This Powerpoint covers everything students studying AQA A Level philosophy need to know about Utilitarianism, according to the specification. It is purely informative and you could adapt it to include written discussion questions, or simply use it as a prompt for class discussion during the course of your teaching. It also doubles as a handy revision aid. It’s all laid out clearly and neatly to reduce cognitive load and to ensure the information contained within it is as accessible as possible, My students really appreciated the format and the real world examples offered to help cement their understanding of these concepts. Topics included: Normative ethical theories What is normative ethics ? Utilitarianism The question of what is meant by ‘utility’ and ‘maximising utility’, including: Jeremy Bentham’s quantitative hedonistic utilitarianism (his utility calculus) John Stuart Mill’s qualitative hedonistic utilitarianism (higher and lower pleasures) and his ‘proof’ of the greatest happiness principle non-hedonistic utilitarianism (including preference utilitarianism) act utilitarianism and rule utilitarianism. Issues, including: whether pleasure is the only good (Nozick’s experience machine) fairness and individual liberty/rights (including the risk of the ‘tyranny of the majority’) problems with calculation (including which beings to include) issues around partiality whether utilitarianism ignores both the moral integrity and the intentions of the individual.

This presentation was designed and delivered at the beginning of a CPD day we did on ensuring the rigour and alignment of our curriculum: both whole-school and in individual subjects. It goes into 7 key areas of curriculum design: Challenge Enjoyment Progression Relevance Coherence Personalisation Choice Each one is defined and explanations are included for the speaker as to what these mean on a practical level. Links to research are included and the end of the presentation focuses on the implementation of the key facets and mapping how they can be evidenced in e.g. a curriculum map. Staff found this clear and concise and helped foster a sense of collaboration when it comes to curriculum planning - hopefully it can form the base of curriculum thinking in your context too. Thanks for taking a look :)

These notes were created for my students studying the AQA A Level Religious Studies specification and are designed to be ‘at a glance’ revision notes that act as the basics of what each student needs to know about Religious Experience for their exam. For students who are predicted lower grades than their peers, I have found this resource is invaluable in giving them ‘slimmed’ down content for religious experience and these notes allowed them to tackle revising the topic without the fear of drowning in lots of content. For my more able students they used these for self-quizzing and as a starting point for making their own very detailed notes (an important part of revision in itself). Thanks for looking and I hope this saves you a little bit of time in the run up to exam season! :)

This ‘lesson’ on the importance of the Amazonomachy (which will ideally cover 2-3 lessons) is designed with the new Classical Civilisation 9-1 OCR GCSE in mind. Specifically, the Myth and Religion Paper 1 unit: 1.6 Myth and Symbols of Power. Students will ideally have just finished studying the Centauromachy and so at the end of this powerpoint they will be able to compare their knowledge of both and evaluate the significance of both in relation to each other. All worksheets mentioned here are included as slides within the .ppt file itself, ready to be printed off and inserted into the appropriate part of the lesson. The lesson starts with a look at how Amazons are depicted in art and students are introduced to the Amazon race through the video (link attached). Information about who the Amazons were and their battles with the Greeks is then included with a challenge question included below (designed to be printed off A5 size). Students are then introduced to the Temple of Apollo at Bassae with background information on the temple itself in order to contextualise the Bassae Frieze (a prescribed source for the course). This is followed by a numeracy challenge where students have to calculate the area of the temple (which can then lead to a discussion as to the length of the Bassae Frieze and its impressiveness etc.) A cloze test/passage is then included to be printed off where students fill in missing words in order to get them used to the kind of language they need to be using while analysing the sculptor’s use of space etc on the frieze. There is then an 8 mark source Exam question where students have to produce a similar style answer to the one on the cloze sheet but now off their own heads. Students should be encouraged to use the model as they write their own. Finally students are asked to link their learning during this topic to a set of abstract images where they can be questioned in order to explain fully what they have learnt in relation to the learning aims.

The lesson starts by asking students what the lesson might be about based on a set of abstract images. It assumes some prior knowledge about the basics of Theseus’s life e.g. How he was born and who he was. Included in the powerpoint which can be printed A3 or A4 is a worksheet which students can fill in with information about each of Theseus’ labours as you go through them on the board. Students are introduced to the kylix depicting the labours of Theseus housed in the British Museum. As a prescribed source for the GCSE, it is crucial that students know which labour is depicted where on the kylix itself. This powerpoint provides rotated and enlarged versions of each depiction at the appropriate points in the lesson. This ensures that students are constantly thinking not only about Theseus’ labours, but also how they are depicted on the kylix at all times. All the information students need to know about each of Theseus’ labours for the new Classical Civilisation OCR 9-1 GCSE is included. Having already studied Heracles earlier on in the course. There are questions to prompt comparisons with Theseus’ contemporary hero – in particular in the labours that they undertake and the way in which they go about doing them. This comparative thinking will help with the exam question at the end of the lesson. There is a link to a short animation (appropriate for all ages) included to his final labour: the defeat of the Minotaur which students can use to enhance their understanding of this story. The kylix is then referred back to as students are asked to contemplate how appropriate each depiction on the kylix is based on what they know about their labour, followed by a ranking and justification task. Finally, an 8 mark comparison question is included. It is designed to take them 8 minutes as per the timings on the paper at GSCE, and as a support there are sentence starters and helpful tips available to those that might need it. An extension task is also included which encourages the comparison with Heracles.

This lesson is designed as a stand alone lesson for students of any age 13+ who studies Herodotus. It acts as a great introduction, covering who he was, what he was writing and why he was writing it. The lesson begins with a series of images asking students to try and work out what the lesson will be about. In order to demonstrate progress the same images are used at the end in a plenary where students are encouraged to show how each image links to their learning. The lesson proper begins with a discussion of what ‘accuracy’ means based on students coming up with their own synonyms. Students are then introduced to who Herodotus was through a handout (included as a slide within the .ppt file) which has a literacy focus and some challenge questions attached. A short passage from Herodotus’ History is then included with students being encouraged to draw inferences from the passage (with prompt questions down the side to promote discussion). Students then address issues such as ‘how could Herodotus possibly know this happened’? etc. There is another handout (included as a slide) explaining the degree to which Herodotus is accurate and students plot Herodotus’ accuracy on a target (based on their own opinion, formulated throughout the lesson). A link to the TEDed video discussing Herodotus is also included with encouragement for students to add to their notes and then finally (before the plenary) there is a task where students have to agree or disagree with a ‘verdict’ given by a Historian on Herodotus’ accuracy/reliability.

This lesson provided the perfect link for my GCSE pupils between the Trojan War and the founding of Rome. It’s all dual-coded to ensure cognitive load isn’t an issue and this way of presenting information really helped the story to stick in the minds of my classes. The slides take you through Aeneas’ escape from Troy and introduces students to the Aeneid by Virgil in quite a light way. The fact that it was commissioned by the emperor Augustus is also discussed. Two useful and entertaining videos are embedded seamlessly within the PowerPoint which helps add colour to the slides and your other exposition. The final task involves students creating images on 3 storyboards (all the writing is already there) which just tells the story of Aeneas’ journey to Italy, and why he many consider him the first Roman, in an interesting and very accessible way. If you’re looking for a lesson that just tells students straight up how Aeneas got to Italy and why he is important to the Romans then this is perfect.

This lesson is designed to fit into an hour and guides students, in a very straightforward but detailed way, through the key features of a Roman insula (apartment building) that was the cornerstone of Roman City Life for the average city-dwelling Plebeian. Roman insulae were subject to collapse, fire damage and unscrupulous landlords and there is a handout included as a slide within the powerpoint file taking students through what different Roman authors had to say about these high-rise apartment blocks. The final task before the plenary is a more creative one encouraging students to write about insulae in the style of the satirist Juvenal, who famously moaned a lot about them! Ideal for anyone teaching Classical Civilisation GCSE, the powerpoint is graphically designed in a way that students experience as little cognitive load as possible which my students definitely appreciate - allowing them to more readily access the information they need to embed. Two video clips are included too (hence the large file size) ensuring students have access to learning about the topic through a a few different kinds of media. Thanks for taking a look :-)

These ‘at a glance’ revision notes are intended to give AQA A Level History students a comprehensive overview of the four parts of the breadth study: “Russia in the Age of Absolutism and Enlightenment”: Establishing authority, 1682–1707 Increasing the glory of Russia, 1707–1725 The epoch of palace coups, 1725–1762 Catherine the Great and Russia, 1762–1796 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 OCR A Level History students a comprehensive overview of the key knowledge from the specification for Unit Y206: Spain 1469–1556 1) Isabella and Ferdinand: government 2) Isabella and Ferdinand: religion 3) Charles I: government and religion 4) Overseas policies and the economy 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. 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 OCR A Level History students a comprehensive overview of the key knowledge from the specification for Unit Y205: Exploration, Encounters and Empire 1445–1570: 1) Exploration 2) Encounters and conquest 3) Settlement and consequences 4) Impact of overseas empire on Europe 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. 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 OCR A Level History students a comprehensive overview of the key knowledge from the specification for Unit Y203: The Crusades and the Crusader States 1095–1192 1) The First Crusade 2) The Crusader States in the 12th Century 3) The Second Crusade 4) The Third Crusade 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. 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 AQA GCSE History students a comprehensive overview of the key knowledge from the specification for Unit (AC) Russia, 1894–1945: ‘Tsardom and communism’: Part one: The end of Tsardom Part two: Lenin’s new society Part three: Stalin’s USSR 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. 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 OCR A Level History students a comprehensive overview of the key knowledge from the specification for Unit Y110: From Pitt to Peel 1783–1853 British Period Study: British Government in the Age of Revolution 1783–1832 a) Pitt the Younger b) Lord Liverpool and the Tories 1812–1830 c) Foreign Policy 1783–1830 d) Parliamentary reform and the Great Reform Act 1832 Enquiry Topic: Peel and the Age of Reform 1832–1853 a) Peel and the Conservative party 1832–1846 b) Peel and social reform 1832–1846 c) Peel and pressure groups 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. 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 focuses on two key aspects of Roman Society: The paterfamilias and the patron-client system. The first half of the powerpoint focuses on the paterfamilias and the second half focuses on the patron-client system. All the information pupils need for GCSE Classical Civilisation: Roman City Life is contained in here, although anyone not studying the GCSE will get all the information they need from this lesson too. The final part of the powerpoint focuses on which of the two things played a greater role in the functioning on Roman society and why. The powerpoint would ideally b delivered over two hours, although could be delivered in a single hour if you cut out some of the written tasks which are included so students can synthesise their learning and demonstrate their levels of understanding. The resource is fully dual coded which we have found helps reduce the cognitive load for our students, allowing them to focus and retain knowledge more easily. There is also a coloured overlay on each slide (which can easily be deleted if you don’t need it) to aid learners with dyslexia / Irlen’s. Video clips are also embedded within the resource to help elucidate the two pertinent roles in Roman Society that the lesson focuses on. Thanks for taking a look :)

These notes were created for students studying the WJEC / Eduqas AS Level Religious Studies specification and are designed to be ‘at a glance’ revision notes that act as the basics of what each student needs to know about Islam Theme 2 (Religious Concepts) for their exam. For students who are predicted lower grades than their peers, I have found this resource is invaluable in giving them ‘slimmed down’ content for Islam Theme 2 and these notes allowed them to tackle revising the topic without the fear of drowning in lots of content. For my more able students they used these for self-quizzing and as a starting point for making their own very detailed notes (an important part of revision in itself). Thanks for looking and I hope this saves you a little bit of time in the run up to exam season! :)

This lesson takes learners through the details of the Feminist Movement that emerged in the USA during the 1960s and 1970s. It's been designed in accordance with the new AQA spec for 2017 USA unit. Ideally, this would span two lessons and two comprehension starters (on two of the slides - to be printed off) are included. A challenge question on these starters ensures that higher ability learners get sufficient challenge at the start of both lessons. The first lesson would deliver information, outlining the emergence of the Feminist Movement and then the more radical Women's Liberation Movement. It outlines the groups and laws and leads students to question the impact of these on the lives of ordinary women in the USA at the time (+ in relation to their success/failure). Plenty of exam questions are included (including an 'explain' 8 marker and '4,4,8 marker' interpretation questions)

This lesson is aimed at getting students confident in answering a 8 mark 'chronological narrative' question for the new AQA GCSE paper. For this lesson it is assumed that students will have studied events in Cuba from 1958-1962. The lesson starts with four maths problems - how long would different US cities have to react to a MRBM strike from Cuba (it gives them the speed of the missile - and they aren't too hard!) Students remind themselves of the key events in the 'Cuba story' and attempt a timed 8 mark question titled: 'Write an account of how events in Cuba led to an international crisis'. 3 different model answers are provided (4, 6 and 8 out of 8) and as the teacher you can decide who gets which one. The students highlight information and key phrases they could have inclided but didn't and then use that to make a second attempt at answering the question, A student friendly mark scheme is then included so students can self assess both of their answers and explain why the marks awarded to both were different. Hopefully the progress is very evident! The lesson ends with a slide where students are encouraged to match their knowledge/learning to abstract images. As the teacher you can then question them to extend their thinking.

This lesson is designed with the new OCR Classical Civilisation GCSE 9-1 Spec in mind. As part of the Myth and Religion unit students need to know about a number of ancient religious festivals. This lesson is designed to give students a deep understanding of the details of the Lupercalia and why it was important to the Romans. After a couple of starter activities, students are given a brief overview of the festival with key words missing and they must select the appropriate words from the list attached. The main part of the lesson is given over to the completion of a leaflet to be handed out in ancient Rome advertising the festival. A template is included within the .ppt file attached at the appropriate point in the lesson. All the information for each heading is also included so students have plenty of information to work with without feeling swamped. There are explanation questions at the end of the lesson which are designed so students can exhibit the extent of their learning, just before a short plenary activity.

Designed for the new OCR Classical Civilisation GCSE unit: 1.4 Myth and the City Ideally spread over 2 teaching hours, this lesson is designed to give students an understanding of how important both Aeneas and Romulus are in the story of Rome’s foundation. It begins with a slide that can be printed off as a worksheet studying the Homeric Hymn to Aphrodite to determine the significance of Aeneas’ birth. It then moves on to the fall of Troy and students are invited to evaluate how heroic Aeneas was in the episode of his life. This is followed by a brief look at his wanderings and arrival in Lavinium through a summary of Book 2 of Virgil’s Aeneid (included) with some analysis. These two can be printed off and there are accompanying think/written response questions that students can complete. Finally, the lesson looks at Livy’s account of how Aeneas’ son, Ascanius, founds Alba Longa and spawns the line of kings leading to Romulus. Throughout the lesson are links to videos (all freely available on Youtube) which consolidate the learning going on at that point in the lesson.