EL2 Functional Skills English Reading - For Use With Of Mice And Men

EL2 Functional Skills English Reading - For Use With Of Mice And Men

This is an Entry Level 2 reading text that can be used as a stand alone revision paper or after reading Chapter 1 of ‘Of Mice and Men’. It has three parts. One about making a rabbit hutch, one a letter from a ranch owner advertising work and the final text is about predicting the weather.
bbunwise
Classroom Jobs for High School Students

Classroom Jobs for High School Students

Classroom jobs are a great way to teach your students leadership, accountability, and responsibility, and service These classroom jobs for high school students include 9 jobs Administrative Manager Sanitation Comissioner Environmental Manager Head Librarian Supply Director IT Manager Distribution Manager Liaison Manager Student Well-Being Manager It includes: Job description and skills needed Job IDs Performance Rating Application Form Inventory Sheets for Head Librarian and Supply Director Editable Certificate of Recognition Editable Certificate of Appreciation Template for List of Applicants for each job Blank Templates available for: Job description and skills needed if you want to add more Performance rating if you want to create your own rating Job IDs if you want to create more jobs Files are in Powerpoint, JPEG format, A4 size
kitcelcorner
miFuture Careers App

miFuture Careers App

With the miFuture App you can achieve many objectives of the Careers and World of Work Framework in just four easy steps: Learners complete profile: Input qualifications, hobbies and interests, and ski l ls learned through experiences. Keep this information in one protected place. Generate a CV: No more writing and marking CVs, learners download their personal CV with easy to print and email. Matched with Destinations: Swipe through jobs, courses, training and volunteering opportunities matched to their profile. Learners build an understanding where they currently fit in the world of work. Track Applications: Keep t rack of opportunities applied for, and get notified as soon as a status changes. The miFuture App is free to download on Google Play and App Store. More information is available at www.miFuture.co.uk
miFuture
Stereotyping Jobs/Careers

Stereotyping Jobs/Careers

A simple activity to demonstrate that not all jobs need to be restricted to a specific gender. Ask students to think of a first name for someone who might do hat job/have that particular career. Get students to tell you the names they wrote down, you’ll be surprised how many male names come up for a mechanic and how many female names come up for a nurse!
prc88
Guided Reading and English Comprehension: 20-Pack

Guided Reading and English Comprehension: 20-Pack

This bundle contains twenty short stories (along with suitable questions and suggested answers) written to appeal to children of Year 6. The stories are used in guided reading sessions, for developing English comprehension skills and enhancing vocabulary. The material is designed to be challenging but accessible to children working within the government’s expectation for children at the end of Key Stage 2. It is possible that teachers of children in KS3 may find the resources useful. Each story comprises two distinct pages with a mini-cliff hanger at the end of the first page. Each page is designed to be used in either i) a single longer discrete lesson or ii) a series of shorter sessions. To accompany each page of the story, a set of example questions and suggested answers is provided. In the author’s school, three half-hour sessions are devoted to each page. In the first session, the children are introduced to the story and some of the questions are answered in a group setting. In the second session, the children answer the remaining questions independently. In the third session, the group reconvenes and the group discusses their answers and receives feedback.
BerylliumBaboon
Guided Reading and English Comprehension: 10-Pack (B)

Guided Reading and English Comprehension: 10-Pack (B)

This bundle contains another ten short stories (along with suitable questions and suggested answers) written to appeal to children of Year 6. The stories are used in guided reading sessions, for developing English comprehension skills and enhancing vocabulary. The material is designed to be challenging but accessible to children working within the government’s expectation for children at the end of Key Stage 2. It is possible that teachers of children in KS3 may find the resources useful. Each story comprises two distinct pages with a mini-cliff hanger at the end of the first page. Each page is designed to be used in either i) a single longer discrete lesson or ii) a series of shorter sessions. To accompany each page of the story, a set of example questions and suggested answers is provided. In the author’s school, three half-hour sessions are devoted to each page. In the first session, the children are introduced to the story and some of the questions are answered in a group setting. In the second session, the children answer the remaining questions independently. In the third session, the group reconvenes and the group discusses their answers and receives feedback.
BerylliumBaboon
When I leave school

When I leave school

A useful resource for pupils to brainstorm what they may need to do in order to reach their goals on the lead up to leaving secondary school. Can be used as part of a careers/ moving on lesson or whilst undertaking 1to1 meetings with pupils.
MySecondaryLife
Lesson 1: BTec Health & Social Care Unit 2 - B1 - introduction to Public Sector & NHS.

Lesson 1: BTec Health & Social Care Unit 2 - B1 - introduction to Public Sector & NHS.

BTec Health & Social Care Level 3 Unit 2 (examined unit) Section B, Part 1 - Lesson 1 - This is the first in a series of Lessons which I will upload as I complete them. The PowerPoint gives an introduction to Section B through the work of the NHS. There are opportunities for students to reflect on the work of the the NHS, up to date references and a video clip which outlines the work of Health Care Services. There is a worksheet to accompany the Lesson.
SpringwellTeaching
ASDAN - New Horisons

ASDAN - New Horisons

Full PPT with resources to support the delivery of ASDAN New Horizons course. Aimed at students with SEN working between P6 - NC Level 2. Forms a good PHSE scheme of work with a range of learning opportunities both in the classroom and in the community. Includes target sheets, learning objectives and clear guidance as to how each task should be completed.
FSpraggons
Lesson: Global Citizenship

Lesson: Global Citizenship

****Global Citizenship - PSHE/Citizenship Lesson Whole lesson including PowerPoint and Worksheet Booklet (the worksheet is signposted in the PowerPoint) Useful for a PSHE/Citizenship lesson as allows time for reflection and discussion. May be useful for KS3 Geography. This resource would be useful for Year 9 onwards, depending on your cohort. There are comments for delivery in the PowerPoint notes section. Focus: what it means to be a global citizen a global citizen questionnaire allows students to reflect on their efforts to be a global citizen Trump v Obama and their respective attitudes to globalisation allows students to view global citizenship statements and quotations from a range of ‘famous’ people students write their own vision for global citizenship The students really enjoyed this when I worked through it with them; particularly the discussion about Trump!
SpringwellTeaching
Lesson: Enterprise & Entrepreneurship

Lesson: Enterprise & Entrepreneurship

A whole lesson based on Enterprise & Entrepreneurship. Requires no prior learning. Could be used an an introduction to GCSE Business/BTec Enterprise/Business. Or, could be used as a Taster Lesson when choosing GCSE options, or as part of an Enterprise Day. Includes PowerPoint, individual worksheet and group worksheet. There are some notes to support delivering on the PowerPoint (in the notes section) .
SpringwellTeaching
Jealousy

Jealousy

During the sessions, the facilitator is encouraged to allow the participants to think about the topic, express their viewpoints, share their experiences and explore its applicability in day to day life. The facilitator would allow the participants to arrive at their own conclusions, rather than imposing his views or opinions – they could even be different from the thoughts given here. DESCRIPTION (Thoughts such as, what does jealousy mean, what it is all about and what its different facets are, may enable the facilitator understand it better. Some such thoughts about jealousy are given below.) Jealousy is the unpleasant emotion against others for what they have; but we don’t. It is the resentment over the fact that one does not own what another person owns, or that one does not receive what another receives. INTENT (The objective of the facilitation process is to help each participant explore the topic for himself, individually and independently. Following are some of the objectives of the session.) To analyse whether jealousy occurs to all. To analyse whether jealousy is constructive To explore why jealousy occurs and how one feels when they are jealous To analyse the impact, if any, of jealousy on oneself, people around and situations.
Vset
Boredom

Boredom

During the sessions, the facilitator is encouraged to allow the participants to think about the topic, express their viewpoints, share their experiences and explore its applicability in day to day life. The facilitator would allow the participants to arrive at their own conclusions, rather than imposing his views or opinions – they could even be different from the thoughts given here. DESCRIPTION (Thoughts such as, what does boredom mean, what it is all about and what its different facets are, may enable the facilitator understand it better. Some such thoughts about boredom are given below.) Boredom is an unpleasant state in which the individual feels a lack of interest in anything and finds difficulty in concentrating in any activity. Boredom is an unpleasant state where an individual is left with nothing in particular to do. It is when individuals are dull and uninterested. It is also the inability to focus on any specific activity. The intent and questions to be followed in the preparation document. Disclaimer: Content may contain incidents, story lines, images, short-videos and such other materials available in public domain (including various websites/ similar sources). Content is intended solely for non-commercial, educational purposes. VSET does not claim any ownership or copyright to such materials published on this website, which, with respect to such materials, lie with their respective owners. VSET endeavours to keep the information relevant to the topics covered. However, VSET makes no representations or warranties of any kind, express or implied, about the completeness, accuracy, suitability or reliability of such materials.
Vset
Positive Attitude

Positive Attitude

During the sessions, the facilitator is encouraged to allow the participants to think about the topic, express their viewpoints, share their experiences and explore its applicability in day to day life. The facilitator would allow the participants to arrive at their own conclusions, rather than imposing his views or opinions – they could even be different from the thoughts given here. DESCRIPTION (Thoughts such as, what does positive attitude mean, what it is all about and what its different facets are, may enable the facilitator understand it better. Some such thoughts about positive attitude are given below.) Positive attitude is the optimistic, but realistic outlook of a person. Positive attitude is adopting a positive approach in every situation. It is the attitude wherein one always makes it a point to look at the brighter side of the situation. The intent and questions to be followed in the preparation document. Disclaimer: Content may contain incidents, story lines, images, short-videos and such other materials available in public domain (including various websites/ similar sources). Content is intended solely for non-commercial, educational purposes. VSET does not claim any ownership or copyright to such materials published on this website, which, with respect to such materials, lie with their respective owners. VSET endeavours to keep the information relevant to the topics covered. However, VSET makes no representations or warranties of any kind, express or implied, about the completeness, accuracy, suitability or reliability of such materials.
Vset
Motivation

Motivation

During the sessions, the facilitator is encouraged to allow the participants to think about the topic, express their viewpoints, share their experiences and explore its applicability in day to day life. The facilitator would allow the participants to arrive at their own conclusions, rather than imposing his views or opinions – they could even be different from the thoughts given here. DESCRIPTION (Thoughts such as, what does motivation mean, what it is all about and what its different facets are, may enable the facilitator understand it better. Some such thoughts about motivation are given below.) Motivation is the drive to achieve a goal irrespective of the circumstances. Motivation is the force which inspires a person from within. Motivation is the internal or external stimulus that drives one to act in a particular manner. INTENT (The objective of the facilitation process is to help each participant explore the topic for himself, individually and independently. Following are some of the objectives of the session.) To understand what is motivation To analyse whether motivation is needed The intent and questions to be followed in the preparation document. Disclaimer: Content may contain incidents, story lines, images, short-videos and such other materials available in public domain (including various websites/ similar sources). Content is intended solely for non-commercial, educational purposes. VSET does not claim any ownership or copyright to such materials published on this website, which, with respect to such materials, lie with their respective owners. VSET endeavours to keep the information relevant to the topics covered. However, VSET makes no representations or warranties of any kind, express or implied, about the completeness, accuracy, suitability or reliability of such materials.
Vset
Peer

Peer

During the sessions, the facilitator is encouraged to allow the participants to think about the topic, express their viewpoints, share their experiences and explore its applicability in day to day life. The facilitator would allow the participants to arrive at their own conclusions, rather than imposing his views or opinions – they could even be different from the thoughts given here. DESCRIPTION (Thoughts such as, who are peers, what is it all about and what its different facets are, may enable the facilitator understand it better. Some such thoughts about peers are given below.) Peers are individuals who are similar with respect to age, education or social status. They may be our friends, classmates etc. INTENT (The objective of the facilitation process is to help each participant explore the topic for himself, individually and independently. Following are some of the objectives of the session.) To explore who are peers To analyse whether peers play a role in one’s life To analyse whether peers influence a person in any manner To analyse whether there is peer pressure or pressure to conform to friends’ views and opinions To explore the role of peers or classmates in terms of competition
Vset
Assembly - World Wide Competition

Assembly - World Wide Competition

This assembly was to encourage year 10 to 11 who were feeling lethargic and just felt they were doing good enough. In this assembly, I show just how hard students in other parts of the world are working to get into a UK university. It had a very strong impact on my students and really helped them to understand why everyone wants them to work hard for their grades.
james_abela
Mind your Soul: Your Calling

Mind your Soul: Your Calling

The module is designed to encourage students to take some time out for themselves, to take care of their mind and soul, to reflect on some of life’s big questions and to connect with God wherever they are on their faith journey. Each ppt is approximately 7-10 slides. Lesson 20 asks pupils to reflect on their calling and life’s purpose.
mobrienTC
Head Space- Wellbeing Newsletters (Volume 1 and 2!) for parents, staff and children!

Head Space- Wellbeing Newsletters (Volume 1 and 2!) for parents, staff and children!

These wellbeing newsletters have gone down a storm, with all teachers, parents, children and leadership! Due to popular demand Volume 2 for the next academic year has now been created! This pack contains Volume 1 and Volume 2 of our monthly, editable newsletters, based on wellbeing, for every month of the academic year. Each newsletter is double sided with an adult zone and kids zone! Use these monthly newsletters to support the parents, children and staff of your school in gaining improved self esteem, resilience, wellbeing, confidence and motivation, in order to achieve an emotionally healthy school.
kep1987
Emotionally Healthy Schools- Wellbeing Newsletters (Volume 2) for parents, staff and children!

Emotionally Healthy Schools- Wellbeing Newsletters (Volume 2) for parents, staff and children!

These wellbeing newsletters have gone down a storm, with all teachers, parents, children and leadership! Due to popular demand Volume 2 for the next academic year has now been created! Volume 1 (September-July) are also available from my TES shop. This pack contains Volume 2 of our monthly, editable newsletters, based on wellbeing, for every month of the academic year. Each newsletter is double sided with an adult zone and kids zone! Use these monthly newsletters to support the parents, children and staff of your school in gaining improved self esteem, resilience, wellbeing, confidence and motivation, in order to achieve an emotionally healthy school.
kep1987
Bounce Back: Resilience Activities and Affirmation Cards Bundle

Bounce Back: Resilience Activities and Affirmation Cards Bundle

The resources included in this bundle are: Bounce Back: Teaching Resilience to Students Our students constantly face a lot of difficulties and struggles whether it’s family, school or community related. This resource could help and support them to handle their difficulties and struggles better. This resource focuses on 4 areas of resiliency: Self-Awareness Conflict resolution Empathy Teaching Courage It includes: Definition of terms Activities for each area 3.Inputs to use for discussion for each area Processing Questions for each activity Resilience Affirmations Resilience is our ability to bounce back from tough situations. When a person is ready to bounce back from a difficult situation, these affirmations could help them get their heads out of the clouds and make them feel better. These affirmations could re-focus your thoughts and be more positive. These are designed to create self-change. They could serve as an inspiration and reminders for everyday life. These affirmations could be done first thing in the morning or in the evening or could be done throughout the day. It is suggested to use these affirmations regularly to create more impact and preserve emotional potency. These could be printed out and you could bring them along wherever you are . These resilience affirmation cards are in A4 size and JPEG format. List of Resilience Affirmation Cards: I can overcome my obstacles I am creative I am resourceful I am resilient I am emotionally resilient I am strong I am persistent I am kind, smart,and important It’s okay. I can do this I will get through this I will be okay I am capable of amazing things I am a good person I deserve to be happy I am stronger than I think I am amazing I can do anything I set my mind to I will keep going Do not give up Keep moving forward I can handle change with ease I am unique I believe in my abilities and skills I can face every situation with confidence There is always a solution to every problem I am responsible for how I respond to others I have the power to choose to let go of any emotion Any difficulty that comes my way is an opportunity to grow I am full of energy and joy I have the power to create change My possibilities are endless I am in charge of how I feel I choose happiness I can, I will I can make healthy choices
kitcelcorner
Bounce Back: Teaching Resilience & Emotional Intelligence

Bounce Back: Teaching Resilience & Emotional Intelligence

Bounce Back: Teaching Resilience to Students This resource focuses on 4 areas of resiliency: Self-Awareness Conflict resolution Empathy Teaching Courage It includes: Definition of terms Activities for each area 3.Inputs to use for discussion for each area Processing Questions for each activity Emotional Intelligence This Emotional Intelligence resource focuses on 4 areas: Intrapersonal Interpersonal Stress Management General Mood This emotional intelligence resource includes: a. Definition of Emotional intelligence b. Signs of high emotional intelligence c. Signs of low emotional intelligence d. Activities on the 4 focused areas e. Processing questions to facilitate better learning experiences
kitcelcorner
City & Guilds Unit 301 - Planning For Progression - Workbook/Final Assignment

City & Guilds Unit 301 - Planning For Progression - Workbook/Final Assignment

These series of resources has been created for those Teaching and Studying the City & Guilds Employability Skills Award/Certificate/Diploma (5546) The qualification itself is made up of many Units all of which require assessment that can present evidence and demonstrate that all learning outcomes have been met. These Workbooks include various challenges, activities and tests to prove learners understanding and collate the evidence required to confirm they have met all outcomes and can be used as a Final Assignment. Each page has a header that includes the individual outcomes covered and can be assessed easily and then signed off. These can be completed by the individual learners as a final assignment or as a group if delivered as a workbook and would normally follow 2 - 3 sessions of underpinning knowledge, group activities, research tasks and relevant delivery. This particular installment in the series focuses on the importance of Managing Personal Finance and covers the following criteria. Entry Level 3 - UNIT 301- Planning for Progression 1 Understand own study or training programme 2 Know the facilities & support available in the college 3 Recognise personal strengths (skills, qualities and attitudes) needed for learning and work 4 Agree an action plan for self-improvement Other Units in this series are available on TES and within the SmartBooks Resource Shop
Smartbooks
BTEC Level 3 Health and Social Care Unit 5 Meeting Individual Care and Support Needs Learning Aim B

BTEC Level 3 Health and Social Care Unit 5 Meeting Individual Care and Support Needs Learning Aim B

A 21 page booklet covering the content of the BTEC Level 3 Health and Social Care Unit 5 Meeting Individual Care and Support Needs content for Learning AIm B; B1 and B2. It is a wrod document which can be added to or altered to suit your teaching style. The booklet helps students to be organised with their notes and keep information together. There are SIX PowerPoints to aid your delivery and areas for students to make notes, complete activities and sign posting about the assignment assessment criteria. Powerpoints on Ethical theories and application, Managing conflict, Conflict of Interest, The Care Act, Equality Act and the Mental Capacity Act. Some of these have approriate videos embedded within and are designed to be engaging and interesting. The spec content covered with this package is… B1 Ethical issues and approaches • Ethical theories to include consequentialism, deontology, principlism and virtue ethics. • Managing conflict with service users, carers and/or families, colleagues. • Managing conflict of interests. • Balancing services and resources. • Minimising risk but promoting individual choice and independence for those with care needs and the professionals caring for them. • Sharing information and managing confidentiality. B2 Legislation and guidance on conflicts of interest, balancing resources and minimising risk • Organisations, legislation and guidance that influence or advise on ethical issues. All legislation and guidance must be current and applicable to England • Organisations, e.g. National Health Service (NHS), Department of Health (DH), National Institute for Clinical Excellence (NICE), Health and Safety Executive (HSE). • Legislation, e.g. Mental Health Act 2007, Human Rights Act 1998, Mental Capacity Act 2005, National Health Service Act 2006 Section 140, Equality Act 2010, Care Act 2014. • Guidance, e.g.: • the DH Decision Support Tool • Five Step Framework • NICE and NHS guidance on Care Pathways and Care Plans • Managing Conflicts of Interest: Guidance for Clinical Commissioning Groups • NHS • HSE guidance on risk assessments. • How this guidance may be counterbalanced by other factors, e.g. religion, personal choice, government policies. For more Level 1, 2 and 3 Health and Social Care resources, follow me on TES to find the full range of resources in the same place with a handy search facility, to save on time. https://www.tes.com/member/HSCresources
HSCresources
World cup bid challenge

World cup bid challenge

Students have to bid for the world cup to be held in their country based on the success criteria and the information on the sheets. This is basic information taken from the internet and others resources. My year 9 group loved it and im sure it could be adapted for year 8 and below
victoria68mcgowan
Resilience and Independence Assembly PowerPoint

Resilience and Independence Assembly PowerPoint

** Resilience and Independence Assembly PowerPoint** This download includes a fun and interesting 21 slide PowerPoint presentation for your assembly. This assembly teaches children to think about growth mind set, encourages them to use the learning pit and helps kids to use their struggles to improve. Please remember to leave feedback, for updates and promotions you can also follow me here ** Some of my other products: ** ** Big Science Bundle Pack** ** Complete Space and the Solar System Workbook ** Complete Dialogues and Play Scripts Writing Unit
TheGingerTeacher
Relationships

Relationships

Thoughts such as, what do relationships mean, what they are all about and what its different facets are, may enable the facilitator understand it better. Some such thoughts about relationships are given below.) Relationship is one’s association or connection with co-creation. Relationships are the links that animals, humans, nature or any other species, create with one another. Relationship is how one relates with other. INTENT (The objective of the facilitation process is to help each participant explore the topic for himself, individually and independently. Following are some of the objectives of the session.) To understand what is relationship To analyse whether one needs relationship To explore whether relationship impacts oneself, people, nature and environment, things or situations To explore whether relationship are the same both ways To explore whether one needs to create and maintain relationships To explore whether all relationships are the same The intent and questions to be followed in the preparation document. Disclaimer: Content may contain incidents, story lines, images, short-videos and such other materials available in public domain (including various websites/ similar sources). Content is intended solely for non-commercial, educational purposes. VSET does not claim any ownership or copyright to such materials published on this website, which, with respect to such materials, lie with their respective owners. VSET endeavours to keep the information relevant to the topics covered. However, VSET makes no representations or warranties of any kind, express or implied, about the completeness, accuracy, suitability or reliability of such materials.
Vset
Freedom

Freedom

Thoughts such as, what does freedom mean, what it is all about and what its different facets are, may enable the facilitator understand it better. Some such thoughts about freedom are given below. Freedom is independence coupled with self-determination. Freedom is an expression wherein one feels complete ,happy at ease with oneself It is to do things in one’s own unique way; without being a hindrance to another. INTENT (The objective of the facilitation process is to help each participant explore the topic for himself, individually and independently. Following are some of the objectives of the session.) To understand what is freedom To explore whether freedom is necessary To analyse how one feels or experiences freedom To explore whether one’s freedom impacts oneself, people, nature and environment, things or situations To explore whether freedom is something that is inside or outside To analyse the relationship between freedom, discipline and responsibilities The intent and questions to be followed in the preparation document. Disclaimer: Content may contain incidents, story lines, images, short-videos and such other materials available in public domain (including various websites/ similar sources). Content is intended solely for non-commercial, educational purposes. VSET does not claim any ownership or copyright to such materials published on this website, which, with respect to such materials, lie with their respective owners. VSET endeavours to keep the information relevant to the topics covered. However, VSET makes no representations or warranties of any kind, express or implied, about the completeness, accuracy, suitability or reliability of such materials.
Vset
PSHE : One Year's KS4 / KS5 PSHE

PSHE : One Year's KS4 / KS5 PSHE

One year, (36 hours) of PSHE lessons for KS4 / KS5 : 1 whole year of highly-rated and popular PSHE resources. From financial and study skills to bullying, relationships education, applying to uni, recognising fake news and finding a career - this really is a comprehensive pack for KS4 or KS5. It is written to fit the DfE’s latest PSHE/ RSE guidance for 2018-19. If you were looking for the Complete KS3 Three Year’s of PSHE Pack, then you can find that here. Complete KS3 PSHE Pack for 7, 8, 9. This pack contains 36 x fully resourced, highly-rated PSHE lesson packs and units (KS4/5). All 36 lesson packs (bundled into 20 downloads) are complete with at least one hour-long powerpoint, accompanying differentiated worksheets, clip links with questions, plenaries, clear LOs, starters and engaging activities and all are well differentiated to three levels throughout. These resources have been highly-rated individually by TES users, follow the same consistent format and are easy to pick up and use. They are all planned according to 2018/19 PSHE Association guidance and created in preparation for the new statutory RSE guidance from the DfE. **EC Resources has created lessons for The Children’s Commissioner, MACS Charity, The CCRC and has completed PSHE commissions for schools across the UK. ** These resources could also be used in Tutor Time, in which case there is enough material for 72x half an hour sessions. There is zero extra work required (although everything is editable if you do want to adapt it), and the whole bundle also follows specific KS3/4 PSHE Association topic recommendations and Ofsted latest RSE/Safe Students guidance. I use all of these myself as a Head of PSHE and I really hope you find them excellent value. I’ve put literally months of time into this to make these lessons top quality for my own school team. I also have a **ONE YEAR OF CITIZENSHIP **bundle (37 lessons) available here. and I have a ONE YEAR OF RE bundle (36 lessons) available here: and finally a **ONE YEAR OF KS3 HISTORY **(36 lessons) available here. Many more inexpensive and free resources for each secondary year group at my shop:
EC_Resources