This lesson provides the powerpoint and worksheets to guide students through a practical investigation ylooking at the different types of erosion. For the practical element you need: boxes, chalk, sandpaper, sand, syringes, water, sugar cubes, bottles.

In this lesson, students will have an opportunity to study several written and visual sources about children’s working conditions during Britain’s Industrial Revolution. They will use these sources to form their own opinion about the conditions and challenges that children faced in a variety of jobs such as in the factories, textile mills and mines. Students will then be guided to think about the usefulness and reliability of the sources they have studied. The lesson includes the following: Slide 1: Title slide Slide 2: Lesson learning aims Slide 3: Lesson Warm Up – A quick quiz and discussion about the rules which impact young people working today Slide 4: Background information and discussion – What jobs did children do during the Industrial Revolution? Slide 5: Background information and discussion – Why did so many children work during the Industrial Revolution? Slide 6: Starter Activity: Source Inference – a visual source about the conditions in mines Slide 7: Background information – An overview of working conditions and the role of ‘pauper apprentices’. Slide 8: Background information – An overview of working conditions Slide 9: 9 sources covering the topic of children’s working conditions Slide 10: Single source analysis activity and instructions Slide 11: Printable table for students to complete their analysis Slide 12: Source Analysis Task 2 Instructions and model examples Slide 13: Usefulness and reliability help sheet Slide 14: Follow Up Challenge Questions Slide 15: Learning Review Please be kind enough to leave a review of this lesson if you have found it effective. Thank you. All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.

Introducing “Historical Enquiry Questions” an engaging and comprehensive learning resource designed to captivate young minds and foster a deep understanding of history. This thoughtfully crafted set of questions prompts is meticulously organized into five thematic categories: events, evidence, people, artifacts, and historical periods. Perfect for educators and parents alike, this resource is tailored to support children on their historical learning journey. Themes: Events: Explore pivotal moments in history with questions that prompt critical thinking about the causes, consequences, and significance of various events. Evidence: Encourage the development of analytical skills by delving into the sources of historical information, teaching children to evaluate and interpret evidence. People: Bring history to life by focusing on the individuals who shaped the course of events. Discover the stories of historical figures and their impact on the world. Artefacts: Uncover the past through tangible objects. These prompts guide children in examining artifacts, fostering a connection between the present and the historical contexts in which they originated. Historical Periods: Dive into different eras with questions that prompt exploration of the characteristics, developments, and societal norms of various historical periods. Clear and Eye-Catching Prompts: The prompts in “Historical Enquiry Questions” are designed with clarity and visual appeal in mind. Vibrant visuals and concise language make these prompts accessible and enticing for young learners. Each question is a gateway to a world of historical discovery, ensuring that children stay engaged and curious. Versatile Usage: Whether displayed in the classroom, used for group activities, or integrated into on-screen teaching, “Historical Enquiry Questions” adapts seamlessly to various learning environments. Foster collaborative learning with group discussions or inspire independent exploration as children navigate the prompts at their own pace. Promoting Critical Thinking: This resource goes beyond memorization, encouraging critical thinking and inquiry-based learning. By posing questions that spark curiosity and reflection, “Historical Enquiry Questions” nurtures the development of analytical skills essential for a well-rounded understanding of history. Unleash the Power of Inquiry: Equip children with the tools to unravel the mysteries of the past with “Historical Enquiry Questions.” Ignite a passion for history and empower young learners to become historians in their own right. Purchase this resource today and embark on a captivating journey through the annals of time!

A lesson for KS2 investigating the evidence around whether the Ancient Greek story of the Trojan Horse was based on real events, including a detailed lesson plan, Powerpoint and printable activity sheets. This lesson is part of our popular Ancient Greece Pack for Key Stage 2. Lesson: Did the events of the Trojan Horse story really happen? In this lesson, pupils will learn about the tradition of oral storytelling in Ancient Greece. Pupils will listen to the Trojan Horse story and analyse the evidence to decide which parts of the story are likely to be based on true events. Pupils will use their analysis to form a structured response to the question Did the story of the Trojan Horse really happen?, before being left with a challenge to imagine their own trick to break through the walls of Troy. Objectives: To draw my own conclusion about the Ancient Greek story of the Trojan Horse To evaluate stories from history by examining sources of evidence You may also like: Ancient Greeks Lessons Pack for KS2: A fully-resourced unit of 10 history lessons for KS2, covering the Ancient Greece topic. This primary history resource has been created by KS2History.

This is a enquiry into the Ottoman Empire. Cause for the Ottoman Rise to power Suleyman Comparison between Suleyman and Henry VIII Court and political life The role and importance of women in the Ottoman Court There are worksheets included in this enquiry. However, the Meeting of Minds Islamic World Textbook would greatly enhance your teaching of this enquiry. All lessons include the following: Retrieval Hook Discussion Questions Activity Sheets Stretch and Challenge Plenary

This activity was set up around my room so that various groups of pupils could sit and have a go at finding out information for themselves about earthquakes. I have used this with a fairly low ability group so you may want to adapt to strectch your higher groups. Each activity is numbered and has instructions so you should be able to work it out, but please ask if it is too confusing

Web enquiry- students use laptops and work their way through enquiry. Could produce differentiated worksheets to support SEN. Was used with year 7.

A series of lesson on the Kingdom of Benin. Why was Benin so remarkable? Trade, Culture and Connection to wider world How was society structured in Benin? Society and Structure Who should have the Benin Heads? How have Interpretations of Benin changed through time ? All lessons include the following: Retrieval Hook Discussion Questions Activity Sheets Stretch and Challenge Plenaries All lessons are fulled resourced. However, this scheme of work can also be used alongside the new KS3 History of West Africa Textbook.

A lesson designed for Year 3 but easily adaptable. Children are guided through a basic enquiry to help them formulate questions and answers about the symbolism of the Christingle. Includes concepts on Jesus Light of the World and Love. Ends with children making their own Christingle.

A secondary data geographical enquiry whereby students explore the demographic characteristics of their local area using census data. Includes: Key term list for the lesson Web links and step by step instructions to source sites e.g. ONS website and Datashine Modelled examples of how to describe data Extension questions embedded throughout Conclusion structure Template for students to complete on google classroom. Lesson will require individual laptop/computer access. Should cover 2-3 lessons.

These resources are designed to ensure geographical fieldwork can be undertaken at ANY school, with no specialist equipment required this is an idea set of resources to introduce the concept of fieldwork to KS3 students.

A complete unit. Download this packet and share with your students. Activities included can be done at home or in class. More specifically, the unit inquires into; Kinetic and Potential Energy Forms of Kinetic and Potential Energy like radiant energy, mechanical energy, nuclear energy, chemical energy etc. A deeper inquiry into radiant energy i.e. the electromagnetic spectrum A deeper inquiry into sound energy i.e. waves

This unit is designed to develop student skills in preparation for GCSE Geography (most suitable for Year 9 but could be taught in Year 8). Kenya is used as place for students to explore and enquire, as most students will have a limited awareness of Kenya. The unit develops geographical skills whilst exploring a number of places and pertinent issues. The end state for students is an enquiry based article comparing Kenya to one or two other places. Recommended time on the article is 4-5 ICT lessons and 2-3 homework’s. Lessons are designed for 50 minutes to 1 hour of teaching. Total lesson time approximately 15 lessons. All lessons have a starter and lesson aim. All PowerPoints in the same signature style. Lesson sequence: 1 - Kenya, learning to enquire 2 - Tourism in the Kenya 3 - What makes a good article? 4 - South Africa: a comparison 5 - The World Cup 2010 6 - Starting your enquiry 7 - Sudan: a comparison 8 - Healthcare comparison 9 - Characteristics of LEDCs 10 - Article review For more resources visit This is Geography. Full SoW for all new GCSE specifications - AQA, Edexcel, OCR, CIE IGCSE, Edexcel IGCSE and Eduqas. As well as over 200 lessons for KS3 and KS2. Want something bespoke designing? Email us for further details info@thisisgeography.co.uk

Complete lesson All resources required for lesson attached, including video links in PowerPoint notes section. PowerPoint self explanatory. LOs Define key fieldwork terminology. Set a hypothesis for our enquiry. Create a sketch map of the area we are going to investigate.

How effectively did the Nazi Regime use propaganda between 1933 and 1945? Propaganda and the Hitler Myth Includes: - Definition of Propaganda - Methods of Propaganda > Radio > Posters and Newspapers > Film > Rallies and Parades - The Hitler Myth - Conclusion + historical interpretations and primary sources Created during studying for AQA A Level History: Democracy and Nazism: Germany, 1918–1945

Each resource has a starting point/stimulus and discussion points and ways to guide the enquiry on a wide range of concepts from dreams to fairness.

This is a lesson used to explore the question, “Why did Rome become the capital of the Empire?” It has links both to geography and history, and would be ideally suited to a topic on the Romans or on Italy the country. Originally I used this in KS2. The main skills focus is on exploring how the physical features of a place affect human activity and economic growth.

These lessons take 4-5 lessons to complete. Creative enquiry looking at staging Macbeth. Can be assessed as speaking and listening. Group work - considering themes, connotations of choices of language and setting etc.

An enquiry into Hurricane Dorian August/September 2019. Students use latitude and longitude to track the path of Hurricane Dorian, investigate hurricanes in general and the impact of Hurricane Dorian on the Bahamas. An answer key is provided.