**A series of A5 revision guides I’ve created for Edexcel Crime and Punishment. Four books in total. Each book focuses on a different era. ** Medieval c.1000 - c.1500 Early Modern c.1500 - c.1700 Industrial Revolution c.1700 - c.1900 4. Modern c.1900 - c.2000 Each book contains the era’s approach to crime, law enforcement and punishment. It also carefully explains why elements are new and which have continued from earlier time periods. Each section of work has mini tasks to go with it in the booklet and has time period specific exam questions at the back of the booklet. These booklets are perfect for revision, catch up when students have been absent from the classroom for a long period of time or even homework.

A series of A5 revision guides I’ve created for Edexcel Crime and Punishment. Four books in total. Each book focuses on a different era. Medieval c.1000 - c.1500 Early Modern c.1500 - c.1700 3. Industrial Revolution c.1700 - c.1900 Modern c.1900 - c.2000 Each book contains the era’s approach to crime, law enforcement and punishment. It also carefully explains why elements are new and which have continued from earlier time periods. Each section of work has mini tasks to go with it in the booklet and has time period specific exam questions at the back of the booklet. These booklets are perfect for revision, catch up when students have been absent from the classroom for a long period of time or even homework.

**A series of A5 revision guides I’ve created for Edexcel Crime and Punishment. Four books in total. Each book focuses on a different era. ** 1. Medieval c.1000 - c.1500 2. Early Modern c.1500 - c.1700 3. Industrial Revolution c.1700 - c.1900 4. Modern c.1900 - c.2000 Each book contains the era’s approach to crime, law enforcement and punishment. It also carefully explains why elements are new and which have continued from earlier time periods. Each section of work has mini tasks to go with it in the booklet and has time period specific exam questions at the back of the booklet. These booklets are perfect for revision, catch up when students have been absent from the classroom for a long period of time or even homework.

I have written a series of lessons promoting powerful female figures in History that predate the Tudors. The thinking was to make my curriculum more inclusive and to improve the gender balance across key stage 3 in terms of the content that is taught. As such, my ‘herstory’ (instead of History) unit is something I’m quite proud of. The lessons can be taught either in isolation as case studies, embedded into the curriculum taught in year 7 or taught as its own unit of work in its own right. Lessons include: Lesson 1 - Boduccia Lesson 2 - Empress Matilda Lesson 3 - Eleanor of Aquitaine Lesson 4 - Joan of Arc All lessons are written for students with a reading age between 11-12 to ensure accessiblity. All resources are included with the lesson. Lesson can be taught by a non-specialist.

I have created a series of flash cards set out as follows: Border colours to cards: Purple = Overview of topic (why did crime / law enforcement change in this era) Green = Crimes in this time period Blue = Law enforcement in this time period Red = Punishment in this time period Yellow = Case study in this time period Black = Whitechapel Case study. Each card is laid out as follows: Time period Name of factor / event Description of the event Specific facts for factor / event I have created these cards for my current year 10 and 11s and I’ve had a lot of positive feedback from them. We have used them for revision, to prepare for GCSE practice questions, for starter and plenary activity and for peer led questioning. The cards just about fit into most modern school blazer front pockets, so many of my students have taken to keeping them on their person at all times. The colour coded borders have made it easy to compare factors across time periods, such as - how has poaching developed as a crime 1000-1900.

Lessons included in scheme of work: Birth of an empire - Jamestown, 1607 The East India Company, 1688 The Boston Tea Party, 1773-75 The Battle of Trafalgar, 1805 **5. The Opium Wars, 1839 ** Enquiry question: Did the British Empire value profit over people? All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. This scheme of work has been designed for a year 8 class that is moving away from the Tudors and into the British Empire / slavery / industrial revolution area of the curriculum.

Lessons included in scheme of work: Birth of an empire - Jamestown, 1607 The East India Company, 1688 The Boston Tea Party, 1773-75 **4. The Battle of Trafalgar, 1805 ** The Opium Wars, 1839 Enquiry question: Did the British Empire value profit over people? All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. This scheme of work has been designed for a year 8 class that is moving away from the Tudors and into the British Empire / slavery / industrial revolution area of the curriculum.

Lessons included in scheme of work: Birth of an empire - Jamestown, 1607 The East India Company, 1688 **3. The Boston Tea Party, 1773-75 ** The Battle of Trafalgar, 1805 The Opium Wars, 1839 Enquiry question: Did the British Empire value profit over people? All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. This scheme of work has been designed for a year 8 class that is moving away from the Tudors and into the British Empire / slavery / industrial revolution area of the curriculum.

Lessons included in scheme of work: Why did people believe in witches? Did the Civil War create more witches? How important was Matthew Hopkins? Case Study: The Pendle Witches 5. Why did people stop believing in withes? Enquiry question: Why were so many people accused of witchcraft in the 17th century All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. This scheme of work has been designed for a year 8 class that covers life in England during the English Civil War. It has been a successful way of bridging schemes of work between Tudors and the start of the British Empire.

**Lessons included in scheme of work: Why did people believe in witches? Did the Civil War create more witches? 3. How important was Matthew Hopkins? Case Study: The Pendle Witches Why did people stop believing in withes? Enquiry question: Why were so many people accused of witchcraft in the 17th century All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. This scheme of work has been designed for a year 8 class that covers life in England during the English Civil War. It has been a successful way of bridging schemes of work between Tudors and the start of the British Empire.

Lessons included in scheme of work: 1 of 5 - What was the impact of the Treaty of Versailles? 2 of 5 - The Rise and Fall of Hitler 3 of 5 - From Prison to Ultimate Power 4 of 5 - How the Nazis controlled a population 5 of 5 - Life in Nazi Germany Assessment Enquiry question: Did the Treaty of Versailles make Hitler’s rise to power inevitable? All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. Assessment is based on the Edexcel GCSE Source Analysis skill set. This scheme of work has been designed for a year 9 class that has as finished looking at World War 1 and is starting to look at the events leading up to World War 2. The scheme has been designed to have a human element. I wanted to look at post-1918 Germany through the eyes of every day German citizens to get an understanding about how someone like Hitler was able to take control.

Lessons included in scheme of work: 1 of 5 - What was the impact of the Treaty of Versailles? 2 of 5 - The Rise and Fall of Hitler 3 of 5 - From Prison to Ultimate Power 4 of 5 - How the Nazis controlled a population 5 of 5 - Life in Nazi Germany Assessment **Enquiry question: **Did the Treaty of Versailles make Hitler’s rise to power inevitable? All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. Assessment is based on the Edexcel GCSE Source Analysis skill set. This scheme of work has been designed for a year 9 class that has as finished looking at World War 1 and is starting to look at the events leading up to World War 2. The scheme has been designed to have a human element. I wanted to look at post-1918 Germany through the eyes of every day German citizens to get an understanding about how someone like Hitler was able to take control.

I have written a series of lessons promoting powerful female figures in History that predate the Tudors. The thinking was to make my curriculum more inclusive and to improve the gender balance across key stage 3 in terms of the content that is taught. As such, my ‘herstory’ (instead of History) unit is something I’m quite proud of. The lessons can be taught either in isolation as case studies, embedded into the curriculum taught in year 7 or taught as its own unit of work in its own right. Lessons include: Lesson 1 - Boduccia Lesson 2 - Empress Matilda Lesson 3 - Eleanor of Aquitaine Lesson 4 - Joan of Arc All lessons are written for students with a reading age between 11-12 to ensure accessiblity. All resources are included with the lesson. Lesson can be taught by a non-specialist.

Lessons included in scheme of work: 1 of 5 - The Rise of the Lancastrian Kings 2 of 5 - Herstory: Joan of Arc 3 of 5 - The War of the Roses 4 of 5 - The Princes in the Tower Mystery 5 of 5 - The Rise of the Tudors All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. The lessons have been carefully designed to take students (Ideally year 7) through the narrative of the War of the Roses step by step. We start by looking at the reign of King Richard II, those students who have covered the Peasants Revolt will be able to recall his actions here and tie together why he was unpopular. From there, we look at the events and actions of the different leaders until we arrive at the Tudor dynasty. The whole scheme should take roughly a half term to work through. This scheme of work satisfies the National Curriculum: The development of Church, state and society in Medieval Britain 1066-1509 The Hundred Years War The Wars of the Roses; Henry VII and attempts to restore stability

Lessons included in scheme of work: 1 of 5 - The Rise of the Lancastrian Kings 2 of 5 - Herstory: Joan of Arc 3 of 5 - The War of the Roses 4 of 5 - The Princes in the Tower Mystery 5 of 5 - The Rise of the Tudors All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. The lessons have been carefully designed to take students (Ideally year 7) through the narrative of the War of the Roses step by step. We start by looking at the reign of King Richard II, those students who have covered the Peasants Revolt will be able to recall his actions here and tie together why he was unpopular. From there, we look at the events and actions of the different leaders until we arrive at the Tudor dynasty. The whole scheme should take roughly a half term to work through. This scheme of work satisfies the National Curriculum: The development of Church, state and society in Medieval Britain 1066-1509 The Hundred Years War The Wars of the Roses; Henry VII and attempts to restore stability

Lessons included in scheme of work: 1 of 5 - The Rise of the Lancastrian Kings 2 of 5 - Herstory: Joan of Arc 3 of 5 - The War of the Roses 4 of 5 - The Princes in the Tower Mystery 5 of 5 - The Rise of the Tudors Additional note: *This lesson purposefully misses the point that Henry VII likely had some involvement in the boys going missing. This point is revealed in the follow up lesson during the Rise of the Tudors. * All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. The lessons have been carefully designed to take students (Ideally year 7) through the narrative of the War of the Roses step by step. We start by looking at the reign of King Richard II, those students who have covered the Peasants Revolt will be able to recall his actions here and tie together why he was unpopular. From there, we look at the events and actions of the different leaders until we arrive at the Tudor dynasty. The whole scheme should take roughly a half term to work through. This scheme of work satisfies the National Curriculum: The development of Church, state and society in Medieval Britain 1066-1509 The Hundred Years War The Wars of the Roses; Henry VII and attempts to restore stability

Lessons included in scheme of work: 1 of 6 - What was life in Africa like? 2 of 6 - The Middle Passage 3 of 6 - Save auctions and life on the plantations 4 of 6 - Resistance to slave trade 5 of 6 - The abolition of the slave trade 6 of 6 - The Legacy of the slave trade Enquiry question: What was the experience of those enslaved by the Transatlantic slave trade? All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. The scheme of work is designed for students in year 8 and slots neatly between schemes of work on the British Empire and the Industrial Revolution. This scheme of work satisfies the National Curriculum’s need for ’ at least one study of a significant society or issue in world history and its interconnections with other world developments.’ I have put a lot of thought and effort into providing an human experience led scheme of work that looks at the individual struggles of those who were enslaved as well as the international reasons for the slave trades existence.

Lessons included in scheme of work: 1 of 6 - What was life in Africa like? 2 of 6 - The Middle Passage 3 of 6 - Save auctions and life on the plantations 4 of 6 - Resistance to slave trade 5 of 6 - The abolition of the slave trade 6 of 6 - The Legacy of the slave trade Enquiry question: What was the experience of those enslaved by the Transatlantic slave trade? All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. The scheme of work is designed for students in year 8 and slots neatly between schemes of work on the British Empire and the Industrial Revolution. This scheme of work satisfies the National Curriculum’s need for ’ at least one study of a significant society or issue in world history and its interconnections with other world developments.’ I have put a lot of thought and effort into providing an human experience led scheme of work that looks at the individual struggles of those who were enslaved as well as the international reasons for the slave trades existence.

Lessons included in scheme of work: 1 of 6 - What was life in Africa like? 2 of 6 - The Middle Passage 3 of 6 - Save auctions and life on the plantations 4 of 6 - Resistance to slave trade 5 of 6 - The abolition of the slave trade 6 of 6 - The Legacy of the slave trade Enquiry question: What was the experience of those enslaved by the Transatlantic slave trade? All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. The scheme of work is designed for students in year 8 and slots neatly between schemes of work on the British Empire and the Industrial Revolution. This scheme of work satisfies the National Curriculum’s need for ’ at least one study of a significant society or issue in world history and its interconnections with other world developments.’ I have put a lot of thought and effort into providing an human experience led scheme of work that looks at the individual struggles of those who were enslaved as well as the international reasons for the slave trades existence.

Lessons included in scheme of work: 1 of 6 - What was life in Africa like? 2 of 6 - The Middle Passage 3 of 6 - Save auctions and life on the plantations 4 of 6 - Resistance to slave trade 5 of 6 - The abolition of the slave trade 6 of 6 - The Legacy of the slave trade Enquiry question: What was the experience of those enslaved by the Transatlantic slave trade? All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. The scheme of work is designed for students in year 8 and slots neatly between schemes of work on the British Empire and the Industrial Revolution. This scheme of work satisfies the National Curriculum’s need for ’* at least one study of a significant society or issue in world history and its interconnections with other world developments.’* I have put a lot of thought and effort into providing an human experience led scheme of work that looks at the individual struggles of those who were enslaved as well as the international reasons for the slave trades existence.