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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.
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.
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.
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).
Entire Scheme of Work on the Rwandan Genocide - Lessons and SOW included
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Entire Scheme of Work on the Rwandan Genocide - Lessons and SOW included

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This is a mini four lesson scheme of work the Rwandan Genocide. The first powerpoint containing lessons 1-2 focusses particularly on the UN eight stages of genocide and the impact of propaganda through an analysis of Radio Télévision Libre des Mille Collines, Kangura and the Hutu Ten Commandments. Lesson 3-4 considers the significance of the genocide by asking students to consider why the Rwandan Genocide was so personal. Students will look at news footage from 1994 and read a variety of survivor stories of both Tutsis and moderate Hutus.
Overview and Exam Timings of Edexcel History  GCSE 9-1
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Overview and Exam Timings of Edexcel History GCSE 9-1

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This overview focuses on the following modules: Paper 1 - Crime & Punishment & Whitechapel, Paper 2 - The Cold War & Elizabeth I, Paper 3 - The USA & Vietnam. Although it focuses on these modules, it is generic and could easily be modified for your own units. It shows the question stem for each type of question and the amount of time the students should be spending on each question.
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.
GCSE Revision: Hitler's Foreign Policies
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GCSE Revision: Hitler's Foreign Policies

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All images sourced from Google images ‘labelled for reuse’ and licensed under Public Domain This powerpoint, takes students on a step-by-step tour of the the 'Road to War. It is meant as a revision powerpoint, so is better for students who have already studied this unit, and need to help with their revision. It looks in detail at each of the causes and events of the outbreak of WWII, and allows students to take notes, and watch GCSE Bitesize videos to enhance their knowledge. This was designed specifically for students studying AQA Spec, B: Hitler's Foreign Policies (it details all of the subject knowledge they need for their exam. It would be good for any students studying origins of WWII as well.
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.
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.
Did Louis XVI & Marie Antoinette Deserve to Die? (French Revolution - Monarchy)
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Did Louis XVI & Marie Antoinette Deserve to Die? (French Revolution - Monarchy)

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EQ: Did Marie Antoinette and Louis XVI deserve to die? This lesson begins by asking students to consider the way that Louis & Marie-Antoinette were portrayed in the 2006 film 'Marie-Antoinette'. It asks them to make inferences and question reliability. Students then go on to draw on previous knowledge about the causes of the French Revolution and will vote on the significance of each cause. For the main activity the students play the role of the jury who have to decide whether Marie-Antoinette and Louis XVI deserved to die. This lesson has a lot of focus on independent learning. Students will work their way through each exhibit in order to help them make their final conclusion as to whether the kind and queen were responsible for their own demise. This lesson includes a variety of AFL techniques and independent learning strategies.
Who were the White Slaves? (Industrial Revolution Lesson on Child Labourers in factories)
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Who were the White Slaves? (Industrial Revolution Lesson on Child Labourers in factories)

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Students will begin this lesson by creating a human timeline of the industrial revolution in order to allow them to understand the historical context of the era. Students will discuss the idea that the use of child labour and the Transatlantic slave trade were key contributing factors in the success of the industrial revolution. Finally they will go on to analyse and evaluate two contemporary sources and will consider the reliability and uses of these sources. By the end of the lesson students should be able to begin the explain how the poor made Britain rich. Keywords: Parish Pauper, Transatlantic slave trade, Parish Apprentice, Child Labourer, Industrial Revolution/
Industrial Revolution - Did Oliver Twist really Exist?
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Industrial Revolution - Did Oliver Twist really Exist?

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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.
Edexcel (9-1) History. New Style Question Exam Practice . Superpower Relations & The Cold War, 41-91
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Edexcel (9-1) History. New Style Question Exam Practice . Superpower Relations & The Cold War, 41-91

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These three power points are designed to support students with answering all questions in part A of paper 2 (Edexcel - Options 26-27). Although they were designed with Option 26/27 in mind, they are the same question stems for all the options so could easily be adapted if you are doing a different module. The resoruces aim to support students in their knowledge, but primarily in their ability to successfully answer the questions. Mark schemes and structures are included. The powerpoint looks at: 1) Explain Two Consequences of.. (8 marks). 2) Write a Narrative Account.. (8 marks) 3) Explain Two of the Following.. (16 marks) The power points take the students through the new style question and explains the mark schemes to them in laymans' terms. It is useful, although not essential to have a copy of the Edexcel (9-1) Superpowers textbook.
John Snow & Cholera Epidemic (Medicine Through Time)
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John Snow & Cholera Epidemic (Medicine Through Time)

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This lesson was planned as part of the Edexcel Medicine Through Time course (9-1). It focuses on the end of the industrial period, where Snow discovers that cholera is transmitted through dirty water. The lesson aims to get students to work out the mystery 19thC killer through looking at a range of sources. The lesson also incoroprates exam skills such as inference and source utility.
Edexcel 'Explain Importance of...' 16 mark Q Support (Cold War)
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Edexcel 'Explain Importance of...' 16 mark Q Support (Cold War)

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This powerpoint and resource contains two sets of questions, which support astudents in the writing of the 16 mark ‘explain the importnce of…’ question. It is amed at students doing Edexcekl GCSE (Superpower Relations & The Cold War). There is a model answer included which explores the impact of the Truman Doctrine.
 How did Islam influence the world?
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How did Islam influence the world?

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All images sourced from Google images ‘labelled for reuse’ and licensed under Public Domain This is a lesson created for a year eight scheme of work, which is all about the expansion of Islam and how it influenced the Western World. This lessons helps students to understand concepts such as empire, expansion and influence. It enables students to understand and consider this through the comparison between the Islamic empire and the Roman empire.
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.
Music & Protest 1960s Britain
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Music & Protest 1960s Britain

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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.