BOARD GAME AND TASKS TO COMPLETE AS PLAYED. INTRODUCES STUDENTS TO KEY JOBS OF A MEDIEVAL PEASANT, REQUIRES STUDENTS TO IDENTIFY KEY ROLES WITHIN A MEDIEVAL VILLAGE AND PUT THESE ROLES INTO A HIERARCHY. ALSO MAKES STUDENTS IDENTIFY FACTORS AFFECTING THE LIFE OF A MEDIEVAL PEASANT. WILL ALLOW STUDENTS TO MAKE A JUDGMENT ABOUT HOW HARD/EASY LIFE AS A MEDIEVAL PEASANT WAS. LINKS WITH PRIOR KNOWLEDGE OF FEUDAL SYSTEM (LORD OF MANOR = KNIGHT) AND LEADS INTO STUDY OF PEOPLE IN MEDIEVAL VILLAGE.

Full resource for teaching the unit that leads up to a levelled essay on the above topic. http://www.qca.org.uk/history/innovating/key3/planning/case_studies/case03/case03_yr7.htm#a considers this key focus question, although suggestion by QCA is of role play so understanding generated by speaking and listening exercises which then lead to written work. This is alternative.

How I help students write essays, from KS3 to 6th form. I've tried to make it as much a step by step guide as I can. It is quite detailed, but has examples to clarify.

Full resources with teachers notes for teaching Lenin and Stalin’s Government. First activity in Stalin pack is adapted for GCSE from an A-level Thinking History activity.

Framework of notes for A2 students on ELizabethan Foreign Policy and on the religious settlement. Activity on the religious settlement notes - students are provided with key arguments and have to substantiate, explain and analyse as appropriate, using pages 1-13 of the handout.

Students have work book to complete. There are a series of activities which can be arranged on different desks or given in a pack to students. The order of completion does not matter. The activities could also be done as standalone activities or homeworks Activities include - -source work activity on shell shock victims -jigsaw of a cross section of a trench -a sorting exercise for health hazards where students have to categorise various health hazard cards (in their own categories) and then prioritise greatest threat -a memory game for ‘who served in the trenches’ designed to encourage students to think about the nature of imperial warfare and to challenge preconceptions about british and french v the germans -war statistics (taken from spartacus) work -a literacy exercise on equipment - fair amount of reading but limited writing - define the terms for a ‘historical dictionary’ including as much detail as possible in 50 words. details of the activities are in the student booklet but do not have to be done like that, they are just an idea for teachers on how to use the resource

Title: Whats the difference between a terrorist and a freedom fighter? Uses EISW as content. Half a term’s work. Assessment built in with AFL worksheet Please leave a comment if you use this resource, or email me if you can think of any improvements! Thanks

Varied tasks that introduce students to the reasons for appeasement and the impact of appeasement on Hitler’s foreign policy. Easily adaptable, and teacher notes included

There is quite a lot here for a half term’s work so teachers need to pick and choose. Theme for Year 7 is ‘lives of ordinary people’.

60 minute carousel: 6 x 10(ish) minute activities. All could be used as standalone activities, however. Objective is to introduce students to range of key information- what the trenches were like, the difference between the German and English, casualty rates, weaponry, who fought in the trenches, war at sea - without labouring over 'life in the trenches'

Dice-based game. Objective of the game is to 'be Germany and avoid stalemate'. Students will explore how stalemate developed and counter-factual alternatives and, therefore, be able to identify turning points. Follow up activities provided

The teacher tells the story of Mary, Queen of Scots dramatically with visual supports. Then provides students with a jumbled chronology as consolidation, which can be stuck in their books, or collected in and a single sheet with the correct chronology on it provided (depending on the class!). Is designed to appeal to visual learners and develop listening skills for all. Is enjoyable and useful lesson and sets the context for the ‘what should Elizabeth do with Mary’ debate.

Half a term’s planning with resources. My y8 are investigating the theme of ‘power and protest’ this year (y7 is ‘lives of ordinary people’ and y9 is ‘conflict and resolution’ - these are the themes i have chosen in line with the new KS3 national programme of study). This is the introductory unit. so far my students are loving it. its not content heavy, as it allows for much discussion in class. am pursuing the ‘do less, more effectively’ concept with my planning this year!

PPT and follow up resources for a lesson using 'spaced learning' technique to explore the causes of WWI. Detailed notes about delivery for those who haven't used this technique before are provided in word doc. It's great fun and you might be surprised how good the students' memories are even a week later. http://www.tes.co.uk/article.aspx?storycode=6007881

Sheet for students to shade in their achievement in each skill area over key stage 3. Also student friendly generic level descriptors and skill specific level descriptors.

Was browsing an old Teaching History and saw an article by Steve Garnett which have immediately stolen! It’s really simple and really effective. Basically, a large circle in the centre of a page represents a concept, e.g Bismarck’s foreign policy (Steve’s example) or the Break with Rome (my example attached). Other circles placed strategically, in terms of size and location, represent key influences on that issue. Could also be used for effective essay planning.

Group activity - 'running dictation'. Teacher has flash cards on which are events that lead to the end of the war. One student from each group comes to the front and looks at the card for 30 seconds, has to remember it and then take it back to the group, who all record it. Full instructions provided with plenary activities. By the end students should know what happened and be able to explain why Germany surrendered

Unit 5 in new Year 8 scheme of work (theme = power and protest). Begins with the preconceptions activity available here separately. THis is a cut down activity provided by the IMperial War Museum London which is excellent. The rest of the scheme of work has been written by me. Assessment task at the end with AFl marksheet. The powerpoint is to support activity 4, and is a simplified/edited version of a powerpoint on Nazi anti-semitic propaganda available separately on TES resources (by me).Please leave a comment if it is useful to you!

there are a number of ways of using this resource. a) you can give it to the class as a chain card exercise for a plenary - students read out the first part of their card and then someone else has to provide the answer. You can do this in reverse to be even more challenging? You will notice when you download this resource that the answers dont match the questions (answers have been shuffled down one space and the last answer brought to the top). this is for this exercise b) the correct version of the q&a starts on page 6. these can be used as a memory game. students cut out the strips and fold/stick them backwards so the answer is on one side of a small card and the question on the other. this can be used as a memory game in class, or can simply be given to students as a revision aid c) the questions can be cut up and put in a pot in class on the teachers desk and a few qéa quiz questions done as a starter activity there are separate quizzes on Treaty of Versailles, League of Nations and the causes of WW2 The exercises are easy to add to/amend to suit. It’s just a way of keeping the factual framework in student’s minds to help lessons to focus on skills development rather than factual recall.

1. historiographical spectrum - students read the summaries of historians’ views and decide where to plot those historians on a spectrum of intentionalist to functionalist and on a spectrum of responsibility for the holocaust 2.chronology exercise - students to identify 4 phases of nazi policy towards the jews by identifying turning points. 4 suggested phases are discrimination, physical attack, physical segregation, genocide. Terminology can obviously be varied by teachers 3. Nuremberg Laws notes 4. Kristallnacht notes both 3 & 4 used as basis for students to consider significance of the phase of ‘aryanisation’ 1933-1939. students to create a diagram suggesting causes and consequences of Nuremberg Laws and Kristallnacht and also to create summary of significance of the whole phase. 5. Summary notes on the period 1933-1939 6. Summary notes on the period 1939-1941 (poland - barbarossa) 7. (added april 9th) summary notes from launch of barbarossa to wannsee conference - again, a synthesis of the required reading for aqa a2 unit 6, so includes lots of historiography 8. added 17 april 2008 - set of notes on wannsee conference and death camps, includes copy of the wannsee protocol

Set of student notes covering main aspects of this period for AS course 7 sets of notes: Background to the Reformation Kings great matter break and royal supremacy dissolution of monasteries other religious reforms opposition to the reformation how far was england protestant by 1547