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 2C.1: France in revolution, 1774–99: 1 The origins and onset of revolution, 1774–89 2 Revolution and the failure of constitutional monarchy, 1789–93 3 The National Convention, the Jacobins and the Terror, 1793–94 4 From the Directory to Brumaire, 1795–99 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 revision notes were created for my students and were intended to give them a comprehensive overview of th four parts of the Crusades AQA A Level specification: The origins of conflict and the First Crusade, c1071–c1099 The foundation of new states and the Second Crusade, c1099–1149 The Muslim Counter-Crusade and Crusader states, 1149–1187 (A-level only) The Third and Fourth Crusades, 1187–1204 (A-level only) They were especially useful for students whose note-taking in lesson wasn’t as good as others, or whose organisational skills meant they were missing notes/handouts on certain topics/areas. They found these notes certainly helped reduce the time it took them to catch up with their peers, and also they enjoyed using them as a checklist of topics to go into further detail. Hopefully these help to save your students (and you!) some time in the run up to exams. Thanks for taking a look :)

These ‘at a glance’ revision notes were specially written to give AQA A Level History students a comprehensive overview of the key knowledge from the specification for the depth study: **France in Revolution, 1774–1815 ** Part one: the end of Absolutism and the French Revolution, 1774–1795 The origins of the French Revolution, 1774–1789 The experiment in constitutional monarchy, 1789–1792 The emergence and spread of the Terror, September 1792–1795 Part two: the rise of Napoleon and his impact on France and Europe, 1795–1815 (A-level only) The Directory and Napoleon’s rise to power, 1795–1799 (A-level only) The impact of Napoleon’s rule on France, 1799–1815 (A-level only) The impact of Napoleon’s rule on Europe, 1799–1815 (A-level only) 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 ‘at a glance’ revision notes were specially written to give AQA A Level History students a comprehensive overview of the key knowledge from the specification for the depth study: The Birth of the USA, 1760–1801 Part one: the origins of the American Revolution, 1760–1776 Britain and the American Colonies, 1760–1763 Enforcing the Colonial Relationship, 1763–1774 Ending the Colonial Relationship, 1774–1776 Part two: establishing the Nation, 1776–1801 (A-level only) The War of Independence, 1776–1783 (A-level only) Founding the Republic, 1776–1789 (A-level only) Washington and Adams, 1789–1801 (A-level only) 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 ‘at a glance’ revision notes were specially written to give AQA A Level History students a comprehensive overview of the key knowledge from the specification for the depth study: The Sun King: Louis XIV, France and Europe, 1643–1715 Part one: The Sun King, 1643–1685 The Regency, 1643–1661 The establishment of Absolutism at home, 1661–1685 Louis XIV and Europe, 1661–1685 Part two: Louis XIV in decline, 1685–1715 (A-level only) Challenges at home, 1685–1715 (A-level only) Challenges in Europe, 1685–1697 (A-level only) rance defeated, 1697–1715 (A-level only) 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 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 GCSE Classical Civilization students a comprehensive understanding of the key knowledge from the specification for Myth and Religion: OCR GCSE Classical Civilisation (9-1) Gods The Universal Hero: Heracles/Hercules Religion and the City: Temples Myth and the City: Foundation Stories Festivals Myth and Symbols of Power Death and Burial Journeying to the Underworld 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. These notes can be given to students to work through at their own pace, or split up and given to students as and when each part of the content is studied throughout the course. As the teacher I found it useful to go through the notes with my students as they highlighted and annotated them with anything extra I wanted to give them according to their level. The notes though are comprehensive and work just as well as a stand alone revision aid as they do an in-class resource. 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 A Level Philosophy students a comprehensive understanding of the key knowledge from the specification for unit 3.1 Epistemology: What is knowledge? - The tripartite view Perception as a source of knowledge - Direct realism - Indirect realism - Berkeley’s Idealism Reason as a source of knowledge - Innatism - The intuition and deduction thesis The limits of knowledge 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. These notes can be given to students to work through at their own pace, or split up and given to students as and when each part of the content is studied throughout the course. As the teacher you may find it useful to go through the notes with my students as they highlight and annotate them with anything extra you want to give them according to their level. These notes though are comprehensive and detailed and work just as well as a stand alone revision aid as they do an in-class resource. 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 was designed for my pupils studying OCR Classical Civilisation 9-1 GCSE. It provides an excellent in-depth look at the Roman Domus / Villa - the household and home of wealthy Romans / Roman Patricians. The lesson is dual coded and there is an emphasis in reducing excess ‘noise’ in the PowerPoint file - allowing pupils to easily access the content without distraction. There is also a yellow overlay on each slide to aid any pupils with irlens / dyslexia (this can easily be removed though by clicking on the overlay on each slide and pressing ‘delete’). The lesson begins with a look at a map of Pompeii to allow pupils to see the prevalence of the Domus in a Roman city and then pupils are given a handout (included as a slide to be printed off) of a typical domus floor plan with a key and pupils must colour code both. Once pupils thus have an understanding of the uses of the rooms in a typical domus and what they were called, there is a handout (again, included as a slide) to be printed off of extra info where pupils are encouraged to highlight key points and use to make extra notes to supplement their work up to this point. There is then a short 3 minute video embedded in the next slide which summarises what pupils should have learnt up to this point. Having established the key features of a typical domus, pupils are then presented with the floor plans of three important Roman villas in Herculaneum and Pompeii: The House of the Wooden Partition The House of Menander The House of Octavius Quartio Pupils are prompted to compare the floorplans and key features of these houses to their ‘typical’ domus floorplan and pick out similarities and differences. A group task then ensues where pupils fill in their fact file sheets on each house using more detailed information included in the proceeding slides (designed to be printed out - but you can go through the info on the board, or alternatively read the information for each house aloud and ask students to make notes as you read - I did it slightly differently with my two groups). Finally, the PowerPoint ends with OCR GCSE Classical Civilisation exam questions so pupils’ learning and understanding can be assessed. Thanks for taking a look :-)

This lesson is designed with OCR’s GCSE Classical Civilisation unit: Myth and Religion The lesson is comprehensive in its inclusion of everything the GCSE specification requires: How wealth and status affected burial in Ancient Rome Preparation of the body Funerary procession Burial of the body Festivals for the dead and ancestors Also, primary sources such as Pliny and Ovid are included and clearly signposted for students. Thinking questions (to be answered verbally or in written form are included) as are exam questions at the end, in addition to a short video where Mary Beard looks at Roman tombs lining the road into Rome. Everything my students needed to know is included and they seemed to really enjoy it and engage with it. It’s presented using the principles of dual coding to reduce cognitive load - ensuring that excess ‘noise’ on the PowerPoint does not prove a barrier to knowledge acquisition and retention. Thanks for taking a look :)

This lesson goes into detail about each of Heracles’ 12 Labours; what happened during them and after each one. The lesson is dual coded where possible to ensure students can easily access the key information they need in what can be an otherwise information heavy lesson. This lesson resource guides pupils to learn about Heracles’ Twelve Labours in first an independent way,and then in a collaborative way to mixup T&L strategies to ensure engagement throughout from all students. Handouts with info on each Labour is included with quotes from primary sources (but not too much - to ensure accessibility) and a commentary for each one too. I have also included the information on each Labour on separate slides in case you’d rather go through them one by one as a class on the whiteboard. Pupils use this information to fill in an A3 sheet (included as a hidden slide to be printed off) and then have their learning cemented by the inclusion of a variety of video clips that summarise the Labours in 4 different parts. Throughout there are study questions and stretch and challenge activities to ensure the most able students are catered for. The summative assessment task at the end is an exam question, but there is also a newspaper task activity with a template included (again as a hidden slide for printing) which worked well with my students as a homework task. I did this lesson with my students in 2 x 1 hour lessons and the feedback I got from it was really good - they certainly retained the knowledge they needed for their Classical Civilisation GCSE exam. There is also a transparent cover on each slide to help pupils with dyslexia/Irlen’s which can be easily deleted or the colour can be changed to suit your pupils. Thanks for taking a look :)

This resource is a pretty comprehensive summary of all the knowledge required for OCR A Level Ancient History Republic and Empire: Breakdown of the Late Republic unit (H407/21): The form of the Constitution The challenges to the Constitution The means by which politicians achieved success and their importance in the breakdown of the Republic Social and Economic relationships and their importance in the breakdown of the Republic The roles and importance of individuals in the breakdown of the Republic At 20,000 words over 30 pages, this resource goes into detail about every topic on the specification, and explains how each topic is relevant and specific to the time period in question. These were really useful for my students for a number of reasons. For my top students who were anxious that they had covered every corner of the course, these provided much needed reassurance. For my students whose attendance was a little sporadic, these notes allowed them to easily fill gaps in their knowledge. For the lessons close to exam time where students were keen to be ‘spoon fed’ the key knowledge, these notes came in incredibly handy. They are detailed and can really be used as you see fit with your students according to their needs and your context. They also provide a pretty helpful teacher guide to refer to as you teach, as they helped me as I planned my lessons to make sure I was covering all the necessary key content as I progressed through the year. Thanks for taking a look and hopefully these notes provide your students with the help they need and help you you save some much needed time and stress in the run up to exams, or over the course of the year :)

These 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 2D.2: The unification of Germany, c1840–71 1 Popular pressure and causes of revolution, 1840–48 2 Failure of revolution, 1848–51 3 AustroPrussian rivalry, 1852–66 4 Prussia and the Kleindeutschlandsolution, 1866–71 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 :)

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 :)

This letter successfully landed me an interview for a Head of RE at a faith school (The official title of the role was Curriculum Leader for Religious Studies). The school was large and there was a significant TLR attached to the role. This letter is designed to be used for informative purposes and as a guide to the things you would be able to write and say in your own letter of application for a similar role. There may well be things you can’t take from my letter since they may not be true for you, but the spirit of this resource is very much to provide a template and an inspiration for you to write your own letter. Just as we know it’s helpful to provide our pupils with a model for exam questions they need to answer, so too I have always found it helpful to have something for me to model my own letters of application on. There isn’t anything within this letter which identifies the school that was being applied to, and when I mention ‘your school’ in the text, it would be wise to replace this phrasing in your letter with the school’s own name. Where there is experience I have written about which you yourself have not had, it may be worth thinking of examples from your own practice that you can write about in a similar style which match the person specification of the role you are applying for. For reference, the letter of application is nearly two pages in length. Thanks for taking a look and good luck in your job search - hopefully this will make the process a tiny bit less stressful :)

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 can be used as a stand alone lesson at the beginning of a unit of study on any of Shakespeare’s plays. It is designed to engage students with the ‘why’ of studying Shakespeare, in the hope that this increases engagement and knowledge retention when studying his plays themselves. It begins by running through some main reasons why Shakespeare’s plays have stood the test of time, e.g. his use of language, his characterisation and plot etc. After discussion of each of these, students are prompted to summarise what they have just discussed and learned with sentence starters. A comprehension, included within the PowerPoint file to be printed off, can then be tackled with KS4 students, and if teaching KS3 I just used the second half of this comprehension which is easier to understand. Questions designed to extend students thinking and develop their explanations as to why Shakespeare is still important to us today are then posed which students can write answers to in their books. The lesson is designed to fit neatly into an hour and coloured overlays are included on each slide to aid students with Irlen Syndrome or Dyslexia who might benefit from them. The colour of these can be easily changed or they can be deleted if not needed. The lesson slides are also done in a way that is designed to reduce cognitive load and proves popular with our students as a way of presenting information with clarity. Thanks for taking a look :)

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.

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 :-)