Crime and Punishment in Whitechapel L21 in overall unit L4 for Whitechapel section Tensions between different social groups in Whitechapel. Lesson designed as a booklet which can be completed independently. PPT included.

For a lesson introducing Y7 students to RE. This resource contains a set of cards which all have “I believe” statements on them. Students sort the statements along a spectrum according to how much they agree/disagree. The cards are designed to prompt discussion around ideas like belief in God/gods, afterlife, purpose of life etc.

Lesson PPT and resource for a lesson introducing Judaism. This lesson was designed for Y8 students in a specialist school for children with dyslexia and co-occurring needs. The main activity is about pre-teaching key words for the unit.

PSHE/Citizenship/ICT lesson on sleep and smart phones. This lesson aims to teach students the importance of turning off their phones once in a while! Designed for KS3. The lesson is based around a video by Brainiac. It does rely on some prior knowledge of circadian rhythms and biology.

These cards are designed to be cut up & laminated. Some are for students to keep with them, others are for the teacher to keep in the classroom. The cards are designed to communicate non-verbally in the lesson, particularly if a child is dysregulated and needs to undertake an activity to help them regulate. “Story” and “question” cards included to help self-awareness of communication. Some of these cards won’t be relevant for all settings - delete and edit as needed! There is a blank grid at the end to make more of your own.

Full RE lesson designed for Y9 students, looking at the teleological/design argument for the existence of God.

Activity for a GCSE lesson on the Magna Carta. Present cards to students cut up. They first need to match the questions to the answers. When this has been done correctly, students can stick the cards onto a flash card, question on one side, answer on the other. They can then practice quizzing each other.

Baseline assessment designed for all age groups, Y7 - GCSE. Questions are derived from skills required for the Edexcel History GCSE. Questions are designed to be skills-based, so can be issued before teaching content. Assessment contains marking sheets at the back. Highlighters can be used to identify strengths, key strengths, key targets, and students’ preferred ways of working. The latter provides evidence for exams access arrangements.

Designed to be printed A3 double sided. This resource is a table which students fill in for revision, summarising the key battles for the Richard and John unit. They need to fill in the date, who won, details of the battle, and the consequences of the battle.

Revision activity supporting students in remembering the who’s who of the Richard and John unit. Space at the end to add additional barons/etc you may have covered.

10-question precision quiz for the Richard & John unit, for revision. Ideal for a starter.

Crime and Punishment Whitechapel unit, full lesson. L23 in the full C&P unit. L6 for the Whitechapel unit. Police investigations of the Ripper murders. Includes PPT and a booklet which can be done independently.

History Edexcel GCSE (from 2016)(9-1) Richard and John unit, Lesson 12: Why had John lost control of Normandy by 1204? Lesson designed in a work pack which can be completed independently.

Two full lessons explaining the Brexit referendum and the current deadlock in parliament. Planned for Year 8 but would probably be fine for any secondary age. Special care has been taken to make sure the lessons are unbiased and they have been checked by leave and remain voters. Lesson one: Lesson enquiry: Should we leave or remain in the EU? Learning objectives: To know what the European Union is. To understand the arguments for and against Brexit. To be able to say which way you would have voted in the Brexit referendum. Lesson activities: Bell work/starter: students to write any questions they have about Brexit on a post-it note. Second starter: match the Brexit terminology to the definition. Teacher talk: explain what the European Union is and the 3 key features of being a member of the EU. All required knowledge is provided on the slides. Video: students to watch the video and note down the role of the European Commission, the European Parliament and the European Court of Justice. Sorting activity: students to sort the arguments for leave and remain. 7 arguments on each side provided. Extension tasks provided. Class debate: debate whether the UK should leave or remain in the EU in the parliamentary style, with one student appointed as the Speaker. You can take this a step further and divide the class into the government and the opposition if you like. Plenary: return to the post-it notes from the start of the lesson and see which ones students can answer now. Save any they cannot answer for next lesson. Exit ticket: before students leave, get them to drop a post-it note in the ballot for “leave” or “remain”, depending on which way they would have voted in the referendum. Lesson two Lesson enquiry: What should Brexit look like? Learning objectives: To know what has happened with regards to Brexit in the 2 years since the referendum. To understand the different options being debated in parliament currently. To be able to evaluate what you think the best option for the UK is moving forward. Lesson activities: Starter: quiz recapping learning from previous lesson. Show students the Brexit timeline from Jun 2016 - present day and think pair share why they think Brexit is taking so long. Linking back to previous lesson. Give students the sheet with Theresa May’s Brexit deal on. Students to read through and do a thought bubble each for what a supporter and an opponent would think of it. Teacher talk: explain why May’s Brexit deal has been rejected twice by parliament (Irish backstop issue). All necessary knowledge is on the slides. Link with optional videos on the N.I. situation provided. Opportunity for students to discuss what they think of May’s deal and the backstop issue. Teacher talk: explain what’s happened recently and what could happen next with regards to Brexit. All information provided on slides. Students to discuss/debate what they think should

Crime and Punishment Through Time unit, lesson 10: changing definitions of crime 1700 - 1900. Contains PPT and booklet for students. Booklet has been designed so it can be completed independently.

This resource may be useful for: English teachers teaching Shakespeare, History teachers teaching Shakespeare/Henry V, History teachers seeking Medieval kings Top Trump resource Lesson enquiry: How useful is Shakespeare for a historian studying Henry V? Learning objectives: To know what makes a good Medieval king. To understand reasons why Henry V may be considered to be a good or a bad king. To be able to assess the usefulness of Shakespeare’s play using historical evidence. Context: This lesson was planned for a Year 7 class as a one-off history lesson to support a study in English of Shakespeare’s Henry V. The lesson intends to provide historical context to the play and encourage students to question Shakespeare’s portrayal of Henry. It was observed by an Ofsted inspector who commented that he “could not think of an improvement which wasn’t nitpicking”. Lesson activities: Watch the video (embedded) on Shakespeare’s interpretation of Henry V and make notes/discuss. Use Medieval king Top Trump cards (provided) to assess which Medieval kings were good/bad and what makes a good king. I have found it useful to get students to think in terms of morality (being a good person or a good Christian) and effectiveness (getting the job done), as this helps them to articulate that a king may be very effective but very immoral. Teacher talk introducing Henry V. Brief discussion about Henry’s most famous victory, Agincourt. Was Henry a good/bad king? Card sort activity. Students to sort cards onto a continuum for good or bad king. Analysis of Shakespeare’s interpretation, considering attribution. Students to tick the cards on their continumm which support Shakespeare’s interpretation. Discussion around usefulness/validity of Shakespeare’s play. Plenary - two things you learned, one thing you’d like to learn, your opinion of Shakespeare’s play. Resources provided: Full lesson powerpoint with activities clearly written. Embedded video of Shakespeare’s interpretation of Henry V (let me know if this does not work). Continuum sheet, to be printed 1 per pupil on A3. 14 cards with balanced information about Henry V, to be printed 1 A4 sheet per pupil, cut up and enveloped. 8 Medieval king Top Trump cards, to be printed 1 A4 sheet per pupil, cut up and enveloped. Kings featured: Henry V, William I, Edward III, John, Richard I, Stephen I, Richard III, Henry II.

Edexcel History GCSE (from 2016) (9-1) British America, Lesson 2: Developments in Colonial Society Printable lesson designed as a work book, with additional fact-finding resource.

Edexcel History GCSE (from 2016) (9-1) British America, Lesson 3: Impact of Slavery in North America Printable lesson designed as a work book.

Edexcel History GCSE (from 2016) (9-1) British America, Lesson 4: Impacts of Slavery Printable lesson designed as a work book.

Edexcel History GCSE (from 2016) (9-1) British America, Lesson 5: Problems Within the Colonies, looking at the New York Conspiracy, Stono Rebellion, and smuggling and trade. Printable lesson designed as a work book.