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Peter Fensome's Shop

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(based on 33 reviews)

Currently working from home whilst looking for new position teaching KS3-5 in September 2020. Interested in what lessons people would be interested in - leave a comment in Feedback and I’ll see what I can do.

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Currently working from home whilst looking for new position teaching KS3-5 in September 2020. Interested in what lessons people would be interested in - leave a comment in Feedback and I’ll see what I can do.
The Night of the Long Knives
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The Night of the Long Knives

(11)
Focussed lesson on the Night of the Long Knives with emphasis on group work and individual writing to build confidence in paragraph writing. Easily adapted with a good range of resources.
The Role of Theatre in Elizabethan Life
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The Role of Theatre in Elizabethan Life

(3)
Linked to AQA GCSE Depth Study Elizabethan England. Consideration of the role of theatre in Elizabethan life with 8 mark question centred on Victorian source showing Elizabeth at the Globe Theatre.
Intro to Civil Rights - Jim Crow Laws-How did White Americans Control Black Americans 1877-1954
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Intro to Civil Rights - Jim Crow Laws-How did White Americans Control Black Americans 1877-1954

(2)
The lesson looks to provide students with an understanding of why there needed to be a Civil Rights movement in the USA in the 1950s and how the Jim Crow Laws were used by white Americans to oppress Black Americans leading to organised protests. The aim is to allow students to identify various means of protest from passive to violent that can then be explored in future lessons. The lesson was delivered to a class that had not done slavery for over a year so key information on slavery leading up to the Emancipation (1863) and Freedom of slaves (1865) was built in.
What made Galen Famous
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What made Galen Famous

(2)
Power point highlighting reasons for Galen's Fame that draws on a text book to find answers before identifying similarities and differences between Galen and Hippocrates. Leads into a student led linking exercise to identify similarities and differences between the two men before completing an 8 point exam style question. Lesson can be split or elements taken out dependent on ability
WW2-Was the USA Justified in Dropping the Atomic Bombs on Japan in 1945
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WW2-Was the USA Justified in Dropping the Atomic Bombs on Japan in 1945

(1)
Lesson seeks to challenge students to consider the USA’s justification in 1945 for dropping the Atomic Bombs on Japan. Intentionally seeks to minimise over emphasis on the moral issue which can cloud analysis of whether in 1945 (versus 2015) the USA had a case or not. Emphasis on discussion and debate but could be turned into a written answer if necessary.
How did Appeasement lead to WW2
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How did Appeasement lead to WW2

(1)
Use either as an introduction to appeasement or as revision. The lesson was designed to deliver students an overview and sufficient detail to start making kinks and judgements on which event between 1935 and 1939 led to WW2. Could be easily split in to 2 lessons if you wish to cover in more depth.
The Industrial Revolution - The Great Exhibition  (A Factory Worker's Perspective)
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The Industrial Revolution - The Great Exhibition (A Factory Worker's Perspective)

(1)
Building on the student's understanding of the Industrial Revolution this lesson sought to get them to consider the Great Exhibition from a Factory Worker's perspective. Video sources provided a prompt and ideas of how working class people felt about it. (Potentially drop video first video if time does not allow). Pictures of the Great Exhibition allowed students to wander around the classroom gaining ideas and a sense of what the Exhibition might of looked like.
Origins of US Involvement in the Vietnam War 1954-1965
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Origins of US Involvement in the Vietnam War 1954-1965

(1)
A revision session (30 mins) in which students create connections between key events, people and dates. Each student is then given a colour coded question which they must answer in writing in 8 minutes but must not write the question down . Students then swap papers. The marker's first task is to work out what the question was and write this below the answer before marking the paper guided by the key points on the final slide. gets student thinking about whether they have answered the question and identifying what a good answer is.
How did Edward Jenner Defeat Smallpox
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How did Edward Jenner Defeat Smallpox

(0)
A fairly didactic lesson (expanded through Q&A) designed to ensure students have the detail before developing assess-analyse through Question types in preparation for exam questions.
How did Hitler seize control of Germany
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How did Hitler seize control of Germany

(0)
Introduction to key events leading up to establishment of Hitler as a Dictator. Lesson looks to provide overview before going in to depth on key events eg; Reichstag Fire, Enabling Act etc.
WW2-Was D Day Really that Significant?
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WW2-Was D Day Really that Significant?

(0)
A lesson focussed on source analysis and writing skills. Students are asked to quickly summarise D Day and make a judgement on its significance based on a map, summary and short video clip. They are then provided some additional sources which provide alternative views regarding its significance before writing their final response to the Key Question. Interesting to see students making the conceptual leap from D Day in WW2 to the start of Cold War friction without being prompted.