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.

I thought I would collect together my experiences of different types of drawing with students and my thoughts/tentative conclusions about the value / learning outcomes of such activity, in case it is of any interest.

Variety of possible revision strategies with examples

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

Lengthy task for higher ability students about Hitler’s takeover of Czechoslovakia in 1938. Involves students having to complete series of tasks in order to ‘earn’ the next set of notes. Teacher’s notes at front of task. Would be easy to break down into individual tasks, or to simplify.

‘Dominos’ exercise - to build up an account of what happened after Bloody Sunday. Differentiated versions plus thinking tasks at the end

Scheme of work to deliver core content and to help students to take notes using strategic doodling technique sample doodles provided for teacher reference (though students should draw their own), with explanations

Written for my higher ability GCSE group instead of a textbook. Covers causes (in some depth owing to a discussion the students were having about 'what was missing&' from the textbook accounts), course and armistice. Includes OCR spec overview and key questions from past papers. Useful for revision and also for teachers teaching this topic for the first time.

SOW to explore power of the medieval church and the relationship of Henry II and Becket within that framework. The theme of my year is power and protest and this unit is angled towards that. Assessment opportunities built in, as usual.

Students use (differentiated) set of cards provided to investigate the consequences of World War I. They use this information to create a circles diagram to explore how the war was won, but the peace was lost. Notes provided about how to construct the diagram.

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.

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

Full SOW with resources, assessment and teacher notes. Covers Norman Conquest, Hundred Years War, Wars of the Roses. Main skills focus is understanding causation. Also includes interpretations work on Bayeux and Richard III.

This exercise is designed to introduce students to the strengths &weaknesses of the structure, membership and powers of the LON. It is also designed to reinforce essay planning techniques. It is fairly straightforward. It starts off as a card sort of strengths and weaknesses. Students then have to categorise into the 3 areas, add an explanation to the description. It can be done as ICT or paper exercise. Assertions for the paragraphs and a conclusion can be added also to extend into total essay plan.

Complete notes (basically like a textbook) for AS students. It is written as a chronological account, building in key debates. The reason for chronological rather than thematic focus is because the course has been taught in discrete sections and this is designed to bring it all together. It is not the final, proofed draft and some of the footnoting still needs to be done, but I thought I would upload it in case anyone finds it useful for the imminent exams. I'll post a revised copy when it is complete.

A newsflash exercise to encourage students to think about the significance of key decisions/events in the period of the provisional government

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'

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!

Two source based question on British cartoon from 27th january

ppt for an inset on differentiation