Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of the D-Day landings. Learning Intention and differentiated outcomes (SMSC). Pupils will work their way through several activities to achieve the lessons outcomes. 1. What was D-day? Pupils watch a short video (embedded) to introduce them to the topic. 2. Planning the invasion: Pupils work in teams to answer a series of questions in the fastest time to learn about the strategy of the day. 3. Pupils will study and listen to Eisenhower’s inspirational speech before creating their own. (Prize for best speech). 4. Pupils visit stations around the classroom to learn about one soldiers personal experience of the invasion through a study of his diary entries. 5. Pupils watch the opening scene from ‘Saving Private Ryan’ (Link provided if you do not have the DVD) As pupils watch they will complete a worksheet. Pupil’s then consolidate their judgment through watching a short video clip explaining the significance of D-day before answering a structured 8 mark exam style question to judge if overall D-day was a success or a failure. Peep Sheet provided to assist the less able pupils. Instructions and advice on how they lesson is to run can be found in the description of the presentation. Please visit my shop for more History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

the outcome of this lesson is for students to have formed a judgment on the most significant factor in Hitler’s foreign policy which led to the outbreak of WW2. LEsson begins with students being handed a recall of learning starter sheet which they can begin immediately linked with Hitler’s overall aims (Instructions on PP for students). students will work through a series ofstudent led tasks guided by the teacher: students watch a short video (embedded) wilst the teacher asks that students note down on white boards / in their book what Hitler’s main aims were (Differentiation: Task specific students with looking out for certain policies). students note down on A1 paper Hitler’s main foreign policy aims before the teachers handing out key policy documents individually along with the student proforma. students are tasked with summarizing they key policy on their sheet before memorizing it to the best of their ability. students then circulate the room and teach each other in their area of expertise regarding Hitlers policy e.g. The Sudetenland students then return to tables and add to their A1 paper with how each factor led to WW2. Plenary is a judgment line task around the room or using sticky notes on the board where students then form their opinion on the most significant factor. students can then answer an exam style question (balanced answer / judgment question works best. All videos are included with links provided in the PowerPoint + an additional time-line activity included FREE

Included: A lesson about Roman Crime and Punishment (there is a lower and a high ability adapted version of the lesson) Starter sheet Main task sheets (differentiated for more and less able) presentation Thorough lesson plan I have included literacy, numeracy and SMSC links Many Thanks

This was graded an ‘outstanding’ lesson. Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of the London Blitz to hint about the context of the lesson. Lesson Intention and differentiated outcomes. (SMSC) Video links are included within the presentation. This lesson could be used without the need for exercise books as it is a learning stations based lesson for the most part. I have included 5 stations however these could be less / more dependent upon size and ability of your class. Eg: 1. War time memories / experience of the Blitz. 2. Propaganda posters (Blackout and recruitment to help during air raids). 3. Anderson / Morrision shelters. 4. Text book / war time newspapers 5. Interactive station (War time house / Interactive Air Raid map). Pupil’s then consolidate their judgment through answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI. Instructions and advice on how they lesson is to run can be found in the description of the presentation. (All images and videos / sheets from Google / BBC Bitesize). Many Thanks.

This lesson has been designed for the GCSE Edexcel Medicine Through Time module. All outcomes are linked with Paper One’s Assessment Objectives 1-2-3. The purpose of this lesson is to inform pupils about the ‘Chain on Evacuation’ on the Western Front. Pupils will study the role of the RAMC & FANY within this process from Regimental Aid Posts to the Base Hospital. To further extend pupils understanding I have included a role play card sort activity. The video is embedded (Link provided). Pupils consolidate their learning by applying their knowledge to an exam style question (Success criteria and differentiated help sheets included). You will need the Edexcel Medicine Through Time Textbook for part of this lesson.

Every minute counts! A great visual poster which could be displayed in class rooms / used for discussion during form time about the impact of being late to school / lessons.

To link with my previous lesson ('An introduction to Slavery), this lesson starts with an autonomously moving spotlight over a picture (of raw cotton) to hook pupils into the lesson and link to one of the causes of slavery. Pupils begin the lesson through listening to a description of the middle passage to help introduce the lessons theme. Pupils then write an inquiry question they would like answered by the end of the lesson. Main Task: Depending on your class the main task for this lesson could take many forms, some suggestions are: Pupils could work in teams and study evidence (12 pieces of evidence included) around the room to create a fact file on the experience of the middle passage on A1 paper (Prize for best one). Or pupils could work independently recording what they have learnt from the evidence in their books. A video clip from the show ‘Roots’ can then be shown (embedded) to help consolidate the tasks learning. Pupils will then have the knowledge they will need to answer their enquiry question and an exam style question at the end of the lesson which the teacher can then use to assess progress. Higher and Middle / lower ability version of sources included, with a peep sheet to prompt less able and a challenge sheet for more able. Please visit my shop for more History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

The lesson begins with a hook song (Strange Fruit) pupils enter to this song and consider the lyrics to hook them into the lesson - what is the song about? Through a Geography & Literacy link; pupils consider what ‘white supremacy’ means and why was the idea of it so prominent in the south? Pupils are then introduced to the KKK through a video (embedded) which identifies a case study of one of the horrific crimes they committed. Pupils are then set off on their main task: Depending on your class the main task for this lesson could take many forms, some suggestions are: Pupils could work in teams and study evidence (11 pieces of evidence included) around the room to create a fact file on the experience KKK (Prize for best one). Or pupils could work independently recording what they have learnt from the evidence in their books. Pupils will then have the knowledge they will need to assist in their exam style question plenary or homework (mark scheme included) which the teacher can then use to assess progress. Peep sheet to prompt less able is included. Further advice can be found in the description of the presentation. All video are embedded and links provided. Please see my shop for other high quality / rated history resources.

The purpose of this lesson is to develops students’ knowledge upon the Greensboro sit-in movement and its significance to the civil rights Movement. Pupils will enter the room and handed an information recording sheet - various news articles will be stuck around the room pupils will be in 'the pit' - and will have to work out what has happened - who - when - where and why before drawing a scene based upon the information they have collected. Pupils will be introduced to the Sit-in movement though slides and a video (embedded). there are lots of discussion questions included here to prompt discussion. Pupils will then inquire into the significance of the sit-tin movement through a card sort - an activity is embedded into the lesson plan here however, this can be changed to suit your class. Pupils will then answer an exam style question to explain the significance of the sit-in movement. Success criteria and literacy scaffold is included here to support. Further advice and descriptions can be found within the presentation. Please see my shop for other high quality resources.

Assembly on friendship linked to Christian values and Harry Potter. Complete with, music, videos embedded, student interaction and a reflective quiz for students to take away assessing what type of friend they are. Just delete the school banner and add your own branding if you wish.

The purpose of this lesson is to enable students to collaboratively work together in order to explain the significance of the Scopes Monkey Trial of 1925 in the wider context of ‘how intolerant was 1920s US society’. Hook: Students enter room (cartoons / pictures to be placed on tables / walls) students are to use these to write their own title for the lesson, guided by the teacher. Starter: Studenst watch 2 video clips (Simpsons / Morgan Freeman National Geographic) in order to define creationism v evolution theory. Teacher then use PP to outline fundamentalism in the southern states of the USA during the 1920s. There is the a quick 1925 textbook comprehension task to consolidate this. Main: Students to work together in a 6 monkeys style activity (all explained within the PP description) in order to explain the causes and events of the trial, teacher can help facilitate but this is very much a student led lesson. There is then an embedded video to each to help students consolidate their write up / new report. (Teacher’s choice). Plenary: Students are to MIX-PAIR-SHARE the varying different results of the trial then then apply all of their acquired knowledge to the question, ‘How significant was the monkey trial in demonstrating intolerance in US society during the 1920s?’. This can then be written up in another lesson or for homework. All videos are embedded with links provided in the powerpoint. **Please see my shop for other History resources and bundles. ** https://www.tes.com/teaching-resources/shop/morlem

Short introduction to life in 19th Century Britain. All lesson outcomes are linked to A01 & A02. Pasteur: Pupils will study Pasteur as a case study watching video clips / information and sources of evidence to judge his importance and the importance of the Germ Theory to the progression of medicine. Koch: Pupils compete in small teams to answer a series of questions to build their knowledge up on Koch and his significance in the progression of Medicine. Pupils then complete a silent coversation with prompts to debate the significance of each individual. To consolidate pupils watch a short video clip and summarise the impact of the Germ Theory in Britain. Pupils should be prepared then to answer an exam style question as Homework. I have included a success critera personalised and smimplified to allow pupils to answer this 16 mark 'how far do you agree question' from the Edxecel GCSE new scheme. You will need the new Edexcel GCSE 'Medicine Through time' book for ths lesson.

This lesson has been designed for the GCSE Edexcel New Scheme (1-9) All outcomes are linked with Paper One's Assessment Objectives 1 & 2. This lesson focuses upon how ideas of treatment and prevention of illness changed during the 20th Century. through focusing on the development of technology and the creation of the NHS in 1948, through to Government intervention and lifestyle campaigns. The aim of this lesson is to judge the impact and significance of these changes over time. Videos are embedded/ links provided with further advice in the description of the PowerPoint Presentation. You will need to new GCSE Edexcel Medicine Through Time Textbook for part of this lesson.

This lesson has been designed for the GCSE Edexcel New Scheme (1-9) All outcomes are linked with Paper One’s Assessment Objectives 1 & 2. This lesson focuses upon the significance of Fleming, Florey & Chain, allowing pupils to judge who provided the most significant contribution to its discovery. The aim of this lesson is to judge the impact of penicillin upon British medicine overall. This can be consolidated in an exam style question (WAGOL provided). Videos are embedded into the presentation with links provided. You will need to new GCSE Edexcel Medicine Through Time Textbook for part of this lesson.

The lesson begins with pupils being handed a letter from the Mayor of Montgomery pupils interpret and infer from it to guess the focus of the lesson. Pupils are introduced to Rosa Parks and asked to discuss what they already know about her and segregation in the south. There is a video (embedded) to introduce pupils to Rosa Parks refusing to give up her seat. Pupils are provided with a fact file sheet highlighters are to be used to assess why she was significant as many other women before her had refused to give up their seats. Pupils are then required to circulate the classroom to piece together the events of the bus boycott which followed (additional activity suggestions are suggested as well) Pupils watch a video to embed knowledge of events. I then use whiteboards as a plenary to assess this e.g. each write an event and arrange themselves in chronological order. (Further advice can be found in the description of the presentation. All video are embedded and links provided.) Please see my shop for other high quality history resources.

The focus of this lesson is to build upon the Aims of the ‘Big Three’ and fits into the bigger picture of ‘To What Extent Was The League of Nations a Success’? The lesson’s purpose is to introduce the league and its structure / covenant through a series of student led (less teacher talk) tasks. **Hook: **students are handed hook sheet as they enter to instantly complete focusing around summarising a famous quote from Woodrow Wilson. Teacher introduces the lessons intention. **Starter: ** Students flip over their hook sheet and after watching an introduction video about the League’s aims (2 provided and embedded into the PP) Students then answer a series of quick fire questions. Main task 1: Students engage in a quiz-quiz-trade activity to learn some of the key definitions and structure of the League – students then complete the first part of their activity sheet. All instructions provided in the PP description. Main Task 2: this then leads into deepening students understanding of the purpose of the league. Where students are tasked with finding their partner to main a detail of the League with the correct descriptor. (Rewards to students who successful match up). After feedback students then complete the second half of their sheet / create a piece of ‘Smart Graffiti’ to chart the initial weaknesses of the League. Plenary: Students form a judgment on a sticky note on the most significant initial weakness in the League’s structure and leave their opinion on the interactive board which could be used to form part of the hook for next lessons. **All videos embedded / descriptions an prompts included in the PP description. **

The focus of this lesson is to build upon the failures of the LON and in the 1930s fits into the bigger picture of ‘To What Extent Was The League of Nations a Success’? The lesson’s purpose is to chart the events of Italy’s invasion of Abyssinia through a series of student led and source evaluation (less teacher talk) tasks. **Hook: **students are handed hook sheet as they enter to instantly complete focusing around recalling 5 key facts about the reasons for Mussolini’s invasion. Teacher introduces the lessons intention. **Starter: ** Take feedback from the hook activity and use the slides + embedded video to re-cap the reasons for Mussolini’s invasion. Main task 1: Students to be provided with their timeline / story board sheet – the main events should be blown up on A3 and stuck around the room (encourage to complete in pencil in case of mistakes). Students to circulate the room and consolidate the main events of the invasion into chronological order. Alternative: Condense slides and cut up and students work in teams to arrange into chronological order before completing sheet. Alternative 2: Provide key students with an event in chronological order – ask them to memorize it then the rest of the class make their way around the room meeting with the students who can teach them that part of the event – students then complete sheets. Afterwards watch the consolidation video about the main events of the invasion (summary video) (embedded into the PP) and students can add extra detail to their sheet! Main Task 2: teacher goes through some sources of evidence on the PP to consider reactions to the events and Britain France (league’s response) Students then to be supplied with layers of inference sheet to evaluate a source themselves and complete an exam style question. Teacher then draws this all together to form a judgment on why the League ultimately failed Abyssinia (could do a judgment line task). Plenary: Students break into group and one ‘Lead Learner’ students is provided with the consolidation quiz sheet and quizzes the rest of their team to consolidate learning keep a tally of quickest and correct responses (prize / merit / certificate for winners)/ Easily enough her for more than one lesson and please see the bundle this lesson is attached to for more lessons linked with the League in the 1920’s / 1930’s. **All videos embedded / descriptions and prompts included in the PP description. **