This is the second lesson in the What drove people to migrate? series of lessons for a half term. This series of lessons is designed to follow on directly from the Migration to Britain series of lessons available to buy in my shop. This lesson aims to enable students to state at least 3 facts about the religious reformation in Europe, analyse sources to understand the impact of Martin Luther’s ideas on countries in Europe and evaluate the reasons why the Huguenots and Puritans migrated. This lesson consists of a power point with all resources and information included. The power point includes: Title slide with joke and riddle Differentiated SMART learning objectives Starter: 5 true or false questions to recap last lesson Activity 1: Students watch a video about the religious reformation in Europe and answer 3 questions. Answers are on the next slide Activity 2: Source investigation framed around the popular computer game-Among Us. It is important to be really strict on the Emergency meetings as otherwise it will disrupt the learning. All students must complete the table provided during the activity. Activity 3: Students use the information to complete the Push Pull tables for both the Huguenots and the Puritans. Plenary: Students create a role play based on the experiences of migrants they have learned about so far Homework: Students must write a sentence for each speech bubble to review their learning

This is the first lesson in the What drove people to migrate? series of lessons for a half term. This series of lessons is designed to follow on directly from the Migration to Britain series of lessons available to buy in my shop. The aim of this lesson is toe enable students to describe at least 3 facts about the first Jewish community iN England, analyse sources to understand how the Jews were persecuted and then judge how successful the first Jewish community was. This lesson consists of a power point with all resources and information included. The power point includes: New Topic slide Title slide with joke and riddle Differentiated SMART learning objectives Starter: word association game with help sheet of key words, individuals, themes and groups of migrants Activity 1: Jigsaw group task to learn and note the key points in the story of the first Jewish community in Britain. An information sheet and differentiated version are included. Important that the teacher circulates each group to ensure work is being completed. Activity 2: Source investigation were students work in pairs to highlight examples of how Jews were persecuted in England. I would recommend printing the sources for the students and ask them to stick into their books. Activity 3: Students read an interpretation about the first Jewish community and write a sentence about how they were treated and what their role was. Interpretation is included with a differentiated version for lower ability students Plenary: recap of why it is important to learn about migration to Britain- students must use the cryptic picture clues to identify the 6 main reasons why it is important to study migration Homework: Students must create a memorial to the victims from the first Jewish community

This is the eighth and final lesson in the Norman Conquest series of lessons, which explores how William the Conqueror was able to take control of England. This lesson aims to give students an in depth understanding of the reasons why William won the Battle of Hastings, as well as developing students ability to categorise causes and to make judgements on importance. The lesson also explores the strengths and weaknesses of the Normand and Saxon armies. This resource is a power point including the full lesson and all resources needed. It includes: A lesson title slide with a discussion question to get students thinking while they write the title and date Clear, smart, and differentiated learning objectives Starter- students choose which starter activity to complete- chronological order, explain the links, usefulness or add a picture Activity 1-students read through the information about soldiers used in the Saxon and Normand armies and then discuss their relative strengths and weaknesses with the person next to them Activity 2- In groups of 3/4, students read through the reasons why William won the Battle of Hastings and then categorise them into Tactics, Luck, William’s string leadership or Harold’s mistakes. Students then categorise the reasons by importance and then choose which one factor was the most important. I usually give each group of students a pack of cards and ask them to spread them over a desk as it is easier to sort them. Activity 3- Students plan an answer to a GCSE 12 mark explain why question. Students choose which planning sheet they to use- easy, medium, difficult, Plenary- in groups of 3, students must discuss the 3 questions Homework. students write out their answer to the GCSE question

This is the fourth lesson in the What drove people to migrate? series of lessons for a half term. This series of lessons is designed to follow on directly from the Migration to Britain series of lessons available to buy in my shop. This lesson aims to enable students to explain why people left the Carribean and moved to Britain after WW2, aanlyse sources to discover what life was like for West Indians in England and analyse the similarities and differences between the reasons why the Irish and West Indians migrated to Britain. This lesson consists of a power point with all resources and information included. The power point includes: Title slide with joke and riddle Differentiated SMART learning objectives Starter: students analyse a visual source and discuss 2 questions Activity 1 & 2: Differentiated jigsaw group task to explain why people left the Caribbean for Britain and what life was like for them Activity 3: Students compare and contrast the experiences of Irish and West Indian migrants in England Plenary 3 students are selected as Teachers to summarise what they have learned and ask the other students questions Homework: Students compare the push and pull factors for the last 4 lessons and answer the 3 questions