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

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.

Edexcel History GCSE (from 2016) (9-1) British America, Lesson 10: Why did British America begin to rebel against its mother country? Printable lesson designed as a work book.

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 lesson was designed for Edexcel History GCSE, Paper 1: Crime & Punishment. This lesson was designed for the Whitechapel depth section of the paper. Lesson enquiry: How did stereotyping of immigrant communities impact crime in Whitechapel? Learning objectives: To know the different immigrant groups in Whitechapel and why they came to London. To understand where stereotypes about each group came from. To be able to evaluate the impact of tensions against immigrant communities on crime & punishment in Whitechapel. Download contains: Full lesson with printable resources (slides 8, 10 and 13). Five possible exam questions (for the Edexcel paper) on the topic. All were taken from the Pearson and Hodder exam-approved textbooks. Some teacher knowledge on the roots of anti-Semitism and demands of the exam board are required. Not a whiz-bang lesson but very straightforward and hopefully useful!

Edexcel History GCSE (from 2016) (9-1) British America, Lesson 1: Introduction to British America Lesson designed as a printable workbook. You will need to add a video on the British Empire for page 5.

Full lesson for Edexcel GCSE History (from 2016)(9-1) Richard & John unit, Lesson 1: Why did people go on Crusade? Lesson is designed as a work booklet which can be completed independently.

History Edexcel GCSE (from 2016)(9-1) Richard and John unit, Lesson 15: Why had John’s relationship with the barons broken down by 1215? Lesson designed in a work pack which can be completed independently.

This Y8 lesson investigates the long-term causes of WW1. The main activity is sorting the cards into the MAIN causes. Militarism Alliances Imperialism Nationalism Originally designed for a higher ability group.

A set of cards explaining how Christianity influences the UK. I got students to put these on a spectrum according to what they thought had the biggest/least impact for them personally.

A lesson I created for the Christianity unit on Ukraine and Christianity. The lesson examines Christianity in Ukraine, as well as how Christians have responded to the refugee crisis.

This Y8 lesson introduces WW1 by looking at the context of Europe in 1914. Students investigate what countries were worried about, what was important to them, what the friendships and rivalries were. By exploring this, students can start to come up with ideas about what might lead to a war. I’ve taught this for a number of years now and found that from this lesson, students are able to fairly accurately predict the causes of WW1.

This Y8 lesson examines the Moroccan Crises as a cause of WW1. Full lesson available.

PPT explaining the Ukraine/Russia crisis. Created in Feb 2022 but only just got round to uploading it! Hope parts may still be useful. This was delivered in tutor/assembly/PSHE time.

This Y8 lesson introduces the idea of the Catholic and Protestant Churches in the 1500s, and the origins of the Protestant Church. Ideal as an introductory lesson for the Great Reformation or the Tudors.

Activity designed for Y7 pupils on the Norman Conquest. While a teacher reads the story, students find and chronologically organise the story cards. Alternatively, you could cut up the picture cards and the word parts of the story and have students match them.

Essay planning sheet to support Y7 at the end of the Norman Conquest unit. Essay title: “William only won the Battle of Hastings because he got lucky.” How far do you agree? The sheet supports students in structuring their answer. They will need a lesson looking for evidence to fill in the sheet, and then they can write up their full/part answers after.

Resources for a lesson looking at how William’s preparations helped him win the Battle of Hastings, designed for Y7. I pair this with the Norman Conquest story cards activity (also available in my TES store for free) so students can compare luck vs preparations as factors.

Full lesson from the KS3 Jack the Ripper unit. Lesson title: Why was East London an ideal place for a serial killer in 1888? This is part of an overarching enquiry on why the Ripper was never caught. This lesson serves as an introduction to the Whitechapel area. Students use sources to investigate Whitechapel.

Y7 lesson, looking at how much change and continuity there was after the Norman Conquest. Pairs with the lesson on life in Anglo-Saxon times, also available for free in my TES store.