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10 BALL GAMES: SUBVERSIVE TEACHING IN 21ST CENTURY. We innovate, constantly. We see the extraordinary in the everyday. We know that real education is about feeding the soul, not just passing exams. We sometimes see children with problems, we don't see children as problems. We re-draw the boundaries of the possible. We survive, despite the slings and arrows of outrageous policy. Freely sharing resources gives us time to do these things. Please help yourself, and play on.

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10 BALL GAMES: SUBVERSIVE TEACHING IN 21ST CENTURY. We innovate, constantly. We see the extraordinary in the everyday. We know that real education is about feeding the soul, not just passing exams. We sometimes see children with problems, we don't see children as problems. We re-draw the boundaries of the possible. We survive, despite the slings and arrows of outrageous policy. Freely sharing resources gives us time to do these things. Please help yourself, and play on.
Appeasing HItler
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Appeasing HItler

(18)
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
How to write an essay
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How to write an essay

(21)
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.
Drawing for Learning - ideas/observations
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Drawing for Learning - ideas/observations

(3)
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.
Y8 SOW Unit 1 Is absolute power possible?
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Y8 SOW Unit 1 Is absolute power possible?

(7)
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!
WHY SO MANY WARS IN MIDDLE AGES? SOW
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WHY SO MANY WARS IN MIDDLE AGES? SOW

(9)
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.
Henry VIII and English Reformation
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Henry VIII and English Reformation

(3)
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.
World War I GCSE key info summary
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World War I GCSE key info summary

(5)
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.
Life in the Trenches
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Life in the Trenches

(10)
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'
From Schlieffen Plan to Stalemate
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From Schlieffen Plan to Stalemate

(12)
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
Winning the war and losing the peace
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Winning the war and losing the peace

(2)
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.
League of Nations Strengths & Weaknesses
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League of Nations Strengths & Weaknesses

(4)
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.
Wolsey
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Wolsey

(6)
Activities and notes for teaching Wolsey (written as part of the English Reformation unit but could be used more widely). Teacher notes included.
How to decode a history question
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How to decode a history question

(3)
Guide for students to help them work out what is being asked in a history exam question and recognise the basic structure of the answer required. [to help them write the answer, see 'how to help students write essays' on TES]
Effective A Level Discussions
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Effective A Level Discussions

(9)
This is an outline of a lesson structure I use all the time to create more lesson time for developing understanding, rather than knowledge transmission, and to encourage students to become more independent in their arguments.