Crime and Punishment Through Time unit, L5: Early Modern definitions of crime Full lesson, including a powerpoint and a booklet for students to complete. Can be done independently.

Crime & Punishment Through Time unit, L8: Early Modern case studies, the Gunpowder Plot and witchcraft. Lesson designed as a booklet so it can be completed independently.

Crime and Punishment Through Time unit, L9: Vagabonds in the Early Modern Period. Lesson designed as a booklet so can be completed independently.

Alternative lesson on the Rebellion of 1215, because my students were complaining that my lessons had too many card sorts! Lesson designed in a work pack which can be completed independently. Lesson 17 talks about the build-up to the Magna Carta.

Weimar & Nazi Germany unit, revision activity on Nazi economic policies. Students match the question to the answer. Then they stick the cards onto flashcards, question on one side and answer on the other. They can then quiz one another.

Weimar & Nazi Germany unit, revision activity on the 1920s. Covers the Golden Years and the Lean Years. Students fill in the gaps on the cards using the words provided. They then cut the cards up and stick them onto flash cards for revision.

Crime and Punishment in Whitechapel L21 in overall unit L4 for Whitechapel section Tensions between different social groups in Whitechapel. Lesson designed as a booklet which can be completed independently. PPT included.

Activity for a GCSE lesson on the Magna Carta. Present cards to students cut up. They first need to match the questions to the answers. When this has been done correctly, students can stick the cards onto a flash card, question on one side, answer on the other. They can then practice quizzing each other.

Baseline assessment designed for all age groups, Y7 - GCSE. Questions are derived from skills required for the Edexcel History GCSE. Questions are designed to be skills-based, so can be issued before teaching content. Assessment contains marking sheets at the back. Highlighters can be used to identify strengths, key strengths, key targets, and students’ preferred ways of working. The latter provides evidence for exams access arrangements.

Designed to be printed A3 double sided. This resource is a table which students fill in for revision, summarising the key battles for the Richard and John unit. They need to fill in the date, who won, details of the battle, and the consequences of the battle.

Revision activity supporting students in remembering the who’s who of the Richard and John unit. Space at the end to add additional barons/etc you may have covered.

10-question precision quiz for the Richard & John unit, for revision. Ideal for a starter.

Simple storyboard template with 6 boxes.

Revision for the Richard & John unit. Contains a simplified mark scheme for the 16 mark question plus 3 model answers of varying levels for the following question: ‘King John’s use of arbitrary power was the main reason for his worsening relationship with the barons in the years 1209–14.’ How far do you agree? Explain your answer. (16) You may use the following in your answer: • fines • loss of Normandy You must also use information of your own. Students use the mark scheme to mark the model answers and gain a better understanding of how to answer the 16-marker.

Activity for marking model answers, to help students understand the mark scheme. These answers are all for the 12-mark question, “Explain why Philip II left the Third Crusade early.” Included is a simplified mark scheme for students to look at and 4 model answers of varying levels.

Crime and Punishment Whitechapel unit, full lesson. L23 in the full C&P unit. L6 for the Whitechapel unit. Police investigations of the Ripper murders. Includes PPT and a booklet which can be done independently.

Crime and Punishment Whitechapel unit, full lesson. L22 in overall C&P unit L5 in the Whitechapel unit Jack the Ripper murders. Lesson designed as a booklet which could be completed independently.

A PowerPoint I put together to give to students with help for how to revise for Edexcel History GCSE. Includes links to online revision sites, videos, revision guides, how to answer every type of question, mark schemes and revision tips. Topics included are Crime & Punishment, Richard & John, British America and Weimar & Nazi Germany. PowerPoint is editable so you can delete/change topics as needed. Working document so will occasionally edit this resource with updates. If you have or know of more resources which can be added, please link/mention in the comments and I will update.

This resource may be useful for: English teachers teaching Shakespeare, History teachers teaching Shakespeare/Henry V, History teachers seeking Medieval kings Top Trump resource Lesson enquiry: How useful is Shakespeare for a historian studying Henry V? Learning objectives: To know what makes a good Medieval king. To understand reasons why Henry V may be considered to be a good or a bad king. To be able to assess the usefulness of Shakespeare’s play using historical evidence. Context: This lesson was planned for a Year 7 class as a one-off history lesson to support a study in English of Shakespeare’s Henry V. The lesson intends to provide historical context to the play and encourage students to question Shakespeare’s portrayal of Henry. It was observed by an Ofsted inspector who commented that he “could not think of an improvement which wasn’t nitpicking”. Lesson activities: Watch the video (embedded) on Shakespeare’s interpretation of Henry V and make notes/discuss. Use Medieval king Top Trump cards (provided) to assess which Medieval kings were good/bad and what makes a good king. I have found it useful to get students to think in terms of morality (being a good person or a good Christian) and effectiveness (getting the job done), as this helps them to articulate that a king may be very effective but very immoral. Teacher talk introducing Henry V. Brief discussion about Henry’s most famous victory, Agincourt. Was Henry a good/bad king? Card sort activity. Students to sort cards onto a continuum for good or bad king. Analysis of Shakespeare’s interpretation, considering attribution. Students to tick the cards on their continumm which support Shakespeare’s interpretation. Discussion around usefulness/validity of Shakespeare’s play. Plenary - two things you learned, one thing you’d like to learn, your opinion of Shakespeare’s play. Resources provided: Full lesson powerpoint with activities clearly written. Embedded video of Shakespeare’s interpretation of Henry V (let me know if this does not work). Continuum sheet, to be printed 1 per pupil on A3. 14 cards with balanced information about Henry V, to be printed 1 A4 sheet per pupil, cut up and enveloped. 8 Medieval king Top Trump cards, to be printed 1 A4 sheet per pupil, cut up and enveloped. Kings featured: Henry V, William I, Edward III, John, Richard I, Stephen I, Richard III, Henry II.

Edexcel History GCSE (from 2016) (9-1) British America, Lesson 2: Developments in Colonial Society Printable lesson designed as a work book, with additional fact-finding resource.