The ‘witch craze’ in the Early Mod. Period - Exam Practice [#5] A lesson prompting students to respond to a 12 mark exam-style question: ‘Explain why there was a ‘witch-hunting’ craze from 1645 – 47.’ Adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Building on their engagement with factors that influenced the witch craze during the seventeenth century (see previous lesson on TES), students are prompted to respond to a 12 mark exam-style question. This lesson enables students to plan their response, and models / scaffolds the structure and success criteria for them to succeed. The lesson also familiarises students with the Pearson Edexcel mark scheme. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Multiple options of the same worksheet are provided. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Why was there a ‘witch-finding’ craze in the 17th Century? [#4] An insight into the factors behind the witch-craze of the seventeenth century, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Students will gain a contextual understanding about the growing hysteria around “witches” during the Early Modern Period. Specifically, students will analyse the factors for this growth (i.e., individuals such as Matthew Hopkins, or the media including James I’s Daemonology). This lesson can be used as a precursor to a 12-mark “Explain why…” question or another piece of extended writing (see my TES shop). Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Video Clip - Link to a trailer for “The Witchfinder General”, from Screenbound Pictures. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Why were vagabonds punished so harshly? [#3] An insight into vagabondage during the Early Modern Period , adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Students will explore the growth of vagabondage in Early Modern England. Specifically, they will examine the way in which vagabonds were seen and punished at different times. They will also analyse the factors which influenced growing fears / concerns about vagabonds. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

How did heresy and treason become interconnected? [#2] An insight into how heresy and treason became interconnected during periods of religious turmoil in Early Modern England, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Students will revisit the Reformation in England, and become familiar with the religious turmoil in England. They will explore how a definition of what a heretic was changed from monarch to monarch (between Henry VIII to James I) and then how this became interconnected with the crime of treason. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

How did society change during the Early Modern Period? [#1] An introduction to crime and punishment in the Early Modern Period, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Having studied the Middle Ages, this lesson aims to introduce students to the Early Modern Period. Specifically, it equips students with a contextual understanding of the period, before they examine the changes and continuities in crime and punishment in more depth. In this lesson, students will explore the way in which society changed, with a focus on religious and political turmoil, and the changes in economy. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

The Church & Justice in the Middle Ages - Exam Practice [#10] A lesson prompting students to respond to a 16 mark exam-style question: ‘“The role of the Church was the most important factor affecting law enforcement during the Middle Ages.’ How far do you agree with this statement?’ Adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Building on their engagement with a range of methods of law enforcement used throughout the Middle Ages, the students are prompted to respond to a 16 mark exam-style question. Students may also have explored how the medieval Church both helped and hindered justice. This lesson enables students to plan their response, and models / scaffolds the structure and success criteria for them to succeed. The lesson also familiarises students with the Pearson Edexcel mark scheme. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Multiple options of the same worksheet are provided. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Did the Church help or hinder justice in the Middle Ages? [#9] An enquiry-based lesson about whether the medieval Church helped or hindered justice, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Students will become familiar with the power and influence of the Church on society. They will also explore some of the Church-led judicial practices and changes during the Late Middle Ages. The stuidents are also prompted to analyse how much these practices helped or hindered justice (i.e., offering sanctuary enabled criminals to escape arrest). The enquiry has been adapted from the Hodder Education textbook. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Justice in the Late Middle Ages [#8] An exploration of new methods of law enforcement during the Late Middle Ages, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Students will explore new methods of policing and meting out justice during the Late Middle Ages, with a specific focus on the Assizes of Clarendon, Parish Constables, Coroners, Justices in Eyre, Justices of the Peace and Hanging, Drawing and Quartering. The handout enables students to access a broad array of content in a succinct way, allowing them to think about the reasons why these new methods were introduced. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Crime in the Late Middle Ages [#7] An exploration of new crimes and punishments during the Late Middle Ages, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Students will explore the new laws introduced in the aftermath of the Black Death; a period of destruction and uncertainty. Specifically, students will look at the Statute of Labourers and Heresy Laws, with a focus on the crimes created by these laws, and the punishments. This lesson precedes a lesson on the evolving justice system in Medieval England. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Justice in Norman England - Exam Practice [#6] A lesson prompting students to respond to a 16 mark exam-style question: “‘The Normans made significant changes to Anglo-Saxon justice.’” How far do you agree with this statement?” Adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Building on their engagement with law and justice in Anglo-Saxon and Norman England, the students are prompted to respond to a 16 mark exam-style question. This lesson enables students to plan their response, and models / scaffolds the structure and success criteria for them to succeed. The lesson also familiarises students with the Pearson Edexcel mark scheme. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Multiple options of the same worksheet are provided. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

How did the Normans adapt law enforcement? [#5] An exploration into Norman methods of law enforcement, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: Following on from a study of crimes and methods of punishment in Norman England, students will familiarise themselves with the way in which law enforcement was adapted under the Normans (i.e., new trial by combat, Church courts etc). Students will also evaluate change and continuity as a whole, thinking critically about why the Normans kept certain Saxon systems, and replaced others. This can be used as a precursor to an exam-style change & continuity exercise (see Lesson #6). Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Multiple options of the same worksheet are provided. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

How did the Normans change crime and punishment? [#4] An exploration of new crimes (by definition) and punishments in Norman England, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: This lesson refamiliarises students with elements of the Norman conquest; specifically the way in which William consolidated his power by dealing harshly with rebellions, building castles and restructuring society. Students then look at how new crimes and punishments were introduced after the Norman Conquest (1066). This can be used as a precursor for a change & continuity exam-style question. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Multiple options of the same worksheet are provided. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

How was the law enforced in Anglo-Saxon England? [#3] An exploration of law enforcement and punishments in Anglo-Saxon England, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: This lesson introduces students to methods of law enforcement in Anglo-Saxon society (including tithings and the hue and cry). Students are also familiarised with the trials by ordeal. Students then look at the punishments used, and build an understanding of how punishments had different purposes. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Multiple options of the same worksheet are provided. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

What crimes were committed in Anglo-Saxon England? [#2] An exploration of Anglo-Saxon society and criminal activity, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: This lesson introduces students to the structure of Anglo-Saxon society (specifically on hierarchy and lifestyle). Students then explore contemporary sources to identify different crimes, and think critically the severity of these by the standards of the time. This prepares students well for analysing the changes brought about by the Normans. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? Exam Question Focus - Embeded exam-style questions to familiarise students with the assessment phase, and success criteria. PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Multiple options of the same worksheet are provided. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

An introduction to Crime and Punishment in Britain [#1] An introduction to Crime and Punishment in Britain, c.1000 - Present, adapted for the Pearson Edexcel GCSE (9-1) Paper 1 - Thematic Study w/ Historic Environment. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within the scheme of work! Overview: This lesson introduces students to Paper 1 of the GCSE and outlines the focus of Crime and Punishment in Britain, c.1000 - Present. There are a variety of activities that ensure students understand the difference between crimes, punishments and methods of law enforcement. Likewise, this lesson helps students categorise crimes (i.e. against the person, property etc.) ahead of starting the main scheme of work. Suitability: Designed for Key Stage 4 (Years 10 – 11), but highly suitable for upper-KS3. Approximate Delivery Time: 50 – 60 Minutes What will you get? PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Multiple options of the same worksheet are provided. Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). Focus on Language - Tier 3 vocabulary is highlighted and defined throughout, to support disciplinary understanding.

Experiences of Slavery - How did the enslaved succeed in resisting their treatment? [#4] Lesson #4 of 4 lessons towards the enquiry: “What was the experience of enslaved people?” [Concept: Evidence]. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within a scheme of work! Overview: Used as an assessment lesson / ‘Big Write’. This lesson prompts students to assess the utility of a source, using the COP (Content, Own Knowledge, Provenance) method. There is ample scaffolding and modelling so that students can make good progress. The sources used include a “Runaway” advert, an extract of Equiano’s autobiography and “The Old Plantation” painting. This variety enables students to draw on and apply their knowledge of the Middle Passage, Slave Societies and Resistance. Note: In line with recent guidance, these lessons ensure that students frequently encounter historically marginalised voices. Sources have been chosen carefully in order to give students the fullest understanding, though may include sensitive language / imagery. Pre-checking slides is strongly advised in order to prepare for this. Suitability: Designed for Key Stage 3 (Years 7 – 9), but highly suitable for KS4 Approximate Delivery Time: 50 – 60 Minutes What will you get? • PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. • Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Multiple options of the same worksheet are provided. • Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). • Inclusive Language - Inclusive terminology is used throughout, in line with disciplinary guidance.

Experiences of Slavery - How did the enslaved succeed in resisting their treatment? [#3] Lesson #3 of 4 lessons towards the enquiry: “What was the experience of enslaved people?” [Concept: Evidence]. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within a scheme of work! Overview: Though the lesson refers to runaways and rebellions, this has a particular focus on passive forms of resistance in Slave Societies. The students will explore how enslaved people maintained their identity through their so-called “slave culture”; across food, music, dress, religious practices (Obeah) and housing. Students will also have built an understanding of active vs. passive resistance. Note: In line with recent guidance, these lessons ensure that students frequently encounter historically marginalised voices. Sources have been chosen carefully in order to give students the fullest understanding, though may include sensitive language / imagery. Pre-checking slides is strongly advised in order to prepare for this. Suitability: Designed for Key Stage 3 (Years 7 – 9), but highly suitable for KS4 Approximate Delivery Time: 50 – 60 Minutes What will you get? • PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. • Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Multiple options of the same worksheet are provided. • Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). • Inclusive Language - Inclusive terminology is used throughout, in line with disciplinary guidance.

Experiences of Slavery - How were the enslaved treated in Slave Societies? [#2] Lesson #2 of 4 lessons towards the enquiry: “What was the experience of enslaved people?” [Concept: Evidence]. See my TES shop for other lesson and bundle offers! Suitable as a standalone lesson or within a scheme of work! Overview: Students will begin to understand how Slave Societies were formed in the Caribbean, with a particular focus on Barbados. They will examine a range of sources, including the Slave Codes in order to infer how the enslaved lived and were treated by the elites, as well as how the enslaved responded to this treatment. The lesson also prompts students to identify how sources are useful for different inquiries. Note: In line with recent guidance, these lessons ensure that students frequently encounter historically marginalised voices. Sources have been chosen carefully in order to give students the fullest understanding, though may include sensitive language / imagery. Pre-checking slides is strongly advised in order to prepare for this. Suitability: Designed for Key Stage 3 (Years 7 – 9), but highly suitable for KS4 Approximate Delivery Time: 50 – 60 Minutes What will you get? • PowerPoint Presentation – Fully scaffolded PPT to support teaching. Note: The PPT may contain animations / clips. • Scaffolded Worksheets – Printable worksheets to support teaching activities to a range of abilities. Multiple options of the same worksheet are provided. • Adaptive Teaching Strategies – An adaptable lesson for a range of learning abilities, with a variety of activities (i.e., whiteboards; think-pair-share; stretch-and-challenge activities). • Inclusive Language - Inclusive terminology is used throughout, in line with disciplinary guidance. Video Clip - Link to a clip from BBC Teach: “How Barbados became the first slave society” with David Olusoga