at a variety of factors that enabled Hitler to become chancellor in 1933.