Hook video (embedded) about road safety to engage students when waiting for others to arrive. This Assembly focuses upon educating students of how to stay safe when walking / traveling too / from school. after the hook video the assembly begins with a vote upon the most popular methods of traveling to school and which students travel by each one. Followed by statistics of injuries and accidents recently linked to silly and dangerous behaviour traveling too and from school. Students are asked to reflect upon what could distract them on the way to school and are then reminded about the law linked with riding a bike. Followed by a safety video to consolidate (embedded). Assembly finishes with a prayer.

The purpose of this assembly is to encourage students to reflect upon the potential of growth mind-sets. Especially good to run before an assessment point or during revision periods. All videos and songs are embedded. Assembly starts with questioning about what a growth mind set could be before showing a video clip of ‘People Are Awesome’ showing humans completing amazing feats. Teacher to link this back to how they all have growth mind sets. Teacher asks again what a growth mind-set could be. Teacher the shows video of how a growth mind-set can help students achieve (example the tortious and the hare). Students are quized on example of what could be considered a growth mind set or a closed mind-set. Finishes with a prayer. Delete school banner and replace with your own logo.

**Colour coded DOUBLE SIDED A3 / A4 knowledge organiser / Revision mat / book marks - for the entire American Course. ** Side One: Focusing on progress between key time periods. 1954-60 1960-65 1965-70 **Side 2: ** Significant Individuals (MLK, Rosa Parks, Malcolm X , Kennedy, Johnson, Garvey, W.E.B. Du Bois, Bucker T Washingson, thurgood Marshal). Government Acts (1964 Civil Rights / 1965 Voting Rights. **Key organisations: ** NAACP SCLC SNCC CORE Black Panthers KKK Please visit my shop for more KS3 / GCSE Edexcel History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

Assembly on friendship linked to Christian values and Harry Potter. Complete with, music, videos embedded, student interaction and a reflective quiz for students to take away assessing what type of friend they are. Just delete the school banner and add your own branding if you wish.

The aim of this lesson is to introduce the concept of ‘Black Power’ to pupils. The lesson begins with pupils inferring and discussing a source of evidence showing a black man tied down by the non-violent events which has happened so far during the Civil Rights Movement - this leads into the introduction of the need for violence to achieve black peoples aims. Pupils watch a short video on the Mexico Olympics of 1968 to help introduce this – before being introduced to the Black Panthers through a listening activity from an interview with Huey Newton and a study of the Panthers 10-point programme. The main task involves pupils studying a card sort and categorizing the successes and failures of the movement. Pupils could mix - pair - share to help do this or simply working individually or in pairs before forming an overall judgment on the success of the movement. Pupils then consolidate their learning with a short video before answering an exam style balanced answer statement question. Further advice can be found in the description of the presentation - all videos are embedded (links also provided).

The purpose of this lesson is to introduce students the causes and consequences of the Industrial Revolution. Starter activity is quiz quiz trade (explained in the PP) to introduce students to the main causes of the revolution. There is an opportunity to watch an introductory video the the revolution before starting the main task. Main task: students conduct a museum walk around the classroom / corridor categorizing the main causes and consequences of the revolution (Transport / agriculture / population / factories & industry / education). Students then answer a GCSE exam style question before completing peer assessment sheets for the answers(provided).

the outcome of this lesson is for students to have formed a judgment on the most significant factor in Hitler’s foreign policy which led to the outbreak of WW2. LEsson begins with students being handed a recall of learning starter sheet which they can begin immediately linked with Hitler’s overall aims (Instructions on PP for students). students will work through a series ofstudent led tasks guided by the teacher: students watch a short video (embedded) wilst the teacher asks that students note down on white boards / in their book what Hitler’s main aims were (Differentiation: Task specific students with looking out for certain policies). students note down on A1 paper Hitler’s main foreign policy aims before the teachers handing out key policy documents individually along with the student proforma. students are tasked with summarizing they key policy on their sheet before memorizing it to the best of their ability. students then circulate the room and teach each other in their area of expertise regarding Hitlers policy e.g. The Sudetenland students then return to tables and add to their A1 paper with how each factor led to WW2. Plenary is a judgment line task around the room or using sticky notes on the board where students then form their opinion on the most significant factor. students can then answer an exam style question (balanced answer / judgment question works best. All videos are included with links provided in the PowerPoint + an additional time-line activity included FREE

This lesson focuses upon students identifying continuities and changes in how the Black Death / Plague was approached from the first strain in 1348 to when ti returned in 1665 focusing upon, Causes - Treatments - Prevention. **Lesson Plan: ** Lesson begins with a hook to recap the approached to the Black Death in 1348 via ‘The Walking Chocolate Bar’ activity (explained in the PP). The teacher ill then use this to introduce the learning intention & Outcomes. Students will record their work from the various activities on a double sided work sheet. students to watch one or two video clips (provided) to identify what approaches stayed the same / changed. the teacher can then take feedback and question students using the accompanying slides of information to help students complete the first half of their sheet. the biggest changes between 1348 - 1665 comes in the form of prevention. the students can be presented with a card sort of the new preventative measured taken in 1665 to avoid the plague. Students are challenged to Diamond 9 Rank these in order of effectiveness. students then work to complete a blank map of a town filling it with pictures and labels of the different preventative methods introduced. (Extension: Students explain the most / lead affective preventative method). Once completing their sheet and after student feedback- students complete an exam style question for a plenary (Mark Scheme and WAGOLL provided). Sounds clips are embedded / links provided / Peep sheet / More than one lessons worth of content / resources easily! Please visit my shop for more History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

Opposition and Reactions to the Vietnam War. (Pearson Edexcel GCSE) The purpose of this lesson is to educate students on the reasons for opposition to the Vietnam War. the lesson focuses upon Measuring public opinion, the students movement and the draft to then apply this knowledge to a utility question. Students will work record all acquired knowledge on a fully resources knowledge builder work sheet. Although not necessarily required any school textbook could be used to support student learning and progress. All sources of evidence are included along with videos which are embedded and links provided.

The focus of this lesson is to build upon the delicate balance of world powers in the 1930’s with Hitlers Anschluss of Austria in 1938 and fits into the bigger picture of ‘Why had international peace collapsed by 1939’? **Hook: **students are handed hook sheet as they enter to instantly complete focusing around recalling 5 key facts about Hitler’s foreign policy. **Starter: ** students watch a video (optional but embedded) are challenged to suggest why they may be surprised by the message of the interview video. Teacher then links into and introduces the lessons intention. Main task 1: Students are provided with a key information sheet breaking the stages of Anschluss down – students to highlight 3 key features of each stage. Students are then challenged to write a series of questions based on the information to quiz each other about the stages of Anschluss. Students then to meet back at their table and complete their table sheet in more detail. Show consolidation video (embedded). Students then to explain why Hitler was able to achieve Anschluss in 1938. Structure strips and success criteria (MARK Scheme) for differentiation. Plenary: Students to apply their acquired knowledge to an exam style question – structure strips are provided for differentiation and a mark scheme to allow students to peer / self assess their answer afterwards as a plenary. (Home work included for source evaluation).

The focus of this lesson is to encourage students to form a judgment surrounding the character of Becket (not why he was murdered) but if he was a Saint or a Sinner. Students enter class and handed a sticky note to settle . focus them on the starter activity (Why do I stand on this table?) Students watch clip of the Dead Poets Society which links in with the historical skill of observing people / events from different interpretations. Introduce the ideas behind Becket - students are supplied with an interpretation and on the back must summarise its message (saint or sinner and a quick summary) ten interpretations supplied. Students then are provided with a sheet and must circulate the room and interview each other to complete their worksheet of all the different opinions on Becket. students then use the sheet to support a judgment activity where they rank order the opinions again in order of convincing / least convincing. Plenary - students debate / judgment line their overall judgment and write up in their books. All video are embedded.

Handy structure strips that cover the different types of questions for IGCSE papers 1 / 2 in History They are very useful when preparing students for exam preparation, assessments and writing up questions in lessons. The students also use these to make their own structure strips for revision.

The purpose of this lesson is to not only inform students about Hyperinflation but to challenge them to think about it in the bigger picture, how it was a product of the T.O.V and how it links into national and international impacts in the longer term. Students enter with a task to immediately complete (Pictures will be scattered around the classroom, students are to study the picture and on a sticky note write down what they believe the lesson title will be - something along the lines of Hyperinflation (Critical thinking). Teacher then goes through some starter quick fire true / false questions with the students to recall learning. Students think pair share what Hyperinflation could mean before it is outlines by the teacher (opportunity for student rewards). Students then watch a short embedded video about how Germany was impacted by the TOV which led to Hyperinflation. The main task is centered around a memory activity regarding the consequences of Hyperinflation. students work in pairs to complete the card pairing activity before mix-pair-sharing the consequences between themselves. Again opportunity for a consolidation ‘memory test’ where students could compete for prizes. Students then complete and exam style GCSE question assessing their acquired knowledge (structure strips provided for differentiation). Students to peer assess for a plenary.