For Edexcel GCSE Crime & Punishment. This lesson will explore: Saxon Crimes Use of community law enforcement Methods of trials for criminals Saxon Punishments. Comprehension tasks throughout. Lesson 02 in scheme.

For Edexcel GCSE Crime & Punishment. Lesson to include: Analysis of why the plotters wanted James I dead. Exploration of whether the plotters were framed. Explanation of consequences. Exam style questions. Lesson 7 in scheme

Lesson focus is to understand the nature of the ‘Source follow up’ question in GCSE Crime & Punishment. Lesson includes: Source practice tasks Evaluation of changes to policing in London. Creation of examples sheet of sources to be used in a follow up task. Exam practice.

For Edexcel GCSE Crime & Punishment. Lesson to focus on the increase of Witchcraft as a crime as well as vagrancy between the 16th and 17th Centuries. To include: Reasons for increased focus on witchcraft. Reasons for convictions. Matthew Hopkins Case study Chronology of Vagrancy laws. Changes after the Civil War (Puritan England).

For Edexcel GCSE Crime & Punishment. Focus on the introduction of large scale transportation as a punishment. To include: Mapping of the reasons for it’s use Source inference for punishments in the colonies. Story of the Tolpuddle Martyrs (literacy focus) Story board of causes, events and consequences of Tolpuddle.

For Edexcel GCSE Crime & Punishment. Lesson to focus on changes to law enforcement in the 16th-18th Centuries. To include: Source analysis Continuity and change evaluation. Descriptions of new methods. Explanations of: Thief Takes, Early Transportation (to 13 Colonies), early Prisons and the Bloody Code.

Power & Democracy SOW - Lesson 1/3 Ever wanted to explore how the powers kings possessed altered between 1066 and 1603? Well… look no further here it is, a comprehensive(ish) look at this very topic. Lesson includes: Revision focused tasks on 1066 and Norman Feudalism Analysis of Harrying of the North. Comparison of contemporary and medieval monarchs Explanation and evaluation of reactions to Break with Rome, Plenary focus on who held power in which eras? Lesson designed for KS3 - can be used to support KS4.

Get to grips with the war time alliance, the intricacy of the Tehran, Yalta and Potsdam conferences and the persona of the the big three, Oh and with a cheeky bit of Billy Joel thrown in - remember to start with slide 2! Lesson 1/16

USing these two lessons your students will gain through contextual knowledge of the Cuban Revolution, and historical US involvement. In part two, they will then encounter the 13 Days of the Cuban Missile Crisis. Exploring, JFK’s options, the events day by day (with significance ranking) and an overall judgement on consequences and impact on tension. Lessons 8 & 9/16

Designed to build evidence to construct a narrative account question this lesson will guide your students through the main events behind and during the uprising and then allow students to develop knowledge of the consequences through a check on tension. Lesson 6/16

Another additional lesson to support wider understanding of the Cold War era. Here we focus on the disaster at Chernobyl. Why did it happen? How did two men, and 800,000 ‘bio-robots’ save the world? and what did it all mean for the fragile Soviet Union? Lesson 15/16

Streamline your homework policy - and keep Ofsted happy, with this three part and six term Homework booklet.Making use of the Durrington Research School methods and the Six Principles the aim here is to ensure understanding of key words and terminology within your areas of study. How to use: Task 1 - First choose your key works (I go for six) - these can be typed into the booklet in advance or have students write them in. These can be learned as spelling with test in class. (I usually make sure 5 are subject and 1 is exam related - see examples). Task 2 - Use the four included Key Word cards to define four of the key words you have chose, Including, definition, use in a sentence and image. Task 3 - Using all six words have the students write a philological paragraph to explain the topic using their wider understanding of language and key terms. Tip: We use separate assessment books. I keep HW booklets there and mark once a term when I look at assessments.

Ah Dollar Diplomacy - said Stalin… not me! Through this lesson you will gain the context of the late 1940s, with an ‘own knowledge’ link to the Greek Civil War. Next you will explore the reasons behind and methods of the Truman Doctrine, Marshall Aid and then finish with the Soviet Response. Lesson 3/16

Based on the Durrington Research School CPD session. These cards are designed to dual code the key terms of your learning. How to use: Write word in middle Define in own words use in a sentence and draw an image to illustrate Differentiated included (only two on a sheet and larger)

Part 1 - Display used in classroom to explain methods for explaining longer mark EDEXCEL GCSE questions. Part 2 - Series of key terms and subject specific words to aid students in recognition of spelling and use of language. (Specific to: Weimar & Nazi Germany, Crime & Punishment, Henry VIII & His Ministers and The Cold War).

Print every student a copy, and use this to record all the key data for the 20 rebellions they will encounter on this A2 journey. Booklet is divided into five sections, relating to each monarch with space to record the causes, nature, regularity, size, responses of government and more. Each monarch features a summary page to highlight key details of the reign and notes sections are further provided. Designed to be used either in conjuncture with my own chronological PPT or the thematic Textbook.

I use this to begin the study of this course. Lesson focus is to understand the key themes presented by the set text and to establish what notes will need to be taken in the corresponding booklet. Focus also given to styles of questions presented in exam.