The great resource deals with the tricky topic change and continuity in Medieval Medicine in Britain. The resource includes a PowerPoint with all the resources and worksheets that are required for the lesson as well as a recent lesson plan I wrote to help teach this topic with this resource. The PowerPoint includes: Aims & Objectives A starter + a differentiated version Information Slides Source analysis activity A card sort / activity on change and continuity An extended question which has been differentiated to include a slide to help structure responses Peer and self analysis feedback sheets. Blank templates for the activities. The aims and activities are: • Theme: Medicine in Britain, 1250 – present • Know: What were the key features medieval medicine? • Understand: Which key features of ancient medicine were still being used in medieval times? • Evaluate: How far did ancient ideas about medicine continued to be used in the medieval period? • Skills: Change and Continuity Learning Outcomes • Levels 1 – 4 = Identify & describe: What changed and what stayed the same? • Levels 5 – 7 = Explain: What had changed and what had stayed the same? • Levels 7 – 8 = Analyse: How far did medical ideas changed during the medieval period?

This great lesson is designed to help students assess how successful the Elizabethan Church Settlement Act of 1559 was at promoting peace and stability in England? This is potentially a difficult topic to teach, but these resources approach the topic in a fun and engaging way that is suitable for the full ability range. They also link up the religious changes from previous Tudor monarchs and will allow students to predict what problems would face the Stuarts. When you purchase this resource you will be able to download a PowerPoint with thirteen slides. These include aims, objectives, differentiated outcomes, starters, plenaries, thinking skills activities, pictures, templates and information slides. When you deliver this lesson, you can choose from a selection of starters which include a snowballing starter of the key words or a thinking fork template on attitudes towards the death of Queen Mary. The next activity involves getting your students to draw a religious seesaw and then sorting various statements from the Elizabethan Church Settlement Act and deciding whether they would satisfy either Catholics or Protestants. Once complete, students can draw a line to decide which side the changes benefited the most. Later on in the course, you can refer back to this diagram whilst looking at either James or Charles I and draw links and conclusions as to how they were unpicking the compromise and laying the foundations for the English Civil War. The next activity gets students to sort through a series of cards to help them evaluate how successful the Elizabethan Church Act was at reducing religious tensions. For more detailed information, please refer to the detailed preview. The aims and objectives of this lesson are: Theme: What were the consequences of the break with Rome? Know: What were the terms of the Church Settlement Act of 1559? Understand: Who opposed the Elizabethan Church Settlement Act? Evaluate: How successful was the Church Settlement Act at maintaining peace? WILF - What Am I Looking For? Identify and describe: What were the successes and failures? Explain: Who opposed the Church Settlement Act and why? Analyse: How far was the Church Settlement Act a success? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together, along with this one to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource is an old favourite of mine and was downloaded over 70,000 times on the schoolhistory.co.uk website. This new and updated versions comes with some great new activities. The aims and objectives of this lesson are: Theme: What were the consequences of the break with Rome? Know: What did people believe about how to get to Heaven or Hell? Understand: Why were people prepared to die for their beliefs? Evaluate: What was the most important reason? WILF: What Am I Looking For? Identify & describe: What did people believe about Heaven & Hell? Explain: Why people were prepared to die for their beliefs? Analyse: Begin to come to a judgement on the consequences of the Break with Rome on religious beliefs in Britain? This resource includes six activities and one assessment task with a pupil friendly assessment for learning mark scheme with next steps feedback. Activity 1 is designed a snowballing starter using all the key words. Full instructions included. The first part of the lesson looks at what people believed in the 16th Century and explains the different Catholic and Protestant views of how they believed Christians could get their souls cleaned in the 16th Century. This part of the lesson links in well with my lesson on the reformation or why was there religious conflict in the 16th & 17th Centuries. Activity 2 is designed to build upon what students have learnt in the first two slides through a source analysis of image of Hell / Purgatory, which can be completed in groups / pairs. Activity 3 is a feedback activity linked to Activity 2 with an opportunity to mark / improve their answers with purple pen. This is followed up the class discussion in Activity 4 around with a predictive discussion around why people were prepared to die for their beliefs linked to their ideas of Heave and Hell. Activity 5 focuses around the St. Bartholomew's Day Massacre in Paris in 1572 to provide students with a comparison with what was happening in England at this time. I have included some great sound effects to accompany these slides - please see the instructions at the end for unzipping the presentation. Activity 6 is a consolidation exercise which asks the question who was the bloodiest Tudor. I have included statistics and links to video clips to help extend the learning here. The final task is an extended piece of writing and includes an AFL blooms pupil mark scheme on the question 'Why were people willing to die for their beliefs in the 16th Century? ' I've also included some advice for students on how to structure their answers. These slides could be printed of for the less able students. I have uploaded the same lesson twice. The zipped version includes all the sound effects. Kind Regards Roy

The module of work forms part of the Citizenship curriculum within School. It sets out to link the theme of ‘rights and responsibilities’ of our students at a local level of citizenship to the wider global context of human rights abuse. The learning journey will see students explore Human Rights set out by the United Nations Convention of Children’s Human Rights before analysing abuses of such rights. Case study examples are highlighted through the work of Amnesty International and the British Red Cross. The concept of push pull factors are explained in relation to asylum seekers and refugees using a Doncaster context before tackling the issue of prejudice against such groups. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy