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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.
1536 rebellions
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1536 rebellions

(0)
Ppt with audio. Can be used to support remote/flipped learning. Accompanying core notes attached
Pineapple Project - KS3 cross-curricular
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Pineapple Project - KS3 cross-curricular

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KS3 cross-curricular project, written for the school closure. The idea is that it each activity is a stimulus for students who can then take their interests in any direction their curiosity leads.
Edward VI - spaced learning overview activity
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Edward VI - spaced learning overview activity

(1)
Although this is all on one powerpoint, I used it in 2 halves, as an intro to Somerset and then as an intro to Northumberland. Spaced learning works on the principle of repeating an activity to enhance recall. I do the first run through explaining the content. then there is a 5 minute break for juggling (or simon says, or…) then we repeat - they give as much info as they can and I clarify through questions or reminders break 3rd and final run through they have to give me all of it - I sometimes run this as a competition ‘me vs. them’ - every time I have to tell them something they lose a point from a starter of 10 and I gain one from a starter of 0. Lastly they need to test themselves independently - you can do this by a written ‘quiz’ or by giving them a copy of the ppt slides and requiring them to annotate them
The  Somme 1916
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The Somme 1916

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Exercise to encourage collaborative learning and to develop analytical essay writing skills. Class is split in half. Each half has different interpretation (Haig was / was not a terrible leader of the allied forces) These teams collect evidence into a table under 3 headings. Then pairs are made - 1 from each interpretation. Using guidance given, they write an analytical answer exploring the extent to which Haig deserves the title 'the butcher of the Somme'.
Henry VIII and the English Reformation 1535-Oct 1536
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Henry VIII and the English Reformation 1535-Oct 1536

(0)
1) introduction lesson - 'silent sentences' activity 2) Core notes for the A2 course, covering the period from Jan 1535 to Oct 1536 (as Pilgrimage of Grace is about to start) for students 3) Structured discussion lesson to consolidate understanding 4) source work - comparative evaluation in line with new spec
GAME - Henry VIII and the English Reformation 1529-1534 (Wolsey's fall to Act of Supremacy)
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GAME - Henry VIII and the English Reformation 1529-1534 (Wolsey's fall to Act of Supremacy)

(3)
Inspired by the idea of learning grids (See Outstanding teaching Engaging Learners by Andy Griffith and Mark Burns, p38), this game contains all the key events of the period from 1524-1534 - the King's Great Matter (quest for an annulment) to the Act of Supremacy. Rules for the game are included. The objectives are to recap key events and to link ideas together. A summary of events in the years 1524-1534 (pertinent to the annulment/supremacy) is also included.