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 2A.2: England and the Angevin Empire in the reign of Henry II, 1154–89 1 The restoration and extension of royal authority, 1154–72 2 Reforms in England, 1154–89 3 Henry II and the English church, 1154–74 4 Crises of the Angevin Empire, 1170–89 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 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 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 AQA GCSE History students a comprehensive overview of the key knowledge from the specification for Unit (AC) Russia, 1894–1945: ‘Tsardom and communism’: Part one: The end of Tsardom Part two: Lenin’s new society Part three: Stalin’s USSR 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 letter successfully landed an interview for a Head of Music at a state school in England (The official title of the role was Curriculum Leader for Music). 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 this 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 to model letters of application on as an adult. There isn’t anything within this letter which identifies the school that was being applied to, and when I mention ‘SCHOOL NAME’ in the text, it would, obviously, be wise to replace this phrasing in your letter with the school’s own name that you’re applying to. Where there is experience which has been 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 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 :)

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 :)

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 PowerPoint is designed to use with students who need complete and concise notes on Kantian Deontological Ethics for their A Level exams The Powerpoint covers the following areas: Immanuel Kant’s account of what is meant by a ‘good will’. The distinction between acting in accordance with duty and acting out of duty. The distinction between hypothetical imperatives and categorical imperatives. The first formulation of the categorical imperative (including the distinction between a contradiction in conception and a contradiction in will). The second formulation of the categorical imperative. And also Issues, including: clashing/competing duties not all universalisable maxims are distinctly moral; not all non-universalisable maxims are immoral the view that consequences of actions determine their moral value Kant ignores the value of certain motives, e.g. love, friendship, kindness morality is a system of hypothetical, rather than categorical, imperatives (Philippa Foot). My students found them really useful and they are written in a way to make sure the entire specification is covered as far as Kant is concerned. Any questions just ask and thanks for taking a look :)

This lesson is designed to be the first lesson for students who have no prior knowledge of Classics/Classical Civilisation/ The Classical world. It will work well as the first lesson for students who are studying Classical Civilisation at GCSE. it is designed to give students a real sense of period so that they can contextualise their learning in subsequent lessons. All worksheets referred to below are included as whole slides in the .pptx file and are located at the specific point in the lesson when they are designed to be used. The lesson begins with a discussion surrounding what ‘civilisation’ means. This is followed by a worksheet to be printed A5 size (pictured) which introduces students to the Geography of the area. It is deliberately more visual than ‘wordy’ in nature as students can stick it in and refer back to it when they need to know where Italy/Greece are in relation to the UK. A discussion surrounding BC/BCE and AD/CE then follows in terms of interpreting dates. A timeline with empty boxes is then included for students to fill in in their books. On this timeline is already printed some famous events in history that students will probably have some prior knowledge of. The point of this excercise is to see how BC/BCE dates work (backwards) and to show the Greeks and Romans existed a long time before anything else they will have studied in History lessons. It also allows students to see that the Greeks preceded the Romans at their peak. Another gap-fill exercise follows (with answers) which introduces students to basic information about Ancient Greece (There is no further information on Rome in this lesson as it is assumed students will progress onto a thematic study of Ancient Greece following this lesson). A video link explaining democracy is also included as a final thought for the lesson with student coming up with their own definition of democracy at the end. This will help them analyse Athens’ democracy in later lessons.

This lesson is designed as a stand alone lesson for students of any age 13+ who studies Herodotus. It acts as a great introduction, covering who he was, what he was writing and why he was writing it. The lesson begins with a series of images asking students to try and work out what the lesson will be about. In order to demonstrate progress the same images are used at the end in a plenary where students are encouraged to show how each image links to their learning. The lesson proper begins with a discussion of what ‘accuracy’ means based on students coming up with their own synonyms. Students are then introduced to who Herodotus was through a handout (included as a slide within the .ppt file) which has a literacy focus and some challenge questions attached. A short passage from Herodotus’ History is then included with students being encouraged to draw inferences from the passage (with prompt questions down the side to promote discussion). Students then address issues such as ‘how could Herodotus possibly know this happened’? etc. There is another handout (included as a slide) explaining the degree to which Herodotus is accurate and students plot Herodotus’ accuracy on a target (based on their own opinion, formulated throughout the lesson). A link to the TEDed video discussing Herodotus is also included with encouragement for students to add to their notes and then finally (before the plenary) there is a task where students have to agree or disagree with a ‘verdict’ given by a Historian on Herodotus’ accuracy/reliability.

This lesson is designed with the topic ‘Myth and Symbols of Power’ within the ‘Myth and Religion’ unit (for the new OCR Classical Civilisation 9-1 GCSE) in mind. The lesson begins with introducing students to the origin story and details of Centaurs. A worksheet is included within the .ppt file (pictured) which also briefly outlines the events of the battle between the Lapiths and the Centaurs. This can be printed out, highlighted and annotated by students as it will be useful later in the lesson. Students then examine the importance of the Centauromachy to a) The Greeks as a whole, B) The Athenians and c) The Parthenon building itself. A link to a helpful Youtube Video has also been included so students who do not have the opportunity to see the marbles up close in real life can do so through this video. A cloze test where students fill in the missing words in a passage analysing a metope from the Parthenon frieze is also included which can be worked through on the board as a class or printed out and given to students. Answers are also included on the following slide. The lesson finishes with a practice exam question where students need to use the type of language used in the analysis they have seen while doing the cloze test to successfully answer the 8 mark question. (Also included for students who may finish this and need further challenge are questions comparing the Parthenon frieze to the Bassae frieze and Temple of Zeus pediment versions of the Centauromachy). In addition to this for top students a translation of Ovid’s Metamorphoses is included so that they can look at the account of the battle between the Centaurs and the Lapiths at the wedding in detail.

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.

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 Crisis of Communism: The USSR and the Soviet Empire, 1953–2000 Part one: Crisis in the Soviet Union, 1953–2000 De-Stalinisation, 1953–1964 Years of Stagnation, 1964–1985 The Gorbachev Revolution, 1985–2000 Part two: Crisis in the Soviet Empire, 1953–2000 (A-level only) Soviet Satellites, 1953–1968 (A-level only) ‘Real existing Socialism’, 1968–1980 (A-level only) The Collapse of the Soviet Empire, 1980–2000 (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 Y104: England 1377–1455: Enquiry Topic: Richard II 1377–1399 a) Richard II’s minority 1377–1380 b) Personal Rule 1380–1388 c) Personal Rule and overthrow 1388–1399 British Period Study: England 1399–1455 a) The reign of Henry IV b) The domestic rule of Henry V c) War with France 1399–1453 d) The minority of Henry VI and the origins of the Wars of the Roses 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 are intended to give AQA A Level History students a comprehensive overview of the four parts of the breadth study: “Russia in the Age of Absolutism and Enlightenment”: Establishing authority, 1682–1707 Increasing the glory of Russia, 1707–1725 The epoch of palace coups, 1725–1762 Catherine the Great and Russia, 1762–1796 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 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 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 AQA GCSE History students a comprehensive overview of the key knowledge from the specification for Unit (AD) America, 1920–1973: ‘Opportunity and inequality’: 1) American people and the 'Boom’ 2) Bust – Americans’ experiences of the Depression and New Deal 3) Post-war America 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 AQA GCSE History students a comprehensive overview of the key knowledge from the specification for Unit (AA) America, 1840–1895: ‘Expansion and consolidation’: 1) Expansion: opportunities and challenges 2) Conflict across America 3) Consolidation: forging the nation 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 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 :)