Introduction to History (KS3) Introductory lesson to History for KS3 students, aged 10 - 12. [Concept: Chronology; Significance]. See my TES shop for other lesson and bundle offers! Overview: This lesson helps students new to KS3 to refresh their chronology skills, and prompts them to begin thinking critically about what makes a historical event or individual significant. The lesson includes a range of opportunities for class discussions; a perfect ice-breaker for new students in a new setting. Likewise, the lesson also includes a slide setting good expectations for the year. Suitability: Designed for Key Stage 3 (Aged 10 - 12), but possibly suitable for late-KS2, or standalone history workshops / learning sessions. Approximate Delivery Time: 50 – 60 Minutes, but easily adaptable to fit a double session. What will you get? PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheet – Supports teaching activities for a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities).

Why was there an uprising in 1857? [#5] Lesson #5 of 6 lessons towards the enquiry: “Why did the Indians mutiny in 1857?” [Concept: Cause & Consequence]. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within a scheme of work! Overview: In this lesson, students will be familiarised with the uprising of 1857 itself, examining a variety of short- and med-term causes, including the treatment of Indian sepoys and the religious tensions that arose as a result of new cartridges greased in fats. The lesson will also give students the opportunity to begin ranking and organising different causes / factors, in order to hone their conceptual understanding and prepare them for writing an argument (see lesson 6 on my TES shop). Suitability: Designed for Key Stage 3 (Years 7 – 9), but possibly suitable for KS4. Approximate Delivery Time: 50 – 60 Minutes What will you get? PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Worksheets – Printable worksheets to support teaching activities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities).

How did British rule change India between 1829 - 57? [#4] Lesson #4 of 6 lessons towards the enquiry: “Why did the Indians mutiny in 1857?” [Concept: Cause & Consequence]. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within a scheme of work! Overview: In this lesson, students will explore the British domestic policy in India, between 1829 - 1857. Specifically, students will investigate a range of British reforms, based on aims to “modernise” and “Christianise” India. Following this, by encountering authentic Indian voices, students are prompted to think critically about the way Indians might have received these changes. This will enable them to engage on a deeper level with the overall enquiry question, as they can discern long-term causes. Suitability: Designed for Key Stage 3 (Years 7 – 9), but possibly suitable for KS4. Approximate Delivery Time: 50 – 60 Minutes What will you get? PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Worksheets – Printable worksheets to support teaching activities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities).

How did the British increase their influence in India? [#3] Lesson #3 of 6 lessons towards the enquiry: “Why did the Indians mutiny in 1857?” [Concept: Cause & Consequence]. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within a scheme of work! Overview: In this lesson, students will explore the gradual expansion of the British East India Company in India. Specifically, students will analyse how the EIC used a combination of diplomacy and military aggression to expand their authority across the sub-continent. Students will also encounter, as well as develop their own, interpretations about the foreign policy of the EIC, in order to broaden their conceptual skills. Suitability: Designed for Key Stage 3 (Years 7 – 9), but possibly suitable for KS4. Approximate Delivery Time: 50 – 60 Minutes What will you get? PowerPoint Presentation ��� Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Worksheets – Printable worksheets to support teaching activities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities).

Why did the Mughal Empire decline? [#2] Lesson #2 of 6 lessons towards the enquiry: “Why did the Indians mutiny in 1857?” [Concept: Cause & Consequence]. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within a scheme of work! Overview: In this lesson, students will explore the gradual decline of the Mughal Empire during and after the reign of Emperor Aurangzeb (c.1658 - c.1707). Specifically, students will investigate how his religious intolerance and oppressive policies led to division and conflict across the Mughal Empire. Students will continue to broaden their conceptual skills, by organising and debating causes throughout the lesson. Suitability: Designed for Key Stage 3 (Years 7 – 9), but possibly suitable for KS4. Approximate Delivery Time: 50 – 60 Minutes What will you get? PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Worksheets – Printable worksheets to support teaching activities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities).

What was pre-British India like? [#1] Lesson #1 of 6 lessons towards the enquiry: “Why did the Indians mutiny in 1857?” [Concept: Cause & Consequence]. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within a scheme of work! Overview: This lesson introduces students to India before the arrival of the British. Specifically, students look at the quality of life enjoyed by Indian society under the Mughal Emperor Shah Jahan. This serves as a starting point ahead of examining the Mughal Empire’s decline and British colonisation (see subsequent lessons in my TES shop). Suitability: Designed for Key Stage 3 (Years 7 – 9), but possibly suitable for KS4. Approximate Delivery Time: 50 – 60 Minutes What will you get? PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Worksheets – Printable worksheets to support teaching activities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities).

Why was it difficult for police to catch the Ripper? [#10] An investigation of the challenges faced by police in apprehending Jack the Ripper in c.1888, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Following on from an investigation into the methods used to catch Jack the Ripper, this lesson enables students to examine the reasons why the police investigation failed. Specifically, students will explore how the media, Whitechapel Vigilance Committee, poor leadership and police rivalry hindered the investigation after the murders in c.1888. The lesson culminates in an exam-style question. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Sources Practice – The Ripper Investigation, c.1870 - c.1900? [#11] A study of questions about source utility on 19th C. Whitechapel, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Having studied the police investigation into Jack the Ripper in c.1888, this lesson aims to build students confidence with source utility and “follow up…” questions, in line with Edexcel assessments. In the first part of the lesson, there is ample scaffolding to support students in tackling the questions independently. The second part of the lesson takes on the format of a feedback lesson (with modelled examples / answers) so that students can peer review / self-check their own progress. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 120 Minutes (optional) What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

The Great Depression [#4] Lesson #4 of 6 lessons towards the enquiry: “Why was the world unable to keep peace after 1918?” [Concept: Cause & Consequence]. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within a scheme of work! Overview: Through a selection of case studies (Germany, USA, GB), this lesson familiarises students with the causes and impact of the Great Depression in a clear, concise way. Specifically, this will enable students to understand why desperate people began to turn to more extremist ideas in Germany, paving the way for an eventual war in Europe. Suitability: Designed for Key Stage 3 (Years 8 – 9), but possibly suitable for KS4. Approximate Delivery Time: 50 – 60 Minutes What will you get? PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Worksheets – Printable worksheets to support teaching activities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities).

Sources Practice – Immigration Tensions in Whitechapel, c.1870 - c.1900? [#6] A study of questions about source utility on 19th C. Whitechapel, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Having studied the tensions around immigration in Whitechapel, this lesson aims to build students confidence with source utility and “follow up…” questions, in line with Edexcel assessments. The lesson takes on the format of a teacher-led collaboration, with a modelled example, before students can be prompted to examine a source independently. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 120 Minutes (optional) What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

How did the police try to catch Jack the Ripper? [#9] An introduction to the police investigation into Jack the Ripper in c.1888, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Students are given an overview of the crimes and victims of “Jack the Ripper” in c.1888, as well as the media sensationalism that followed. Students then analyse the effectivity of methods used by the police to investigate the murders (i.e., following up on leads, journalism, inquiring in hospitals etc.). The lesson culminates in an exam-style question. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Why was Whitechapel difficult for H Division to police? [#8] An introduction to the problems faced by the Metropolitan Police Force in 19th C. Whitechapel, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Building on their knowledge of the London Metropolitan Police in Whitechapel, students will explore the problems faced by H Division in Whitechapel, spanning across the dangers and challenges they faced in investigating or prevent crimes. The lesson culminates in an exam-style question so that students continue to develop source analysis skills. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

How effective was the Metropolitan Police Force, c.1870 – c.1900? [#7] An introduction to the work of the Metropolitan Police Force in 19th C. Whitechapel, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: This lesson familiarises students with the work of the Metropolitan Police Force in Division H (Whitechapel). Students will analyse the strengths and weaknesses of Division H, with a particular eye on the “beat”, the scandals of Bloody Sunday and the leadership of Sir Charles Warren. The lesson culminates in a source analysis (exam question practice). Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Why did tensions over immigration in Whitechapel get worse? [#5] An introduction to the tensions surrounding anarchism and socialism in 19th C. Whitechapel, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Following an investigation into the Irish and Jewish communities that migrated to Whitechapel during the late-1800s, this lesson familiarises students with the tensions around socialism and anarchism. Students will also examine how these political views were linked to immigrants in Whitechapel, increasing the tensions there. The lesson culminates in an exam-style question. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

How poor was the housing in Whitechapel? [#1] An introduction to the quality of housing in 19th C. Whitechapel, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: An introduction to Section A of the Crime and Punishment Through Time, c.1000 - Present paper, this lesson familiarises students with the setting of Whitechapel. Specifically, students will measure Whitechapel’s reputation as a poor, overcrowded, criminal area against the nuanced neighbourhoods that made up the borough (i.e. Flower and Dean Street vs. Peabody Estate). The lesson culminates in an exam-style question from Section A. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

The End of Capital Punishment in the Modern Period - Exam Practice [#9] A lesson prompting students to respond to a 16 mark exam-style question: ‘“Miscarriages of justice were the main reason why capital punishment was abolished in 1965.” How far do you agree?’ Adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Building on their engagement with changing attitudes towards punishment (especially capital punishment), and various miscarriages of justice (including Derek Bentley, Ruth Ellis and Timothy Evans) students are prompted to respond to a 16 mark exam-style question. This lesson enables students to plan their response, and models / scaffolds the structure and success criteria for them to succeed. The lesson also familiarises students with the Pearson Edexcel mark scheme. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Multiple options of the same worksheet are provided. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

How did poverty exacerbate crime in Whitechapel? [#2] An introduction to the links between poverty and crime in 19th C. Whitechapel, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Having studied living conditions in Whitechapel during the late-1800s (see previous lesson on TES), students will now begin to analyse how Whitechapel became a breeding ground for criminal activity. Specifically, students will examine a variety of reasons for this surge, with an eye on lodging houses, pubs, sweatshops, workhouses, and prostitution. The lesson culminates in an exam-style source analysis question. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Why did immigration cause tension in Whitechapel? [#4] An introduction to tensions caused by Irish and Jewish migrants living in 19th C. Whitechapel, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Students will develop knowledge about the Irish and Jewish communities that migrated to Whitechapel during the late-1800s. Specifically, students will look at the reasons these ethnic groups migrated to Whitechapel, in order to understand some of the discrimination directed towards them. Similarly, students will examine the way in which these ethnic groups lived in London, in order to further understand why there were tensions between different ethnic groups. The lesson culminates in an exam-style question. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Sources Practice – The link between Crime and Poverty? [#3] An introduction to questions about source utility on 19th C. Whitechapel, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Having studied the links between crime and poverty in areas of Whitehcap, students are introduced to source utility questions, in line with Edexcel assessments. Specifically, students are prompted to assess the utility of two sources using the COP (Content, Own knowledge, Provenance) method. There is ample scaffolding and modelling so that students can make good progress. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 120 Minutes (optional) What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Why was the death penalty gradually abolished in the 20th C.? [#7] An exploration into the reasons why capital punishment was abolished during the 20th C., adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: In this lesson, students will chart the 20th C. milestones in changes to capital punishment (i.e., who could be executed, or the crimes that qualified for execution). Students will then examine the reasons why capital punishment was gradually abolished, with a particular focus on controversial cases (i.e., Timothy Evans, Ruth Ellis) and changing public / government attitudes. This can be consolidated in a debate about the most significant reason for the abolition of capital punishment. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.