A sign that you’re returning to work and determined not to eat toast everyday for lunch 😂🍴 Batch Cook afternoon > actual lesson prep!

📚 GIVEAWAY TIME! 📚 The Scaffolding Effect by @MrsBallAP & @lamb_heart_tea is out now! Full of practical ways to support every student. Want a free copy? All you have to do is: ✅ Follow us 🔁 RT this post The winner will be announced on Friday, 1st August, at 2pm. Good

It's home, again.

Breaking up on a random Tuesday is not the one, but breaking up for summer is excellent 👌 Ready for a rest and to feel refreshed for September 🙌 Thank you to anyone who has shared blogs or resources on here, I’ve always found the teaching community so supportive here.

A thread 🧵 on quick and impactful marking at KS4. Students attempted a question, highlighted on the mark scheme where they are and how to improve. Model answer provided

Pushing Year 9 to focus on dates not just chronology as they move towards KS4 ✍️

Got the classic Cold War thermometer out this week to show changing tensions during the Cold War. Also tried to push Year 9s with comparison of events to stretch explanation ✍️🌡️

Focus on adverbials today with Year 7 to try and develop their explanation and improve their academic writing ✍️

Forever grateful to this platform for the guided reading template allowing students engage with Historical writing ✍️🙌 Plus Ai to make it accessible for those with lower reading ages to create adapted versions that answer the same questions.

Trying to get Year 7 to see that explanation isn’t statements or listing facts or veering off the question with some examples from their daily lives. Students verbally discussed these before considering the answers below. It really helped their written responses later on ✍️

I’ve always found the causes of the US Civil War tricky to teach- I feel like students gloss over the importance of the 1850s building tension so I’m hoping a trusty change graph will help with exam practice next lesson 🤞✍️

Kicking off half term 5 with some linking learning tasks for Year 7 and 8 to link together prior knowledge on religion (Y7) and warfare (Y8) before we start new topics 🔗✍️

⁦@missdcox⁩ was a force in education. This blog from 2019 had a huge impact on my teaching and her work needs to continue to be shared. My thoughts are with her family, friends, colleagues at this difficult time.

True or false is my go-to starter for the final week of this term ✍️🙌 This one is Year 9 and covers key misconceptions from the year so far and recalling some previous Year 7 and 8 knowledge 🧠

Wrapped up our India enquiry by answering the enquiry questions ‘What was India’s experience of British rule?’ Tried to avoid the positive/negative debate with students using their own adjectives to describe events they have studied ✍️🇮🇳

Focus on Holocaust Historiography with Year 9 to finish our SOW, looking at the debate between intentionalist and functionalist historians and the challenges historians face studying the Holocaust ✍️📖

Continuing with our historiography focus in Year 8 we compared traditionalist and revisionist historians views on the British Raj. Lots of prep this time discussing the extracts and then questions which built in complexity to scaffold their responses ✍️

Year 9 students reading an extract from Ian Kershaw 🙌 Still loving the guided reading template from @rathie1983 to encourage students to read like a historian 📖

My Year 9 students keep getting a couple of key terms/events mixed up so I created this grid to try and tackle misconceptions head on! I decided to give them one definition of each to help them hut next time will leave some completely blank ✍️

Huge well done to @EHP89 , @teachermummy2 and @RogersHistory for organising a brilliant morning of History CPD 👏👏👏