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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.
1960s Scheme of Work
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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.
Dictatorship Vs Democracy
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Dictatorship Vs Democracy

(4)
This activity enables students to understand the concept of a dictatorship, by planning how they would control people in their own dictatorship. It allows students to grasp the importance of factors such as fear, threats, secret police, informing etc.
Was Al Capone a gangster or a business man?
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Was Al Capone a gangster or a business man?

(3)
This is a court case designed for the students to act out. It works well to give the G&T students the key parts of the court case (I always give me highest ability student the role of judge, as they have to co-ordinate the rest). The rest of the students act as the jury. They decide, based on the evidence whether Capone was a gangster or a business man. It also introduces students to the 10 mark question, Spec B AQA Paper Two,
Music & Protest 1960s Britain
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Music & Protest 1960s Britain

(4)
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.
Nazi Propaganda
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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.
Can you solve William the Conqueror's problems?
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Can you solve William the Conqueror's problems?

(1)
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.
Entire unit of work on the Norman Conquest - How did William the Conqueror control the English?
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Entire unit of work on the Norman Conquest - How did William the Conqueror control the English?

(1)
All images labelled for reuse from google images. This is a five lesson KS3 unit looking at how William the Conqueror kept control of the English for 21 years including the scheme of work. Students will complete a number of engaging activities including acting as William's advisor, engaging in change and continuity continuum's, designing their own Domesday surveys and more. This unit of work focusses mainly on knowledge and understanding and explanation and analysis. It addresses many of the key skills such as inferring from sources and interpretations, evaluating significance and explaining change and continuity. All of the lessons have differentiated activities for lower and higher ability ability students. It also includes a number of writing scaffolds to help all students, particularly lower ability students work on extended writing.
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

(1)
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.
Was Chamberlain right to appease Hitler?
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Was Chamberlain right to appease Hitler?

(2)
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 Stalin control the USSR?
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How did Stalin control the USSR?

(1)
This powerpoint introduces students to Stalin and looks at the methods he used to control the USSR. Students will use information provided on key fators such as purges, cult of personality and the secret police to prepare a a project.
GCSE Revision: Hitler's Foreign Policies
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GCSE Revision: Hitler's Foreign Policies

(1)
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.
AQA - 12 Mark Q Improvement Tool (Race Relations)
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AQA - 12 Mark Q Improvement Tool (Race Relations)

(1)
Goes alongside AQA Spec' B Unit Two Textbook: This booklet introduces students to the three main subject areas in the AQA Race Relations unit. It guides students through the subject knowledge and encourages them to evaluate and link factors as they go through. It also includes writing scaffolds and templates for the 12 mark answers and is particularly useful for supporting C/D border students. I have used this with my own students in the last few months and have found this method has increased students' grades significantly on this type of question.
 How did Islam influence the world?
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How did Islam influence the world?

(1)
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.
Are our judgements about medievalmedicine fair?
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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?
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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.
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

(1)
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.