Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of a raging fire to hint about the context of the lesson. Learning Intention and differentiated outcomes (SMSC). The lesson starts by covering the bigger picture. Pupils will watch a short 10 minute video explain what The Reichstag Fire was and the theories surrounding it. Pupils' will then work in teams and study evidence packs to sort the different views regarding who started the fire. Pupils then combine with like minded pupils to explain (using the evidence) their overall opinion. Pupils explain how the different parts of the Enabling Act helped Hitler consolidate his power. 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 video links are provided.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of Hitler. Learning Intention and differentiated outcomes (SMSC). The lesson starts by covering the bigger picture: Who Neville Chamberlain was. The Munich Agreement. Defining Appeasement. Pupils' will then compete in teams in a literacy relay activity to identify the positives and negatives of appeasement. Pupils' will then collate their answers and arrange the factors into these categories before ordering the factors by significance. 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. Additionally I have included a source evidence Homework piece and a differentiated 'peep sheet' for less able pupils to help them consolidate the lessons learning. All videos are embedded and/or links provided.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of Hitler. Learning Intention and differentiated outcomes (SMSC). Pupils will discuss what they already know about Hitler before watching a short video (embedded & link provided) about Hitler's life. Pupils can then add and consolidate any new information learnt. Pupils' will then compete in teams in a literacy relay activity to identify the various factors which enabled Hitler to rise to power. Pupils' will then collate their answers and arrange the factors into order of significance before forming personal judgement regarding which they believe to be the most important reason Hitler to come to power. 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. Additionally I have included a source evidence Homework piece and a differentiated more / less able version of the literacy relay activity. Many thanks.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue about the lesson. Learning Intention and differentiated outcomes (SMSC). Starter: Pupils' will discuss what qualities a good leader should hold before watching a short video clip inquiry into the leading figures of WWII: Churchill Stalin Hitler Roosevelt. Pupils' will then circulate the room studying the individual leaders, their background and specifically their leadership qualities during WWII. In groups pupils then build a silent conversation to debate, discuss, compare and contrast the four leaders. Pupil's then consolidate their views regarding the best leader answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI. All videos links are provided along with instructions and advice in the description of the presentation. Peep sheet and vocabulary builder have been included for differentiation. Many thanks

This lesson should lead on from recently studying the 'Declaration of the Rights of Man'. Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue about the lesson. Learning Intention and differentiated outcomes (SMSC). Starter: Pupils' receive crime cards to which then then decide individually upon the most fitting punishment this will link in later with the lesson when the guillotine and how it was used during the 'Terror' is explained. Pupils can compare justice and crimes fitting the appropriate punishments. Pupils will consolidate with a video regarding how the Revolution became extreme though the September Massacre as a case study. Pupils' then compete in groups to complete a literacy relay regarding the 'Terror' to increase their knowledge of the events which took place and the main forces involved. Peep sheet has been provided here for differentiation. Pupils then watch a BBC Bitesize video to consolidate before answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI. All videos links are provided along with instructions and advice in the description of the presentation. Many thanks

hook starter of a spotlight teasing an image of the declaration. Differentiated learning outcomes (SMSC included). Pupils will discuss their human rights, define its meaning and then create their own, 'Teenagers Rights'. Pupils will then learn about 'The Declaration for The Rights of Man' comparing and contrasting modern human rights with that of the French during the Revolution. Pupils will discuss the problems facing France and that of the 3rd Estate and how these problems were rectified by the declaration. Pupils then rank the rights in order of importance before deciding upon the most significant and how it affected France. Videos are embedded or links have been included in the description. Many Thanks.

This pack contains two lessons. Lessons outcomes are: Expected: To study the life of a famous Naval soldier. (SMSC) Challenge: To explain a famous battle at sea, its causes and consequences. Stretch: To use source evidence to support an exam style question. The first lesson consists of a case study regarding Jack Cornwell and his importance to a ‘famous naval battle’. At the age of only 16, he was posthumously awarded the Victoria Cross and was the youngest British to take part in the battle). Pupils will study his story from a cut out card sort activity catagorising information about his life. Pupils then reassemble to card sort into a jigsaw to reveal that he died as a result of the Battle of Jutland. Pupils are then encouraged to complete further research about other British men who fought in the battle (computers will be required of this, otherwise I have set it as a Homework). The second lesson allows pupils to study source evidence (primary and secondary) to help reach the lessons outcomes. Pupils then consolidate the past 2 lessons with an exam style question. Then pupils can use the success criteria to peer assess with WW / EBI to identify areas of improvement regarding their extended writing. The presentation itself is aesthetically pleasing and engaging with lots of colour including moving Giff images. All videos are embedded (links also provided). I highly recommend having an ‘interactive’ station for the second lesson as there is a fantastic website (link included) which allows pupils to listen to first hand accounts of the battle from survivors. The lessons finish with how the Battle is remembered today 100 years on.

This lesson could be used for one lesson. However, to gain the most out of this I suggest using it over a two lesson period dependent upon how much detail / discussion you wish to go into. Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue about the lesson. Learning Intention and differentiated outcomes (SMSC). The lesson is structured in order to achieve the learning outcomes: Expected: You can describe & explain the problems on the Home-front. (SMSC). Challenge: You can explain how DORA & rationing helped overcome these. Stretch: You can evaluate and analyse the impact of government intervention. Activities include a museum walk of propaganda posters, a diamond 9 ranking task of DORA's laws, discussion points from videos (SMSC / modern day link opportunities). Pupils finally consolidate though answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI. Videos are embedded or I have included the links in the presentation description.

This lesson should lead on from recently studying the Battles of WWI or Field Marshal Haig. Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue about the lesson. Learning Intention and differentiated outcomes (SMSC). Short blurb about how the Generals of WWI may have been misjudged. Starter: Discuss the picture showing all the the Generals and their statistics from The Great War, how many of them lived / died & how/ awarded medals etc. I have then allowed my pupils to watch Blackadder series 4 final episode 'Goodbye'. Pupils are to be critical of this and afterwards discuss if this was a true representation of war conditions / Generals. I have provided a YouTube link to the episode (In case it is taken down or it does not work, you may wish to purchase the DVD). I then use a judgment line to assess progress and gain pupil's opinions in relation to how far we can trust this episode to be reliable and then in relation to the learning intention question. Pupils finally consolidate though answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI. This lesson would work best having used sources in previous lesson to study WWI Generals / Marshals, I have used Haig in previous lessons. Pupils are encouraged to use this evidence to help construct their answers.

Lesson Plan: Pupils watch a choice of videos to then chronologically arrange a card sort into the events of the day. The main task is literacy relay where pupils will work in teams to answer the questions related to the lessons learning intention. Finally pupils will form a personal judgment regarding: Did the USA deserve all the blame for 9/11? Videos are embedded into the presentation, however I have also provided the links for these as well. I have used this lesson to form part of my history lesson on terrorism through time, however this could also be used for RE / Social Studies / PSHE.

I recently used this lesson for a mixed ability KS3 class. Pupils will learn about the storming of the Bastille during the French Revolution. The main task is literacy relay where pupils will work in teams to answer the questions related to the different interpretations of the Storming of the Bastille. Pupils are then to form a judgment regarding which sides' story of events they trust more, either Historian's version of events of that of the 3rd Estate. Pupils will then answer their leveled judgment question. I have also included a modern day link to how Bastille day is celebrated today along with an opportunity to learn beyond. Videos are embedded into the presentation, however I have also provided the links for these as well. Differentiation though outcome and a peep sheet to help with the main task. SMSC question included to encourage further discussion points. Many thanks.

This is a straight forward lesson which requires pupils to re-cap previous knowledge before introducing the two main innovations in Renaissance medicine. 1. Printing Press 2. Dissection. Before forming an overall judgment of which was more important to the progression of medicine over time. Presentation and lesson plan included. Differentiated lesson outcomes. I have included challenge questions to stretch more able pupils. SMSC, numeracy and literacy links are incorporated. Video links & timers are also included. There is much to play around with here to put your own touch on the lesson. Text books could be used as additional support.

Hook Starter as pupils enter class. Lesson Intention and differentiated outcomes. Structured assessment question provided to assess progress. Videos & Music are embedded. Links included within the presentation in case these do not work. This lesson could be used without the need for exercise books as I have created a booklet to accompany the lesson. However, text books would be advised to use as additional support. (All images and videos from Google / BBC Bitesize). I have also included some extra Hippocrates and Galen resources if you wish to use these also. Many Thanks.

This lesson has been created for KS3 but could be easily adapted to KS4 students studying American West etc. Provided: Hook: Starter Lesson Intention and differentiated outcomes: Plenary. Pupils to study evidence to judge the best Native American weapon by the end of the lesson. Videos are included within the presentation. This lesson could be used without the need for exercise books. (All images and videos from Google / YouTube). Many Thanks. Categories

Hook Starter video to be played as pupils enter class. Lesson Intention and differentiated outcomes. (Cross Curricular with RE). Video links are included and some videos / music are embedded within the presentation. HW source activities included (Differentiated for middle / high ability). This lesson could be used without the need for exercise books. (All images and videos from Google / BBC Bitesize). Many Thanks.

This was recently graded an 'outstanding' lesson. Hook Starter as pupils enter class. Lesson Intention and differentiated outcomes. Cross Curricular link with Geography. Video links are included within the presentation. Literacy relay activity included (Differentiated for more / less able). Structured extended answer writing frames provided (Differentiated for more / less able). Judgment lines can be used for AFL as an extension. This lesson could be used without the need for exercise books. (All images and videos from Google / BBC Bitesize). Many Thanks.

This was recently graded an 'outstanding' lesson. Hook Starter as pupils enter class. Play video (embedded) this is to prompt some empathy for victims who have witnesses house fires. Pose the question: how would you feel? Lesson Intention and differentiated outcomes. Video links are embedded within the presentation. This lesson could be used without the need for exercise books. Source evidence to print off is included in a separate section at the end of the presentation. Pupils are to use evidence and compete in teams to learn about the causes and consequences of the Great Fire of London. Pupils could then think about the most significant evidence which helped them achieve this. I recently used this for my middle to high ability year 8 class which received a lot of praise from the observer. This would link in nicely when studying The Stewarts. (All images and videos / worksheet from Google / BBC Bitesize). Many Thanks.

This was recently graded an 'outstanding' lesson. Hook Starter as pupils enter class. Pupils to ask as many questions as they can of the evidence. Winner for table with most questions. Pupils then select one they wish to have answered by the end of the lesson. Lesson Intention and differentiated outcomes. (SMSC Outcome included). Video links are included within the presentation. 2 HW source activities included (Differentiated for middle / high ability). This lesson could be used without the need for exercise books. Judgement line to be used as a plenary to assess pupils progress. (All images and videos from Google / BBC Bitesize). Many Thanks.

This was recently graded an 'outstanding' lesson. Hook: Video to be played upon arrival to class. Lesson Intention and differentiated outcomes. (SMSC Outcome included). Kagan activities included (Write Rally Robin Starter). Videos are included within the presentation. This lesson would appeal to auditory, visual and kinaesthetic learners'. Lesson plan and HW source activity included (Differentiated). This lesson could be used without the need for exercise books. (All images and videos from Google / YouTube). Many Thanks.

Learning Intention: To what extent did Hitler create a ‘terror’ state? Hook: Video to be played upon arrival to class. Differentiated outcomes. (SMSC Outcome included). All videos embedded within the presentation. This lesson would appeal to auditory, visual and kinaesthetic learners'. Cross Circular with RE as SMSC aspects are included. Learning beyond the classroom opportunity provided after plenary. Peep sheet / Help sheet included for differentiation. This lesson could be used without the need for exercise books. The purpose of this lesson is to encourage pupils to be critical of evidence debating reliability and usefulness to reach their own conclusion in regards to the learning intention. Middle - high ability. (All images and videos from Google / YouTube). Many Thanks.