These ‘at a glance’ revision notes were specially written to give Edexcel A Level History students a comprehensive overview of the key knowledge from the specification for Paper 2, Option 2E.1: Mao’s China, 1949–76: 1 Establishing Communist Rule 2 Agriculture and industry, 1949–65 3 The Cultural Revolution and its aftermath, 1966–76 4 Social and cultural changes, 1949–76 They are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail. Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)

These detailed revision notes were specially written to give Edexcel A Level History students a comprehensive overview of the key knowledge from the specification for Paper 2, Option 2C.2: Russia in revolution, 1894–1924 1 The rule of Nicholas II, 1894–1905 2 The end of Romanov rule, 1906–17 3 The Provisional government and its opponents, February–October 1917 4 Defending the Bolshevik revolution, October 1917–24 They are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail. Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)

These ‘at a glance’ revision notes were specially written to give AQA A Level History students a comprehensive overview of the key knowledge from the specification for the depth study: The Transformation of China, 1936–1997 Part one: the emergence of the People’s Republic of China, 1936–1962 The Origins of the Civil War, 1936–1946 Communist victory and the consolidation of Mao’s rule, 1946–1952 The transition to Socialism, 1952–1962 Part two: the People’s Republic of China: Economic growth and the transformation of the state, 1962–1997 (A-level only) Reform and Control, 1962–1966 (A-level only) The Cultural Revolution, 1966–1976 (A-level only) The PRC under Deng Xiaoping, 1976–1997 (A-level only) They are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail. Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)

These ‘at a glance’ revision notes were specially written to give Edexcel A Level History students a comprehensive overview of the key knowledge from the specification for Paper 2, Option 2A.1: Anglo-Saxon England and the Anglo Norman Kingdom, c1053–1106 1 Late AngloSaxon England, c1053–66 2 The Norman conquest of England and extension of control in Wales and Scotland, 1066–93 3 State, church and society, 1066–1106 4 Normandy, 1066–1106 They are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail. Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)

These revision notes were specially written to give Edexcel A Level History students a comprehensive overview of the key knowledge from the specification for Paper 1, Option 1D: Britain, c1785–c1870: democracy, protest and reform 1 The growth of parliamentary democracy, c1785–c1870 2 Industrialisation and protest, c1785–c1870 3 Unionism and cooperation, c1785–c1870 4 Poverty and pauperism, c1785–c1870 5 What explains the abolition of the slave trade at the end of the period, c1785–1807? (The views of specific Historians are outlined and explored here) They are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail. Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)

These detailed revision notes were specially written to give OCR A Level History students a comprehensive overview of the key knowledge from the specification for Unit Y103 England 1199–1272: Enquiry Topic: King John 1199–1216 a) John and Normandy b) The Baronial Rebellion of 1215 c) John and the Church British Period Study: England 1216–1272 a) The minority and early years of the reign of Henry III 1216–1232 b) Henry’s rule 1232–1258 c) Political Crisis 1258–1263 d) Simon de Montfort, civil war and reconstruction 1263–1272 They are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail. Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)

These detailed course / revision notes were specially written to give GCSE Classical Civilization students a comprehensive understanding of the key knowledge from the specification for Myth and Religion: OCR GCSE Classical Civilisation (9-1) Gods The Universal Hero: Heracles/Hercules Religion and the City: Temples Myth and the City: Foundation Stories Festivals Myth and Symbols of Power Death and Burial Journeying to the Underworld These extensive notes are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics / areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail. They give peace of mind that every corner of the specification/syllabus has been covered. These notes can be given to students to work through at their own pace, or split up and given to students as and when each part of the content is studied throughout the course. As the teacher I found it useful to go through the notes with my students as they highlighted and annotated them with anything extra I wanted to give them according to their level. The notes though are comprehensive and work just as well as a stand alone revision aid as they do an in-class resource. Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)

This lesson is designed with the new OCR Classical Civilisation 9-1 GCSE in mind. Specifically, Paper 1 (Myth and Religion) topic 1.6 Myth and Symbols of Power. it is designed to run over 2 hour long lessons. All worksheets referred to below are contained within the .ppt file in the appropriate places during the lesson which can be printed out and given to students. All instructions are also contained in the ‘notes’ section for each slide (in addition to helpful video links). The lesson starts with a comprehension starter regarding how Augustus came to power and an accompanying video. There is then some class reading on the aims of Augustan art in general and the messages Augustus was keen to promote. Students are then introduced to the Ara Pacis itself via Augustus himself through studying the appropriate part of the Res Gestae. A short OU video link is included to help students visualise the size of the Ara Pacis itself. A worksheet is then included ready to be printed off (pictured)looking at Ovid’s Fasti and what he has to say about the altar. An in-depth look at the carvings one each frieze then follows with accompanying exam questions (8 and 15 markers). In the plenary students are encourage to envisage their own version of the Ara Pacis and what it would depict.

These ‘at a glance’ revision notes were specially written to give Edexcel A Level History students a comprehensive overview of the key knowledge from the specification for Paper 1, Option 1B: England, 1509–1603: authority, nation and religion 1 Monarchy and government, 1509–88 2 Religious changes, 1509–88 3 State control and popular resistance, 1509–88 4 Economic, social and cultural change, 1509–88 Was there a general crisis of government in the last years of Elizabeth I’s reign, 1589–1603? (Historians and their views are explicitly discussed here) They are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail. Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)

These revision notes are intended to give AQA A Level History students a comprehensive overview of the four parts of the breadth study: “Stuart Britain and the Crisis of Monarchy”. Monarchs and Parliaments, 1603–1629 Revolution, 1629–1649 From Republic to restored and limited monarchy, 1649–1678 (A-level only) The establishment of constitutional monarchy, 1678–1702 (A-level only) They are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail. Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)

These revision notes are intended to give AQA A Level History students a comprehensive overview of the four parts of the breadth study: “Spain in the Age of Discovery”: The forging of a new state, 1469–1516 The drive to ‘Great Power’ status, 1516–1556 The ‘Golden Age’, 1556–1598 Spain: The ‘Great Power’, 1556–1598 They are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail. Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)

These ‘at a glance’ revision notes were specially written to give AQA A Level History students a comprehensive overview of the key knowledge from the specification for the depth study: “Royal Authority and the Angevin Kings, 1154–1216" Part one: The Reign of Henry II, 1154–1189 The Restoration of Royal Authority, 1154–1166 The crisis of Royal Authority, 1166–1174 The struggle for Royal Authority, 1174–1189 Part two: England under Henry II’s Successors, 1189–1216 (A-level only) Richard I, 1189–1199 (A-level only) King John, 1199–1214 (A-level only) The end of John’s reign, 1214–1216 (A-level only) They are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail. Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)

These ‘at a glance’ revision notes were specially written to give AQA A Level History students a comprehensive overview of the key knowledge from the specification for the depth study: Italy and Fascism, c1900–1945 Part one: the crisis of Liberal Italy and the Rise of Mussolini, c1900–1926 The Crisis of Liberal Italy, c1900–1915 The collapse of Liberal Italy and Mussolini’s Rise to Power, 1915–1922 Mussolini and the establishment of Fascist Italy, 1922–1926 Part two: Fascist Italy, 1926–1945 (A-level only) Fascist society, 1926–1940 (A-level only) Fascist foreign policies, 1926–1940 (A-level only) Fascist Italy and war, 1940–1945 (A-level only) They are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail. Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)

These ‘at a glance’ revision notes were specially written to give Edexcel A Level History students a comprehensive overview of the key knowledge from the specification for the Paper 1 study: The Crusades, c1095–1204 Reasons for the crusades, 1095–1192 Leadership of the crusades, 1095–1192 The crusader states of Outremer, 1100–92 The changing Muslim response to the crusades, 1095–1192 Historical Interpretations: What explains the failure of the Fourth Crusade? They are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail. Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)

This lesson is designed to be the first lesson for students who have no prior knowledge of Classics/Classical Civilisation/ The Classical world. It will work well as the first lesson for students who are studying Classical Civilisation at GCSE. it is designed to give students a real sense of period so that they can contextualise their learning in subsequent lessons. All worksheets referred to below are included as whole slides in the .pptx file and are located at the specific point in the lesson when they are designed to be used. The lesson begins with a discussion surrounding what ‘civilisation’ means. This is followed by a worksheet to be printed A5 size (pictured) which introduces students to the Geography of the area. It is deliberately more visual than ‘wordy’ in nature as students can stick it in and refer back to it when they need to know where Italy/Greece are in relation to the UK. A discussion surrounding BC/BCE and AD/CE then follows in terms of interpreting dates. A timeline with empty boxes is then included for students to fill in in their books. On this timeline is already printed some famous events in history that students will probably have some prior knowledge of. The point of this excercise is to see how BC/BCE dates work (backwards) and to show the Greeks and Romans existed a long time before anything else they will have studied in History lessons. It also allows students to see that the Greeks preceded the Romans at their peak. Another gap-fill exercise follows (with answers) which introduces students to basic information about Ancient Greece (There is no further information on Rome in this lesson as it is assumed students will progress onto a thematic study of Ancient Greece following this lesson). A video link explaining democracy is also included as a final thought for the lesson with student coming up with their own definition of democracy at the end. This will help them analyse Athens’ democracy in later lessons.

These ‘at a glance’ revision notes were specially written to give AQA A Level History students a comprehensive overview of the key knowledge from the specification for the depth study: The Birth of the USA, 1760–1801 Part one: the origins of the American Revolution, 1760–1776 Britain and the American Colonies, 1760–1763 Enforcing the Colonial Relationship, 1763–1774 Ending the Colonial Relationship, 1774–1776 Part two: establishing the Nation, 1776–1801 (A-level only) The War of Independence, 1776–1783 (A-level only) Founding the Republic, 1776–1789 (A-level only) Washington and Adams, 1789–1801 (A-level only) They are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail. Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)

These ‘at a glance’ revision notes were specially written to give AQA A Level History students a comprehensive overview of the key knowledge from the specification for the depth study: The Sun King: Louis XIV, France and Europe, 1643–1715 Part one: The Sun King, 1643–1685 The Regency, 1643–1661 The establishment of Absolutism at home, 1661–1685 Louis XIV and Europe, 1661–1685 Part two: Louis XIV in decline, 1685–1715 (A-level only) Challenges at home, 1685–1715 (A-level only) Challenges in Europe, 1685–1697 (A-level only) rance defeated, 1697–1715 (A-level only) They are especially useful for students whose note-taking in lesson isn’t as good as others, or whose organisational skills mean they are missing notes/handouts on certain topics/areas. These notes will certainly help reduce the time it takes them to catch up with their peers, and also students like to use these as a checklist of topics to go into in further detail. Hopefully these notes help to save your students (and you!) some time in the hectic run up to exams. Thanks for taking a look :)

This letter successfully landed me an interview for a Head of RE at a faith school (The official title of the role was Curriculum Leader for Religious Studies). The school was large and there was a significant TLR attached to the role. This letter is designed to be used for informative purposes and as a guide to the things you would be able to write and say in your own letter of application for a similar role. There may well be things you can’t take from my letter since they may not be true for you, but the spirit of this resource is very much to provide a template and an inspiration for you to write your own letter. Just as we know it’s helpful to provide our pupils with a model for exam questions they need to answer, so too I have always found it helpful to have something for me to model my own letters of application on. There isn’t anything within this letter which identifies the school that was being applied to, and when I mention ‘your school’ in the text, it would be wise to replace this phrasing in your letter with the school’s own name. Where there is experience I have written about which you yourself have not had, it may be worth thinking of examples from your own practice that you can write about in a similar style which match the person specification of the role you are applying for. For reference, the letter of application is nearly two pages in length. Thanks for taking a look and good luck in your job search - hopefully this will make the process a tiny bit less stressful :)

This lesson was designed for my pupils studying OCR Classical Civilisation 9-1 GCSE. It provides an excellent in-depth look at the Roman Domus / Villa - the household and home of wealthy Romans / Roman Patricians. The lesson is dual coded and there is an emphasis in reducing excess ‘noise’ in the PowerPoint file - allowing pupils to easily access the content without distraction. There is also a yellow overlay on each slide to aid any pupils with irlens / dyslexia (this can easily be removed though by clicking on the overlay on each slide and pressing ‘delete’). The lesson begins with a look at a map of Pompeii to allow pupils to see the prevalence of the Domus in a Roman city and then pupils are given a handout (included as a slide to be printed off) of a typical domus floor plan with a key and pupils must colour code both. Once pupils thus have an understanding of the uses of the rooms in a typical domus and what they were called, there is a handout (again, included as a slide) to be printed off of extra info where pupils are encouraged to highlight key points and use to make extra notes to supplement their work up to this point. There is then a short 3 minute video embedded in the next slide which summarises what pupils should have learnt up to this point. Having established the key features of a typical domus, pupils are then presented with the floor plans of three important Roman villas in Herculaneum and Pompeii: The House of the Wooden Partition The House of Menander The House of Octavius Quartio Pupils are prompted to compare the floorplans and key features of these houses to their ‘typical’ domus floorplan and pick out similarities and differences. A group task then ensues where pupils fill in their fact file sheets on each house using more detailed information included in the proceeding slides (designed to be printed out - but you can go through the info on the board, or alternatively read the information for each house aloud and ask students to make notes as you read - I did it slightly differently with my two groups). Finally, the PowerPoint ends with OCR GCSE Classical Civilisation exam questions so pupils’ learning and understanding can be assessed. Thanks for taking a look :-)

I created this lesson for my OCR GCSE 9-1 Classical Civilisation class. It’s dual coded throughout to reduce excess ‘noise’ to ensure students know what to focus on and when, in order to aid high quality knowledge retention. The lesson is meant to complement the counterpart ‘Journeying to the Underworld’ GCSE lesson for the ancient Greeks: https://www.tes.com/teaching-resource/homeric-hymn-to-demeter-journeying-to-the-underworld-in-ancient-greece-12655537 The lesson starts by introducing Ovid and Roman beliefs about the Underworld. Background is then given to students on who Orpheus is and why he is so famous in classical myth. Students are encouraged to summarise his importance themselves before moving on to a reading task. The exam-specified version of Metamorphoses by Ovid is included as a hidden slide to be printed out for pupils, who will go through it as a class and pick out words they might struggle with to aid literacy-building and to ensure the text is accessible to all. Students are then instructed to read through it again themselves and pick out key parts and summarise each part themselves (can be verbal, written or drawn). before attempting some exam questions so you can gain some clarity on where they are in terms of how much they have retained from the lesson. The lesson finishes with a really good 5 minute video that summarises the story for pupils. A final storyboard task is included should you want to extend the lesson beyond the one hour mark, or to be set as an engaging homework that helps make their learning stick. Each slide has a pale yellow overlay to aid students with dyslexia / Irlen’s but this can be removed easily by deleting it, or its colour can be easily changed to suit your pupils’ needs. Thanks for looking :)