This engaging and interactive lesson is designed to enhance your students’ critical analytical skills and deepen their understanding of the Norman Conquest of Wales. It explores why Wales was a difficult country to invade, the relationship between Wales and the Marcher Lords established by William the Conqueror, the establishment of English and Flemish colonies by Henry II, Henry III’s relation with Llewelyn and why Edward I was able to successfully conqueror Wales. When you purchase this lesson, you will be able to download a 34 slide PP alongside a four page worksheet. The PowerPoint includes aims, objectives, starters, plenaries, information slides, historical sources, templates, writing frames, a cart sort on why the Norman Conquest of Wales was successful, a heads and tales activity on the key events and a review triangle and extended writing task on why was Edward I able to defeat Llewelyn and conquer Wales? The PP also includes a homework activity, a word search and various templates for photocopying. The worksheet mirrors the content of the PP. Both have also been uploaded as PDFs for your convenience. The aims and objectives of this lesson are: Know: The key events and figures involved in the Norman Conquest of Wales Understand: Why was Wales a difficult place to invade and conquer? Evaluate: How did Edward I defeat the Welsh and keep control? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: The key events of the Norman conquests of Wales? Can You Explain: Why Wales was a difficult place to invade and conquer? Can You Evaluate: How did Edward finally defeat the Welsh and keep control? If you like this lesson, then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Instagram, X , 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 fun and active learning marketplace lesson is designed to encourage your students to move around the classroom and collaborate effectively, all while enhancing their critical analytical skills and deepening their understanding of the Norman Conquest of Wales. The lesson features diverse support activities tailored to accommodate various learning needs, with a comprehensive resource section at the end that provides additional photocopying materials and support tasks for easy access. Upon purchasing this lesson, you will receive a 34-slide PowerPoint presentation that includes clearly defined aims and objectives, engaging starters and plenaries to frame the lesson, informative slides that detail the Norman Conquest and its historical context, and essential historical sources for the main marketplace activity. The presentation also includes a heads and tails activity that can be used a feedback activity for the Norman Conquest of Wales as well as a card sort and thinking skills review triangle task that serves as an analysis tool to understand why Edward I was able to defeat Llywelyn. These activities function as consolidation tasks and can be followed up with support activities for writing an extended answer if desired. Additionally, the PowerPoint presentation contains a homework task designed to reinforce learning at home, relevant video links curated to enhance understanding, and an interactive word search with provided answers for self-checking. This lesson is a comprehensive resource aimed at making the study of the Norman Conquest of Wales both fun and informative! This lesson has also been uploaded in both office and PDF format for your convenience. Please see the detailed preview for more information. The aims and objectives of this lesson are: Theme: Norman Conquest Know: The key events and figures involved in the Norman Conquest of Wales Understand: Why was Wales a difficult place to invade and conquer? Evaluate: How did Edward I defeat the Welsh and keep control? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: The key events of the Norman conquests of Wales? Can You Explain: Why Wales was a difficult place to invade and conquer? Can You Evaluate: How did Edward finally defeat the Welsh and keep control?

This engaging and interactive card sort lesson aims to get students to critically evaluate the personally and character of Robert the Bruce and whether he deserves the title ‘Braveheart’ attributed to him by some historians. It is designed to work alongside any standard text book or documentary on this topic and is a lighter and cheaper version of a more detailed lesson which includes a worksheet and more detailed PowerPoint: https://www.tes.com/teaching-resource/resource-13135724 . This lesson features a card sort exercise and a continuum task, all designed to prepare students for writing an extended answer to the question. To cater to diverse learning needs, we have included a variety of support activities and tasks. All required photocopying materials and supplementary resources, such as writing frames, templates, extension tasks, and word searches, can be found in the resource section at the end of the lesson. When you download this lesson which critically evaluates the character and integrity of Robert the Bruce, you will be download a 27 slide PowerPoint Presentation, and a single page card sort with two headings labelled 'Hero (Braveheart) or Villain as well as 18 information cards that can be sorted under them. The PowerPoint includes aims, objectives, information slides, historical sources, video links, pictures, diagrams, templates, photocopiable templates, writing frames, continuum and timeline tasks as well as extension and differentiated tasks, including a word search. Please see the detailed preview for more information. The aims and objectives of this lesson are: Know: Why did Scotland remain an independent, Medieval country? Understand: The tactics that Robert the Bruce used to become king? Evaluate: How far does Robert the Bruce deserve the title ‘Braveheart’? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Why did Scotland remain an independent country? Can You Explain: The tactics Robert the Bruce used to become king? Can You Evaluate: How far did Robert the Bruce deserve the title ‘Braveheart’? If you like this lesson, then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Instagram, X , 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 fun and interactive lesson aims to equip students with the context necessary to critically evaluate whether Robert the Bruce deserves the title ‘Braveheart’, given to him by some historians. This historical interpretation lesson covers Edward I’s conquest of Scotland and the difficult decisions Robert the Bruce had to make. It features a comprehensive timeline, a card sort exercise and a continuum task, all designed to prepare students for writing an extended answer to the question. To cater to diverse learning needs, we have included a variety of support activities and tasks. All required photocopying materials and supplementary resources, such as writing frames, templates, extension tasks, and word searches, can be found in the resource section at the end of the lesson. When you download this lesson which critically evaluates the character and integrity of Robert the Bruce, you will be download a 34 slide PowerPoint Presentation, am accompanying 4 page worksheet and a single page card sort with two headings labelled 'Hero (Braveheart) or Villain as well as 18 information cards that can be sorted under them. The PowerPoint includes aims, objectives, information slides, historical sources, pictures, diagrams, templates, photocopiable templates, writing frames, continuum and timeline tasks as well as extension and differentiated tasks, including a word search. Please see the detailed preview for more information. The aims and objectives of this lesson are: Know: Why did Scotland remain an independent, Medieval country? Understand: The tactics that Robert the Bruce used to become king? Evaluate: How far does Robert the Bruce deserve the title ‘Braveheart’? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Why did Scotland remain an independent country? Can You Explain: The tactics Robert the Bruce used to become king? Can You Evaluate: How far did Robert the Bruce deserve the title ‘Braveheart’? If you like this lesson, then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Instagram, X , 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 engaging and interactive lesson is designed to help students critically assess whether Edward I deserves the title of ‘The Hammer of the Scots’ through a dynamic card sort activity that explores both sides of the debate, fostering rich discussion and debate. The lesson includes a PowerPoint presentation and a worksheet that introduce the significant events of Edward I’s conquest of Scotland, setting the stage for informed analysis. By participating in this lesson, students not only enhance their historical knowledge but also develop essential analytical skills in a fun and interactive manner, enabling them to evaluate both the reputation and historical interpretation of Edward I. Upon downloading this lesson, you will gain access to three comprehensive resources. The PowerPoint presentation includes aims, objectives, differentiated outcomes, informative slides, historical sources, video links, templates, a heads and tails chronology task, a continuum exercise and support activities designed to facilitate the card sort. Additionally, it offers writing frames for extended answers, a word search and a homework activity. The accompanying three-page worksheet mirrors the content of the PowerPoint, providing consistency and reinforcement. Moreover, the single-page word document features two heading cards and 16 information cards to be sorted, aiding students in evaluating whether Edward I truly deserves the title of ‘The Hammer of the Scots.’ To enhance usability, all three documents are also available as PDFs for easy printing. Be sure to check the detailed preview for more information! The aims and objectives of this lesson are: Theme: Plantagenets Know: The key events of Edward I’s conquests of Scotland? Understand: The tactics that Edward I used to defeat the Scots? Evaluate: Does Edward I deserve the title ‘The Hammer of the Scots?’ Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: The key events of the Norman conquests of Scotland? Can You Explain: The tactics that Edward I used to defeat the Scots? Can You Evaluate: Whether Edward I deserves the title of ‘The Hammer of the Scots’? If you like this lesson, then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Instagram, X , 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 engaging and interactive lesson is designed to give students a comprehensive overview of Edward I’s conquests of Wales and Scotland. Students will have the opportunity to critically evaluate whether he truly deserves the title of ‘The Hammer of the Scots.’ This lesson is specifically designed for middle to low ability Year 7 students. As highlighted in the detailed preview, all components—including texts, tasks, and graphics—have been fully differentiated to ensure accessibility for every learner. Furthermore, considering the curriculum demands, this engaging and interactive lesson serves as an excellent resource for high ability classes as well. It effectively covers the topic in a single lesson, making it a versatile choice for diverse learning groups. The lesson incorporates a variety of engaging tasks and activities designed to enhance student learning. It begins with a missing word activity after covering the conquest of Wales, allowing students to reinforce their understanding of the material. Following this, a heads or tails timeline activity helps students visualize the key events related to the conquest of Scotland. Next, students will participate in a card sort activity where they evaluate whether Edward I deserves the title of the ‘Hammer of the Scots.’ This is complemented by a class voting continuum exercise, encouraging discussion and reflection as students express their opinions on Edward’s legacy. To further support student learning, the Extra Resources section includes various templates and activities. Among these are a Venn diagram exercise for comparing and contrasting the conquests of Wales and Scotland, as well as a word search that reinforces vocabulary related to the topic. Additionally, writing frames and templates are provided to assist students in crafting extended answers, promoting structured and thoughtful responses. This comprehensive approach ensures a dynamic and interactive learning experience for all students. When you purchase this lesson, you will gain access to a comprehensive 34-slide PowerPoint Presentation that features a variety of components designed to enhance the learning experience. The presentation includes clearly outlined aims and objectives, as well as differentiated outcomes tailored to meet the diverse needs of students. Engaging video links are provided to enrich understanding, alongside informational slides that present key historical information in a clear and accessible manner. Additionally, the presentation includes historical sources for in-depth analysis, along with various templates and activities to support student engagement.

This engaging and interactive lesson is designed to deepen students’ understanding of the causes and consequences of the Wars of the Roses, a historical conflict that inspired the popular series Game of Thrones. We have adopted a creative methodology to explore this turbulent period in history through a marketplace activity. In this dynamic activity, students will participate in a review of key events and perspectives from the Wars of the Roses, which builds towards a thoughtful discussion on which side deserved to win, fostering critical thinking and debate skills. To accommodate varying levels of detail and understanding, we have incorporated a wide range of support tasks. These include a heads and tails timeline activity that helps students visualize the sequence of events, a continuum exercise that encourages them to place different viewpoints along a spectrum, and discussion and writing frames that aid students in crafting either a persuasive speech or an extended written response. Upon downloading this lesson, you will receive a 32-slide PowerPoint presentation that includes aims and objectives, clearly outlining the goals of the lesson, differentiated outcomes tailored for students at different levels, information slides providing key historical facts and context, historical sources with authentic documents and artifacts for analysis, summary sheets and graphic organizers that help students synthesize information, visual aids such as pictures and diagrams to enhance understanding, and engaging tasks like word searches, heads and tails, and continuum exercises. This resource is designed to create a rich learning experience, empowering students to explore the Wars of the Roses in an interactive and thought-provoking manner The aims and objectives of this lesson are: If you like this resource, then why not check out our others on similar topics in our TES shop. You can also follow ‘The History Academy’ on Instagram, X , 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

In 2003, the British government introduced a comprehensive National Literacy Strategy that included Key Stage 3 (KS3) History. However, since that time, there has been a notable lack of ongoing advice and guidance from the government on this crucial area. This resource aims to provide teachers with some effective literacy strategies utilized by the authors at the History Academy, consolidating our free resources on this vital topic. We were motivated to develop this CPD resource in response to numerous requests for support from our younger colleagues, to whom we dedicate this training. The literacy strategies presented in this PowerPoint are derived from our extensive, hands-on classroom experience in teaching history, particularly in challenging school environments. These strategies have been tried and tested on the front line, and while they are effective, we encourage you to adapt them to meet the specific needs of your school context. This free resource can be used in a departmental meeting or as a self study guide. When you download it, you will be able to access a PowerPoint presentation with 42 slides and which contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, writing frames, video and free resource links to the TES. I have also included the original N/C guidance documents. The literacy strategies covered are: Snowballing Writing Frames Humanities Literacy Mats PEE / PEEL Modelling Oracy The aims and objectives of this training are: Theme: Literacy Know: What different literacy strategies can we use in the history classroom? Understand: How do these help to raise achievement? Evaluate: What strategies will work within my school context? Skills: Literacy, SMSC & Collaboration WILF – What Am I Looking For? Can You Describe: A range of different literacy strategies? Can You Explain: How these can be used to help raise achievement? Can You Evaluate: What strategies will work within my school context? If you like this resource, then why not check out our others on similar topics in our TES shop. You can also follow ‘The History Academy’ on Instagram, X , 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

Dive into the Medieval origins of Parliament with this engaging and interactive marketplace activity! This resource is specifically designed to develop your students’ critical analytical skills while encouraging collaboration and source analysis, whilst they move around the room looking at the different information slides. This is an ideal lesson for the kinesthetic learner. This dynamic lesson enhances students’ understanding of the Medieval foundations of Parliament and its significant role in shaping modern British democracy across England, Scotland, Ireland, and Wales. Additionally, it serves as an invaluable tool for promoting citizenship education, fostering a deeper comprehension of the democratic processes and historical context that influence our governance today. The lesson begins by tracing the Anglo- Saxon origins of the Witan and how this evolved into the Great Councils held by King John, the impact of Magna Carta in 1215, and the parliaments of Simon De Montford, Henry III and Edward I. The lesson has been designed to provide a sound foundation and the conceptual links that are necessary for students later studying the causes of the English Civil War and reform of the franchise in the 19th and 20th Centuries. It concludes with a change and continuity task which link the historical developments to the evolution of our parliamentary system in the 20th Century, by including an overview section on devolution and Welsh, Scottish and Irish independence movements. We have included variety of support activities and tasks to cater to different learning needs at KS3. You will find all the additional photocopying and support tasks in the additional resource section at the end. When you download this lesson you will be able to access a 38 side PowerPoint Presentation, which has also been uploaded as a PDF. The PowerPoint includes aims, objectives, information slides, video links, historical sources, templates, writing frames, missing word activities, word search and various tasks and activities. Please see the detailed preview. The aims and objectives of this lesson are: Theme: Medieval Society Know: Who was Simon de Montford and why did he call the first Parliament? Understand: Why did English kings continue calling Parliaments? Evaluate: What were the Medieval origins of Parliamentary democracy? Skills: British Values, Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Who was Simon de Montford and why did he call the first Parliament? Can You Explain: Why did English kings continue calling Parliaments? Can You Evaluate: What were the Medieval origins of Parliamentary democracy?

If you’re searching for a fun and interactive revision tool that can be utilized as a starter or plenary activity, this resource is perfect for you! It is particularly effective at fostering a spirit of competition, which can engage underachieving students, especially boys, who often thrive when learning key facts through gameplay. Additionally, students can use these cards independently for their revision. When you download this resource, you will be able to access a two page Word document, which has also been uploaded as a PDF. It contains 11 dingbat and 1 instruction card. Please see the preview before purchasing. Usage Options You can employ these flashcards in three engaging ways: Game 1: Students take turns reading out key words while the others guess the corresponding topic. Game 2: For an added challenge, students must describe the topic without using any key words from the card. Game 3: Create an extra layer of fun by playing a round of Pictionary or Charades using the flashcards. I typically allocate 3 minutes for each round to activate learning and energize the class. A freestyle round can also be introduced, allowing students to choose which game to play, catering to their individual learning styles. To further engage underachieving boys, consider incorporating a competitive element by having them keep score in the back of their books. Preparation Suggestions I recommend printing the cards on card and having your students cut them out. Store the cards in an envelope for easy classroom access. For students, keep these flashcards handy in your pocket to aid in learning key facts. If you encounter a term you don’t understand, don’t hesitate to ask your teacher or conduct additional research. From a revision standpoint, these cards can be printed for students to master key terms in preparation for tests or exams. They represent a win-win resource: students will enjoy using them, and they will contribute positively to your results. If you like this lesson, then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Instagram, X , 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

These revision flashcards encompass all the essential topics you need to master regarding Weimar Germany from 1919 to 1933. If you’re searching for a fun and interactive revision tool that can be utilized as a starter or plenary activity, this resource is perfect for you! It is particularly effective at fostering a spirit of competition, which can engage underachieving students, especially boys, who often thrive when learning key facts through gameplay. Additionally, students can use these cards independently for their revision. Usage Options You can employ these flashcards in three engaging ways: Game 1: Students take turns reading out key words while the others guess the corresponding topic. Game 2: For an added challenge, students must describe the topic without using any key words from the card. Game 3: Create an extra layer of fun by playing a round of Pictionary or Charades using the flashcards. I typically allocate 3 minutes for each round to activate learning and energize the class. A freestyle round can also be introduced, allowing students to choose which game to play, catering to their individual learning styles. To further engage underachieving boys, consider incorporating a competitive element by having them keep score in the back of their books. Preparation Suggestions I recommend printing the cards on card and having your students cut them out. Store the cards in an envelope for easy classroom access. For students, keep these flashcards handy in your pocket to aid in learning key facts. If you encounter a term you don’t understand, don’t hesitate to ask your teacher or conduct additional research. From a revision standpoint, these cards can be printed for students to master key terms in preparation for tests or exams. They represent a win-win resource: students will enjoy using them, and they will contribute positively to your results. When you download this resource, you will be able to access a two page Word Document, that has also been uploaded as a PDF. There are 6 cards per page with the keywords for 11 topics, plus one instruction card. If you like this lesson, then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Instagram, X , 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 fun and interactive lesson on Tollund Man is perfect for introducing students to studying history at secondary school. This classic lesson is well-suited for use as a first history lesson, during a Year 6 open evening in September, or as part of an induction week in the Summer Term. Tollund Man is one of the best-preserved examples of a bog body, discovered in 1950 in Denmark. He is believed to have lived during the Iron Age, around 400-200 BC. His remains provide valuable insights into prehistoric life, including diet, social structure, and burial practices. This lesson not only captivates students’ interest in history but also promotes critical thinking and teamwork. By exploring the life and times of Tollund Man, students will gain a deeper understanding of archaeology and its importance in uncovering human history. When you download this free lesson from the History Academy, you will be able to access a 36 slide PowerPoint Presentation that has also been uploaded as PDF. The PowerPoint contains aims, objectives, differentiated outcomes, a variety of starters and plenaries, historical sources, information slides, templates, writing frames, task and activities, to support an investigation into how and why he was killed. Please see the detailed preview. The aims and objectives of this lesson are: Theme: Introduction to History Know: Who was Tollund Man and how was he discovered? Understand: How do historians use sources? Evaluate: How did Tollund man die? Skills: Source Analysis WILF – What Am I Looking For? Can You Describe: Who was Tollund man and how was he discovered? Can You Explain: How to use a historical sources during an enquiry? Can You Evaluate: How did Tollund man die? If you like this lesson, then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Instagram, X , 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 fun and interactive card sort allows students to explore the the complex issue of whether criminals should be granted early release from prison. Each card presents different perspectives, facts, and current references from UK media, allowing users to engage in thoughtful discussion and analysis on whether prison protects society from crime . The cards are organized under two main headings of which aims to get students to evaluate the pros and cons of early releasing prisoners. When you purchase this lesson, you will be able to download a 19 slide PowerPoint Presentation and a single page Word document with 16 information cards and two headings. The PowerPoint contains aims, objectives, information slides and video links to help set the context for the debate and then facilitate the card sort and the follow up consolidation exercises. Once complete, students can jump to the continuum exercise in the plenary or use the templates and writing frame to write a persuasive speech either for or against and then peer assess each others work. Both documents have also been unloaded as PDFs. Please see the detail preview for more information. The aims and objectives of this lesson are: Theme: Crime and Punishment Know: How are people supported in prison? Understand: What are the pros and cons of early releasing convicted criminals? Evaluate: Does prison protect society from crime in the UK? Skills: SMSC, Oracy, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: How are people supported in prison? Can You Explain: What are the pro and con of early releasing prisoners? Can You Evaluate: Does prison protect society from crime in the UK? If you like these resources, then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Instagram, X , 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 fun and interactive lesson has been designed to enhance students’ understanding of the Medieval origins of Parliament and the part it has played in the development of our modern British democracy in England, Scotland, Ireland and Wales. It also serves as a valuable resource for promoting citizenship education, fostering an understanding of the democratic processes and historical context that shapes the way in which we are governed today. The lesson begins by tracing the Anglo- Saxon origins of the Witan and how this evolved into the Great Councils held by King John, the impact of Magna Carta in 1215, and the parliaments of Simon De Montford, Henry III and Edward I. The lesson has been designed to provide a sound foundation and the conceptual links that are necessary for students later studying the causes of the English Civil War and reform of the franchise in the 19th and 20th Centuries. It concludes with a change and continuity task which link the historical developments to the evolution of our parliamentary system in the 20th Century, by including an overview section on devolution and Welsh, Scottish and Irish independence movements. We have included variety of support activities and tasks to cater to different learning needs at KS3. You will find all the additional photocopying and support tasks in the additional resource section at the end. When you download this lesson you will be able to access a 38 side PowerPoint Presentation and an optional 4 page accompanying worksheet. The PowerPoint includes aims, objectives, information slides, video links, historical sources, templates, writing frames, missing word activities, word search and various tasks and activities. The content of the worksheet mirrors the PP. Both have also been uploaded as PDFs. Please see the detailed preview. The aims and objectives of this lesson are: Theme: Medieval Society Know: Who was Simon de Montford and why did he call the first Parliament? Understand: Why did English kings continue calling Parliaments? Evaluate: What were the Medieval origins of Parliamentary democracy? Skills: British Values, Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: Who was Simon de Montford and why did he call the first Parliament? Can You Explain: Why did English kings continue calling Parliaments? Can You Evaluate: What were the Medieval origins of Parliamentary democracy?

This fun and interactive lesson aims to enhance students’ understanding of Tudor society by encouraging them to critically evaluate the relationships between various forms of entertainment, wealth and social status. Through a dynamic marketplace activity, students will explore how these elements are interconnected, fostering a deeper understanding of the structure of Tudor society. Students can explore this investigation collaboratively in groups or independently, utilising strategically placed information slides around the classroom. As they move around the room, they will complete a tailored summary sheet specifically crafted for this lesson, promoting a hands-on and immersive learning experience. The lesson covers a variety of Tudor entertainments including archery, ball games (including football), board games, tournaments, bull and bear-baiting, cock-fighting, theatre, bowls, skittles, music, dance, gardening and an extra slide if you wish on public executions. To accommodate diverse learning needs, we have included a range of support activities and tasks. If you wish to simplify or shorten the lesson, you can easily omit certain slides, without losing the overall effectiveness of the lesson. Upon completing the market place activity with my own classes, we have successfully consolidated what they have learnt through a continuum task on ‘How far were Tudor entertainments linked to social class and wealth?’ This can be followed up with an extended writing task, for which we have provided writing frames, a missing word task in the resource section. When you purchase this lesson you will be able to downloa The aims and objectives of this depth study on Tudor Entertainment t are: Theme: Tudor Society Know: How did Tudor people relax and enjoy themselves? Understand: Which entertainments were popular at this time? Evaluate: How far was Tudor entertainment linked to wealth and social class? Skills: SMSC, Change, Continuity & Collaboration WILF – What Am I Looking For? Can You Describe: How the Tudors relaxed and enjoyed themselves? Can You Explain: Which entertainments were popular at this time? Can You Evaluate: How far was Tudor entertainment linked to social class? If you like these resources, then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Instagram, X , 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 engaging and interactive lesson is designed to deepen students’ understanding of Tudor society by critically evaluating the connections between sports, wealth, and social status through a dynamic marketplace activity. Students can explore this investigation collaboratively in groups or independently, utilizing strategically placed information slides around the classroom. As they move around the room, they will complete a tailored summary sheet specifically crafted for this lesson, promoting a hands-on and immersive learning experience. The lesson covers a variety of Tudor sports, including: * Archery * Football * Tournaments * Wrestling * Bull and Bear-Baiting * Cock-Fighting * Hunting * Hawking * Bowls * Skittles * Tennis To accommodate diverse learning needs, we have included various support activities and tasks. If you wish to simplify or shorten the lesson, you can easily omit certain slides without losing the overall effectiveness of the lesson. Upon completing this lesson with my own classes, we have successfully consolidated learning through a continuum task. Additionally, we provide a fully supported extended writing task in the resource section, along with writing frames, a missing word activity and a word search, ensuring that all students can engage meaningfully with the material. The aims and objectives of this depth study on Tudor Sport are: Know: How did Tudor people relax and enjoy themselves? Understand: What Tudor sports were popular at this time? Evaluate: How far were Tudor sports linked to social class? Skills: Collaboration, Cause, Consequence, Change and Continuity WILF – What Am I Looking For? Can You Describe: Tudor sports and how people relaxed and enjoyed themselves? Can You Explain: What sports were popular at this time? Can You Evaluate: How far were Tudor sports linked to social class? If you like these resources, then why not check out our other resources on similar topics in our TES shop. You can also follow ‘The History Academy’ on Instagram, X , 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