Is IVF a miracle of science or simply man interfering in the laws of nature and natural conception? If a couple are infertile is it the will of God or an illness which can be treated like any other infection or disease? Should women past their natural child bearing age or same sex couples be allowed to have children through IVF? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against IVF. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as eighteen fully editable statements that can sorted under them. I’ve also linked in three video clips to this page which are worthwhile watching with your students depending on their ability. The aims of this lesson / activity are: Theme: The Value of LIfe Know: What is IVF? Understand: What are the arguments for and against the use of IVF? Evaluate: Should scientist interfere with the laws of nature and natural conception through IVF? WILF - What am I Looking For? Identify and describe - What is IVF and why are some people opposed to it? Explain - the arguments for and against using IVF to help people become parents? Analyze - Should scientist interfere with the laws of nature and natural conception through IVF? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The issue of censorship continues to be a controversial subject in most democratic societies. Should public morally be protected? Should children be shielded from violence and sexually explicit material? Should the rich and famous be protected by privacy laws? Should the government stop terrorist groups using social media to recruit and spread their ideology? How about freedom of speech or the issue of fake news? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against the use of censorship. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organise them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity or add additional ideas from the class discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted. The aims of this lesson / activity are: Theme: Moral Moral philosophy and ethics Know: What is censorship of the media? Understand: What are the arguments for and against censorship of the media? Evaluate: How far should media be censored in a democratic society? WILF - What am I Looking For? Identify and describe - What is censorship of the media? Explain - the arguments for and against censorship of the media? Analyse - How far should media be censored in a democratic society? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The issue about whether or not society should execute convicted murderers is highly controversial. Recent polls still show a lot of popular support for the death penalty but Parliament still opposes its reintroduction. In countries where the death penalty does exist, a large number of those on death row are often people who are foreigners, outsiders or misfits. Black people make up 10% of US society but 30% of those on death row. Could this be due to racist judges and juries? This outstanding resources has been tried and tested in the classroom over many years and aims to help students understand some of the main arguments for and against the death penalty. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is the death penalty? Understand: What are the moral arguments for and against the death penalty? Evaluate: Should society execute convicted murderers? WILF - What am I Looking For? Identify and describe - What is the death penalty? Explain - the moral arguments for and against the death penalty? Analyse - Should society execute convicted murderers? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

Seating plans are great tool to help you learn the names of your students and sit them according to the data you’ve been given for your students. This great resource is designed to be used as a seating planner for a typical science classroom. Simply pick the layout which best matches your room and then customise the slide. You can then then copy and paste the slide to create a set for your timetable. When you purchase this resource you will be able to download a Mircosoft PowerPoint which includes eight slides and a title page. Each slide has a standard science classroom layout. On each table there are two name boxes. Simply delete the text and add your pupils names. Please see previews for more information. The last two slides offer advice on where to sit students based upon research on ‘attention zones’ and the amount of information students retain. When moving the tables around your template, it sometimes easier to group them together. Once complete, you can beam your new seating plan on your IWB to help you learn their names and so that everyone knows where they are sitting. Kind Regards Roy

This outstanding lesson was written to help students studying the Norman Conquest by giving them a decision making challenge. It focuses on the problems facing King Harold when he arrived in London, shortly after having won the Battle of Stamford Bridge. Students have to review the pros and cons of rushing down to Hastings in order to face Duke William and then write a speech explaining why Harold should rush into battle. The tasks and activities included in this lesson are suitable for the full range in Year 7 and have been improved an refined based upon best practice. When you purchase this resource, you will be able to download a 17 slide PowerPoint Presentation that includes aims, objectives, differentiated outcomes, starter, plenary, tasks, activities, consolidation exercises, information slides, and historical sources. The lesson opens with a selection of starts before moving onto setting the scene for Harold’s war council. Students are then given a series of statements to sort into a graphic organiser setting out the pros and cons of marching immediately south. Once complete they then review a speech arguing caution and then have a go at writing a speech arguing immediate action to tackle Duke William. The aims and objectives for this lesson are: Theme: Why did William win the Battle of Hastings? Know: What were Harold’s options after the Battle of Stamford Bridge? Understand: Why did Harold decide to rush into battle? Evaluate: Was William a better leader than Harold? Skills: Cause and Consequence, Source Analysis, Interpretation and Judgement. WILF – What Am I Looking For? Identify & describe: What were Harold’s options after the Battle of Stamford Bridge? Explain: Why did Harold decide to rush into battle? Analyse: Was William a better leader than Harold? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

If you are looking for a lesson which ticks all the boxes on collaborative learning then this beautifully illustrated market place activity on the Home Front during the First World War is designed to help students assess both its significance as well as how civilians were affected by the war. This is a great engaging lesson which will help to enhance your teachers toolkit and get your students talking for weeks and doing extra projects. As you can see from the detailed preview slides, the tasks and activities have been written to appeal to the full spectrum of ability and have been set up around the market place activity where the key slides in the PP are printed off and either pinned on the classroom walls or set out on the tables so that students move around and fill in their information on the summary sheet. This is a very proactive lesson designed to get students up, moving around, sharing and working collaboratively. As an additional layer of differentiation, I have ragged or traffic lighted the information slides to help direct students. Once students have gathered the information together they can either share it in a class discussion or answer a series of question, create a mind map or attempt an extended writing task. When you purchase this resource you will receive a twenty one slide PowerPoint which includes an optional ‘snowballing’ or a ‘buzz and go starter’, introduction, the market place activity and information slides on the Home Front. You can then choose to consolidate what your students have learnt through a class discussion, heads and tails quiz or a post-it note continuum exercise. The extra resources section includes templates and writing frames to support an extended writing tasks on: ‘How important were the different roles that women played in helping Britain to win the World War II?’ We have also included a homework and word search activity. Everything has also been uploaded as a PDF file and a Microsoft Office file so that you can easily sequence and edit the lesson to suit your students and the context of your school The aims and objectives for these resources are as follows: Theme: The Home Front Know: Why was there a shortage of ‘manpower’ during the war? Understand: What roles women played during the Second World War? Evaluate: How important were these roles in helping to win the war? WILF – What Am I Looking For? Can You Describe: Why was there a shortage of ‘manpower’ during the war? Can You Explain: What roles women played during the Second World War? Can You Analyse: How important were these roles in helping to win the war?

After several requests, the History Academy has uploaded a SEND card sort to help students explain why the RAF won the Battle of Britain. It could be used alongside any main stream text book or video on this topic. If you would like to dig deeper then we already have some detailed PowerPoints and worksheets on the Battle of Britain, which can also be purchased from our TES shop. This resource is also ideal for those who are looking to only touch this topic lightly in a single lesson. I have also linked in some video clips to help those hard pressed for time. When you purchase this resource, you will be able to download a single page word document which includes a learning objective, instructions, two heading cards labelled ’ The RAF was strong’ and ‘The German Air force was weak’ as well as sixteen statement cards that can be cut out and sorted under them. If you are looking to shorten the time spend on the card sort, you could cut out the cards and keep them in envelopes for students to take out and sort, or you could instead create a colour key to help them identify which headings they wanted to sort them under. Once students have completed the card sort, there is a second activity which gets them to write an extended answer to the core question. I would recommend getting your students to write ‘on the one hand it could be argued that the most important reason was … whilst on the other hand’ or ‘however, there are those who would disagree and argue…’ The aims and objectives of this lesson are: Theme: The Second World War Know: What factors helped the RAF win the Battle of Britain? Understand: What factors helped Germany to lose the Battle of Britain? Evaluate: Which factor was the most important? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: Why the RAF won the Battle of Britain? Explain: Why did Germany lose the Battle of Britain? Analyse: Which was the most important factor? Please remember that this resource has been primarily designed for SEND students. If you like a more detailed version to extend middle and upper ability, then visit our TES shop. If you would also like to stay up to date without latest offerings, then you can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal. Kind Regards Roy

This beautifully illustrated lesson has been designed to help students understand why Great Britain wanted to build an empire, This can be quite a challenging topic to teach in an interesting and engaging way, but this tried and tested lesson has been refined in the classroom over many years by experienced teachers. It is suitable for the full ability range and includes eight addition activities to the card sort, which can be mixed and matched to suit your curriculum time and students. When you purchase this resource, you will be able to download a single page Word Document and a twenty six slide PowerPoint Presentation. The Word Document includes includes a learning objective, instructions, ten heading cards labelled 'Technology’, ‘Trade’, ‘Navy’ , ‘Religion’, ‘Raw Materials’, ‘Competition’, ‘Racism’, ‘Slavery’, ‘Population’ and ‘Power’ as well as 19 statement cards that can be cut out and sorted under them. If you are looking to shorten the time spent on the card sort, you could cut out the cards and keep them in envelopes for students to take out and sort, or you could instead create a colour key to help them identify which headings they wanted to sort them under. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries, tasks, activities, information slides, historical sources, pictures, maps, diagrams, templates, feedback sheets and a homework exercise. Once students have completed the card sort, there is a second activity which gets them to write an extended answer to the core question. I would recommend getting your students to use the headings from the card sort to help them organise their answer. For more information, please see the preview slides The aims and objectives of this lesson are: Theme: Industrial Revolution 1750 - 1900 Know: Why did Great Britain build an Empire? Understand: Why did the British Empire become the largest? Evaluate: Which factors were the most important? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: Why did Great Britain build an Empire? Explain: Why did the British Empire become the largest? Analyse: Which factors were the most important? If you are looking for similar resources then please check out our TES shop. If you would like to stay up to date with our latest offerings, then you can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal. Kind Regards Roy

This beautifully illustrated lesson has been designed to help students understand why Great Britain wanted to build an empire, This can be quite a challenging topic to teach in an interesting and engaging way, but this tried and tested lesson has been refined in the classroom over many years by experienced teachers. It is suitable for the full ability range and includes eight addition activities to the card sort, which can be mixed and matched to suit your curriculum time and students. When you purchase this resource, you will be able to download a single page Word Document and a twenty six slide PowerPoint Presentation. The Word Document includes includes a learning objective, instructions, ten heading cards labelled 'Technology’, ‘Trade’, ‘Navy’ , ‘Religion’, ‘Raw Materials’, ‘Competition’, ‘Racism’, ‘Slavery’, ‘Population’ and ‘Power’ as well as 19 statement cards that can be cut out and sorted under them. If you are looking to shorten the time spent on the card sort, you could cut out the cards and keep them in envelopes for students to take out and sort, or you could instead create a color key to help them identify which headings they wanted to sort them under. The PowerPoint includes aims, objectives, differentiated outcomes, starters, plenaries, tasks, activities, information slides, historical sources, pictures, maps, diagrams, templates, feedback sheets and a homework exercise. Once students have completed the card sort, there is a second activity which gets them to write an extended answer to the core question. I would recommend getting your students to use the headings from the card sort to help them organize their answer. For more information, please see the preview slides. The aims and objectives of this lesson are: Theme: Industrial Revolution 1750 - 1900 Know: Why did Great Britain build an Empire? Understand: Why did the British Empire become the largest? Evaluate: Which factors were the most important? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: Why did Great Britain build an Empire? Explain: Why did the British Empire become the largest? Analyze: Which factors were the most important? If you are looking for similar resources then please check out our TES shop. If you would like to stay up to date with our latest offerings, then you can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal. Kind Regards Roy

This outstanding resource is designed to help students understand how the First World War changed womens lives. It looks at the different types of jobs they did both before and during the war and how they changed not only how women saw themselves, but also men. This lesson also looks at the social, economic and legal changes that took place to women lives in the immediate aftermath of the war. It is designed to be used with middle and upper ability students and is illustrated throughout with a range of different and exciting historical sources to help engage learners and capture their imagination. At each stage of the lesson, there are a series of questions which can be used as prompts for discussion or for consolidation work. When you purchase this resource you will receive a fifteen slide PowerPoint which includes a starter, information slides, historical sources,tasks, activities, questions and a plenary. The resource is fully editable and can be customised to suit your style of teaching and the context of your school. For more information, please see the preview sample. The aims and objectives for these resources are as follows: Theme: The First World War Know: What roles did women play during the First World War? Understand: How attitudes towards women changed as a result of the war? Evaluate: How did women’s lives change as a result of the war? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The roles played by women during the First World War? Explain: How attitudes towards women changed as a result of the war? Analyse: How did women’s lives change as a result of the war? If you like this resource then why not check out my other resources on the First World War in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson has been designed to help students understand why the Normans built Motte and Bailey Castles after the Battle of Hastings in 1066. It also looks at their key features, military strengths, weaknesses as well as why historians sometimes find it difficult to find evidence of what they looked like. This lesson could be used as part a unit of work on medieval castles or as part of the theme on how did William keep control. If you are interested in delving deeper into this topic, then this lesson can be purchased as bundled discount along with lessons on medieval castles from my TES shop. When you purchase these resources you will be able to download a worksheet and an accompanying PowerPoint. The worksheet includes two pages of information and sources as well as a third activities page with two different options of tasks for low or higher ability students. The nineteen slide PowerPoint includes a ‘snowballing’ and a ‘buzz and go starter’ as well information slides, historical sources, pictures, diagrams, tasks and activities to support the lesson. The PowerPoint also includes aims, objectives, differentiated outcomes, graphic organisers, thinking skill templates and a plenary. For your convienance, we have also unloaded all the files as PDFs and added in a bonus crossword puzzle on Motte and Bailey Castles. The aims and objectives for these resources are as follows: Theme: How did William keep control? Know: What were the key features of a Motte and Bailey castles? Understand: Why did the Normans build Motte and Bailey Castles? Evaluate: What were their military strengths and weakness? Skills: Cause and Consequence, Source Analysis WILF: What Am I Looking For this lesson? Can You Describe: The key features of a Motte & Bailey Castle. Can You Explain: Why did the Normans build Motte and Bailey Castles? Can You Analyse: What were their military strengths and weaknesses? If you like this resource then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Don’t forget to check out our YouTube Channel with over 600 free videos: @historyacademy Kind Regards Roy

This beautifully illustrated market place activity has been designed to help students understand how and why the design of castles changed during the Medieval period. It looks at the arms race between castle builders and defenders and explains how each side tried to outwit the other through changes in design and tactic. This fun and interactive lesson has been tried, tested and refined in the classroom over many years by experienced teachers. It is suitable for the full ability range and includes additional activities to the market place task, which can be mixed and matched to suit your curriculum time and students. There are a number of different ways to deliver a market place activity. This resource has a mixture of activities that are designed to be a proactive lesson to get students up, moving around and working collaboratively. If you are not comfortable with that, they can always get them to pass the information slides around the classroom. The slides themselves are beautifully illustrated and are worthwhile printing off in colour and putting into a plastic wallet When you purchase this resource, you will be able to download a twenty one page PowerPoint Presentation. It includes aims, objectives, differentiated outcomes, starters, plenaries, tasks, activities, information slides, historical sources, pictures, diagrams, templates, sample answers, feedback sheets and a homework exercise. Once students have completed the market place activity, they can complete an extended written answer to the core question or have a go at a heads and tails activity to help summarise what they have learnt. Some schools who have trialled this resource have instead got their students to produce a mind map summarisinng the changes to castle design over time. For further information, please see the preview slides. The aims and objectives of this lesson are: Theme: How did the Normans keep control? Know: How did castle design change over time? Understand: Why did the design of Norman castles have to change? Evaluate: What were the strengths and weaknesses of the new designs? Skills: Collaboration, Cause, Consequence, Change & Continuity. WILF – What Am I Looking For? Identify & describe: How did castle design change over time? Explain: Why did the design of Norman castles change? Analyse: What were the strengths and weaknesses of these changes?

This beautifully illustrated lesson has been designed to help students understand why Great Britain wanted to build an empire, This can be quite a challenging topic to teach in an interesting and engaging way, but this tried and tested lesson has been refined in the classroom over many years by experienced teachers. It is suitable for the full ability range and includes eight additional activities to the market place task, which can be mixed and matched to suit your curriculum time and students. There are a number of different ways to deliver a market place activity. This resource has a mixture of activities that are designed to be a proactive lesson to get students up, moving around and working collaboratively. If you are not comfortable with that, they can always get them to pass the information slides around the classroom. The slides themselves are beautifully illustrated and are worthwhile printing off in colour and putting into a plastic wallet When you purchase this resource, you will be able to download a twenty six page PowerPoint Presentation. It includes aims, objectives, differentiated outcomes, starters, plenaries, tasks, activities, information slides, historical sources, pictures, maps, diagrams, templates, feedback sheets and a homework exercise. Once students have completed the market place activity they can use the table or the thinking skills review triangle to prioritise the different factors before completing either a mind map or extended written answer to the core question. For further information, please see the preview slides. The aims and objectives of this lesson are: Theme: Industrial Revolution 1750 - 1900 Know: Why did Great Britain build an Empire? Understand: Why did the British Empire become the largest? Evaluate: Which factors were the most important? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: Why did Great Britain build an Empire? Explain: Why did the British Empire become the largest? Analyze: Which factors were the most important? If you are looking for similar resources then please check out our TES shop. If you would like to stay up to date with our latest offerings, then you can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal. Kind Regards Roy

This beautifully illustrated time line of Stuart Britain was written and produced for the History Academy by the textbook author and artist Andrew Hill. It makes a great classroom time line display or can be used as information cards for a market place activity to introduce Stuart Britain 1603 - 1714. It is a versatile resource which can also be printed off and kept in a folder and used for research by your gifted and talent students or used as a revision resource for students studying this topic at GCSE. Please see the preview slides for more information. When you purchase this resource you will be able to download two PowerPoints. The first contains the time line resources for Stuart Britain and includes 52 slides with pictures, diagrams and information which can be printed off in colour for either display or information cards for a market place activity. The second Powerpoint includes aims, objectives, differentiated outcomes, starters, plenaries, tasks and extended writing activities to help support a market place activity. The document is open and can customised for your students. When getting your students to do the market place activity, you could get them to focus on one country like Ireland and then them to do a mini presentation of how the changes affected that particular part of the UK. The aims and objectives for this resource are: Theme: Stuart Britain 1603 - 1714 Know: How did peoples lives change during this period? Understand: What impact did the key events have on the British people? Evaluate: What changed and what stayed the same? Skills: Collaboration, Cause, Consequence, Change & Continuity. WILF – What Am I Looking For? Identify & describe: How did peoples lives change during this period? Explain: What impact did the key events have on the British people? Analyse: What changed and stayed the time? If you are looking for similar resources then please check out our TES shop. This lesson can also be purchased at a discount as part of a bundled package. If you would like to stay up to date with our latest offerings, then you can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee so that you can spend more time focusing on what really matters to you! Kind Regards Roy

This beautifully illustrated time line on Norman Britain was written and produced for the History Academy by the textbook author and artist Andrew Hill. It makes a great classroom time line display or can be used as information cards for a market place activity on Norman Britain 1066 - 1154 AD. It is a versatile resource which can also be printed off and kept in a folder and used for research by your gifted and talent students or used as a revision resource for students studying Norman Britain at GCSE. Please see the preview slides for more information. When you purchase this resource you will be able to download two PowerPoints. The first contains the time line resources for Norman Britain and includes pictures, diagrams and information which can be printed off in colour for either display or information cards for a market place activity. The second Powerpoint includes aims, objectives, differentiated outcomes, starters, plenaries, tasks and extended writing activities to help support a market place activity. The document is open and can customised for your students. The aims and objectives for this resource are: Theme: Norman Britain 1066 – 1154 AD Know: What was life like for people living in Britain during this period? Understand: What impact did the Norman invasion have on Britain? Evaluate: What changed and what stayed the same in this time period? Skills: Collaboration, Cause, Consequence, Change & Continuity. WILF – What Am I Looking For? Identify & describe: What was life like for people living in Britain at this time? Explain: What impact did the Norman invasion have on Britain? Analyse: What changed and stayed the time in this time period? If you are looking for similar resources then please check out our TES shop. This lesson can also be purchased at a discount as part of a bundled package. If you would like to stay up to date with our latest offerings, then you can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee so that you can spend more time focusing on what really matters to you! Kind Regards Roy

This beautifully illustrated time line on Medieval Britain was written and produced for the History Academy by the textbook author and artist Andrew Hill. It makes a great classroom time line display or can be used as information cards for a market place activity on Medieval Britain 1154 - 1485 AD. It is a versatile resource which can also be printed off and kept in a folder and used for research by your gifted and talent students. Please see the preview slides for more information. When you purchase this resource you will be able to download two PowerPoints. The first contains the time line resources for Medieval Britain and includes pictures, diagrams and information which can be printed off in colour for either display or information cards for a market place activity. The second Powerpoint includes aims, objectives, differentiated outcomes, starters, plenaries, tasks and extended writing activities to help support a market place activity. The document is open and can customised for your students. The aims and objectives for this resource are: Theme: Medieval Britain 1154 - 1485 Know: What was life like for people living in Britain during this period? Understand: What impact did the key events have on the British people? Evaluate: What changed and what stayed the same in this time period? Skills: Collaboration, Cause, Consequence, Change & Continuity. WILF – What Am I Looking For? Identify & describe: What was life like for people living in Britain at this time? Explain: What impact did the key events have on the British people? Analyse: What changed and stayed the time in this time period? If you are looking for similar resources then please check out our TES shop. This lesson can also be purchased at a discount as part of a bundled package. If you would like to stay up to date with our latest offerings, then you can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee so that you can spend more time focusing on what really matters to you! Kind Regards Roy

This beautifully illustrated resource on Iron Age Britain was written and produced for the History Academy by the textbook author and artist Andrew Hill. It makes a great classroom time line display or can be used as information cards for a market place activity on Iron Age Britain 990BC - 42AD. It is a versatile resource which can also be printed off and kept in a folder and used for research by your gifted and talent students. Please see the preview slides for more information. When you purchase this resource you will be able to download two PowerPoints. The first contains the time line resources for Iron Age Britain and includes pictures, diagrams and information which can be printed off in colour for either display or information cards for a market place activity. The second Powerpoint includes aims, objectives, differentiated outcomes, starters, plenaries, tasks and extended writing activities to help support a market place activity. The document is open and can customised for your students. The aims and objectives for this resource are: Theme: Iron Age Britain 800BC - 41AD Know: What was life like for people living in Britain during this period? Understand: How did they overcome the problems they faced? Evaluate: What changed and what stayed the same in this time period? Skills: Collaboration, Cause, Consequence, Change & Continuity. WILF – What Am I Looking For? Identify & describe: What was life like for people living in Britain at this time? Explain: How did they overcome the problems that they faced? Analyse: What changed and stayed the time in this time period? If you are looking for similar resources then please check out our TES shop. This lesson can also be purchased at a discount as part of a bundled package. If you would like to stay up to date with our latest offerings, then you can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee so that you can spend more time focusing on what really matters to you! Kind Regards Roy