Created for a lesson during my PGCE year that aims to help students empathise with characters on board the Titanic in order to reveal societal attitudes to class at this time. Students are greeted for the lesson with 'tickets' that indicate the 'class/table' they sit on. Once in the room/on board the ship they read the on board information booklet to learn about the facilities on offer to them depending on the class they are sat in. After this they write a post card 'home' which is used by other groups so that all students learn what it was like in each class on board the ship. At the end students are asked to draw upon all of their knowledge to answer the question 'What does the interior tell us about the class divide of the time?' I transformed the tables in my room so that they reflected the 'class', for example, third class had cramped tables and resources (such as glue sticks) that they needed to share whereas first class had a large table with a view out of the room with enough resources for one each. Small differences that really helped my class engage and empathise. All resources are included right down to tickets and place cards for the desks as well as postcard templates, recording worksheet and brochures for each of the 'classes'. I have included some practical advice/information on how I executed the lesson. I used this lesson with several Year 9 classes (3 year KS3) but it really could adapt to any year group depending on their literacy levels/behaviour when put into a group setting.

A lesson exploring the characteristics of the KKK used for a top ability Year 8 group. The lesson starts by examining pictures of the KKK and encourages students to explore the emotions surrounding racism and violence as part of the Civil Right Movement. The main activity involved students being placed in mixed ability groups and each being given a question that they must find the answer to - by using various sources and information sheets around the room. They then return to their group to share and collate information. Depending on the students ability they are given a differentiate question. Questions range from 'Who joined the KKK' to 'How much influence did the KKK have in politics'. Developed and used as part of a lesson observation that was described as 'inspirational'.

Designed for use with a mixed ability Year 7 group to help them build independence skills as well as source analysis skills. Students begin with activities designed to remind them of what an interpretation is and how different figures are interpreted different depending on the source. Students are then placed in similar ability groups where they examine different sources and interpretations of Henry VIII. Students make use of 'help cards' throughout this activity which highlight certain parts of the source and give them prompt questions to aid their independence throughout the task (use the cards before you ask the teacher). Once all of the sources have been analysed they then use their knowledge to support their answer as to whether Henry VIII deserves to be known as 'great'. This lesson came following an assessment on interpretations of King John where students were given targets to improve their use of sources. In the next lesson students were given one of three target sheets (depending on their previous assessment) and then using their developed analysis skills they wrote an answer based on the interpretations of Henry VIII. Developed for an observation that was graded at 'Outstanding'. Please note there is an optional 'example interpretation' that uses a clip from the Simpsons 'Margical History Tour' that can be found on youtube.

Used to help students complete a self reflection of their knowledge of the Edexcel SHP Life under Nazi rule GCSE.