This is a document I made for our more inexperienced staff who had some anxieties around parents evenings. It isn’t overly long to read and digest (it’s two sides of A4) so it didn’t cognitively overload them but they really appreciated it. I emphasised that it was intended as a reference and a guide and they obviously weren’t meant to memorise all the responses (and also I explained how I couldn’t anticipate every scenario!) but it certainly helped ease their anxieties and make sure they were confident in their interactions (as well as communicating in the right professional tone etc.) I got some great feedback from staff on it so I thought I’d share it and I hope it saves you some time in terms of producing something that staff can really use. I also found it a useful starting point for more experienced members of staff who perhaps needed a little reminder of the importance of interacting with parents friendly but in a professional manner, no matter how parents might present! It isn’t exhaustive but it was really useful in terms of conveying to our staff the tone and manner we wanted them to communicate in, so I hope it’s just as useful for you too! Thanks for taking a look :)

This is a 20-30 min assembly (could easily be longer with teacher verbal embellishment and exposition) I have used with my students. The importance of Mental Wellbeing is obviously the focus - but the skills of how to achieve good mental health - showing self-regulation and resilience are focused on too. There notes explaining the resilient and self-regulation icons that I have included and practical strategies are provided for pupils. Pupils are also prompted to ask questions of themselves (on the screen for ease) during the assembly - designed to be delivered during Children’s Mental Health Week (but realistically could be presented at any time throughout the school year.

This assembly is simple and easy to follow. It has striking visuals which are easy for students to interpret interpret (see preview image). The Assembly starts with looking at how Tolerance works with other values to make us better people, followed by a definition of tolerance in pupil-speak. Examples of how Britain has become more tolerant over time are then introduced and then we introduce students to the idea of intolerance and what that means. I delivered this assembly during the week of January where Holocaust memorial day falls (27th January). Pupils learn about the Holocaust in History and many have a good understanding of it already - hence why the assembly is driven by the value of Tolerance, with a case study of the Holocaust then introduced. This is what can happen when intolerance is allowed to flourish I told the pupils. Despite Britain’s difficult imperial past, I outline how standing up to Nazi Germany and its intolerance is something Britain should be proud of. The assembly ends with practical suggestions that pupils can do in school and in wider life that helps them to demonstrate tolerance and build a more tolerance school and society. There is enough here for a 20-40 minute assembly - depending on how much you want to embellish the slides with your own exposition.

This resource will be useful to anyone teaching students how to answer a GCSE essay question in Religious Studies. The focus is on the statement: ‘All Muslims should fast during Ramadan’. It gives the indicative content under the question so students know what should be included in the essay, and it is followed by a model essay which students are then encouraged to mark, using the markscheme that is attached at the end of the second page. I created this to be used as a quick way for students to learn how best to structure a two-sided essay, and show them how a detailed answer could also be a concise one. Hopefully it saves you some planning time! Thanks for taking a look :)

This in lesson resource is designed to get students to engage with the WJEC markscheme. Each side of the handout has a 5 and 8 mark question on it respectively, and a model answer to accompany it. Students are presented with both indicative content and the markscheme and their task is to re-write the answer that is given, but to improve it given the available information. My students found this task particularly engaging and useful as they didn’t feel like they were starting with a blank canvas, they were looking to improve an example that has already been created for them. In this way the task is very accessible and low stakes. Thanks for taking a look :)

This PowerPoint presentation is ideal for an assembly or a talk to parents of any exam cohort. It could also be used for an hour’s lesson if students were to try different techniques as they are introduced on the screen live. We actually also used it for Staff CPD to help them guide students revision lessons - it worked really well and staff appreciated having guidance to ensure the tasks they are setting in revision lessons are valuable. It is simple and clear and grounds all the suggested techniques in the cognitive science research into which revision techniques actually work and why, It means students can have confidence that the revision tasks they are completing actually have a high chance of making knowledge stick and ensuring they retain key information they will need for their exams. It has worked really well with our students and hopefully it can save you a little bit of time reinventing the wheel. Thanks for taking a look :)

This is a very straightforward 2-sided worksheet that I created to fit nicely into a single 1 hour lesson with my GCSE students. They had already been introduced to the novel and its context, and we read through the passage (lines 1-20 of the novel - included on side 1 of the worksheet with line numbers and footnotes) as a class and then I set them off on the worksheet. The worksheet is in two parts - Section A is questions on lines 1-5 (and they increase in difficulty from easy - medium challenge) and Section B is questions on lines 6-20 (and they increase in difficulty from medium to high challenge). The final task is to answer a GCSE question (and has plenty of sentence starters to allow students to complete this independently, bringing together their answers to previous questions to help them write their paragraphs. It worked well - all of the questions have obvious answers to an English teacher who has read the novel. It was just ideal for one lesson and allowed students to get on and work while I circulated and checked answers and gave support to students as and when necessary. 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! :)

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 2F.2: South Africa, 1948–94: from apartheid state to ‘rainbow nation’: 1 The response to apartheid, c1948–59 2 Radicalisation of resistance and the consolidation of National Party power, 1960–68 3 Redefining resistance and challenges to National Party power, 1968–83 4 The end of apartheid and the creation of the ‘rainbow nation’, 1984–94 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 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 go into detail for each part of the specification - i.e. what each student needs to know about Islam Theme 1 (religious figures and sacred texts) 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 1 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! :)

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 Y210: Russia 1645–1741 1) Russia 1645–1698 2) The reforms of Peter the Great 1698–1725 3) Foreign Relations 1645–1725 4) Opposition and reaction 1645–1741 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 Y207: The German Reformation and the rule of Charles V 1500–1559 1) The German Reformation 1517–1529 2) The spread of Lutheranism 1530–1555, the Schmalkaldic War and Peace of Augsburg 3) Charles V’s relations with the Ottoman Empire 4) Charles V’s wars with France 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 Y209: African Kingdoms c.1400–c.1800: four case studies 1) The Songhay Empire c.1450–1591 2) The Kingdom of Kongo c.1400–c.1709 3) The Kingdom of Benin c.1500–c.1750 4) The Kingdoms and Empires of Oyo and Dahomey 1608–c.1800 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 Y208 Philip II 1556–1598 1) Political authority 2) Religion 3) Foreign policy 4) The Netherlands 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 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 Y113: Britain 1930–1997: The Middle East c.550–620 The establishment of Islam c.620–632 The beginning of the Empire and the rule of the ‘Rightly Guided Caliphs’ The establishment and expansion of the Umayyad Empire 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 series of five slides is designed to be printed off and stapled together in the top left and given to students to work through in roughly an hour. The question they will be working on is the following 8 mark WJEC Religious Education GCSE question: Explain from Christianity and Islam attitudes to the use of contraception. On the first page, students are given a very simple model answer an are tasked with explaining how it could be improved. On the second and third pages, students are given indicative content that could be included and are tasked with highlighting key information from both Christianity and Islam’s viewpoints on the issue. They are then, on the third slide, given a better model answer. They will read this and explain, given the information they now have in their heads from the previous two pages, how it could be improved. Finally, they are given space to write their own answer to the 8 mark GCSE question without looking at any notes. My students really liked this because it was clear and the tasks were ‘chunked’ into easy to digest pieces. There was a clear structure to the lesson which needs minimal teacher input since the instructions are clear on each page. Lined paper isn’t needed either - it’s all self-contained. By the end of the lesson every single student had made progress and, crucially, felt better able to answer 8 mark questions under timed pressure. Hope this helps, thanks for looking and hopefully it’ll save you some time in the hectic run up to exams! :)

These detailed course / revision notes were specially written to give AQA A Level History students a comprehensive overview of the key knowledge from the specification for unit 2K International Relations and Global Conflict c1890–1941: Part one: Great Power rivalries and entry into war, c1890–1917 Great Powers: Britain, Germany, France, Russia and Austria-Hungary, c1890–1900 The Great Powers and Crises, 1900–1911 The coming of war, 1911–1917 Part two: The failure of international peace and the origins of the Second World War, 1917–1941 (A-level only) The end of the First World War and the peace settlement, 1917–1923 Attempts at maintaining the peace, 1923–1935 The coming of war, 1935–1941 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 Y204: Genghis Khan and the Explosion from the Steppes c.1167–1405 1) Genghis Khan and the Creation of the Mongol Empire c.1167–1264 2) The Reign of Khubilai Khan 1264–1294 3) The Khanates 1294–1405 4) Impact of the Mongol invasions and interaction between East and West to 1405 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 :)