Hero image

Rmbell33's Shop

Average Rating4.10
(based on 101 reviews)

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.

84Uploads

61k+Views

116k+Downloads

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.
Edexcel 'Explain Importance of...' 16 mark Q Support (Cold War)
rmbell33rmbell33

Edexcel 'Explain Importance of...' 16 mark Q Support (Cold War)

(0)
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.
Thomas Becket & Henry II - Medieval Christianity
rmbell33rmbell33

Thomas Becket & Henry II - Medieval Christianity

(0)
All images labelled for reuse from google images This is an updated version of a previous copy of this lesson that I added a while back. This version has differentiated resources, extended writing support and improved challenges for the students. This lesson is a medieval murder mystery which requires students to work independently and competitively. Students begin in groups, by recreating and deciphering an image of the murder of Becket. They are asked to work out aspects of the event through discussion and analysis. They then go on to work through a selection of evidence in their groups in order to work out the mystery event in the painting they analysed at the beginning of the lesson. They then go on to consider why this event is so significant and what the problems between church and state were in medieval England. Finally students are given writing scaffold to help them explain their findings in a piece of extended writing. This lesson also includes differentiated resources for lower abilities.
John Snow & Cholera Epidemic (Medicine Through Time)
rmbell33rmbell33

John Snow & Cholera Epidemic (Medicine Through Time)

(0)
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.
Nazi Propaganda
rmbell33rmbell33

Nazi Propaganda

(2)
Students will understand how Hitler used propaganda to help him control Germans. They will analyse Nazi propaganda to help them understand the power of propaganda.
Western Front Medicine Through Time Edexcel GCSE Exam Practice
rmbell33rmbell33

Western Front Medicine Through Time Edexcel GCSE Exam Practice

(0)
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.
KS3 Intro to Crime & Punishment (Medieval England)
rmbell33rmbell33

KS3 Intro to Crime & Punishment (Medieval England)

(0)
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.
Weimar Germany - Edexcel - Q3B, 3C & 3D Practice
rmbell33rmbell33

Weimar Germany - Edexcel - Q3B, 3C & 3D Practice

(0)
This powerpoint provides both sources and interpretations and gives advice and structures to help students achieve full marks on Q3B , 3C & 3D of Weimar Germany - Paper 3 - Edexcel. It also provides model answers.
Did Louis XVI & Marie Antoinette Deserve to Die? (French Revolution - Monarchy)
rmbell33rmbell33

Did Louis XVI & Marie Antoinette Deserve to Die? (French Revolution - Monarchy)

(0)
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.
Interpretation Lesson on the  Nazi Opposition/Resistance of Youth
rmbell33rmbell33

Interpretation Lesson on the Nazi Opposition/Resistance of Youth

(0)
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).
Paper Three: Edexcel - Weimar & Nazi Germany, Source & Interpretation Prep
rmbell33rmbell33

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

(0)
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.
1960s Scheme of Work
rmbell33rmbell33

1960s Scheme of Work

(12)
This is an entire Year 9, Scheme of Work on 1960s Britain. It looks at topics such as women, drugs, music, counter & sub-culture etc.
Vikings in Britain
rmbell33rmbell33

Vikings in Britain

(0)
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.
How did Muhammad influence Islam?
rmbell33rmbell33

How did Muhammad influence Islam?

(0)
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.
Crime & Punishment Through Time - Edexcel: 18th C Smugglers, Highway Men & Poachers
rmbell33rmbell33

Crime & Punishment Through Time - Edexcel: 18th C Smugglers, Highway Men & Poachers

(0)
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.
Are our judgements about medievalmedicine fair?
rmbell33rmbell33

Are our judgements about medievalmedicine fair?

(1)
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.
Why is the 'Domesday Book' significant?
rmbell33rmbell33

Why is the 'Domesday Book' significant?

(1)
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.
To what extent did the church control medieval peasants - Medieval Christianity
rmbell33rmbell33

To what extent did the church control medieval peasants - Medieval Christianity

(0)
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.
Edexcel (9-1) History. New Style Question Exam Practice . Superpower Relations & The Cold War, 41-91
rmbell33rmbell33

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

(0)
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.