Crime and Punishment Through Time unit, revision activity on Pentonville Prison. Using pages 78-80 of the Hodder textbook, students read the pages of the book and complete the activities. Mixture of read/answer and read/draw. Suggested additional activities at the end.

Crime & Punishment Through Time unit, revision activity. Print A3, back to back. On one side is an overview table where students fill out basic details for each time period and theme. On the other side are the case studies.

One-page overview of Crime & Punishment Through Time, with basic details bullet pointed. I give this to students to keep as a reference sheet at the start of their folders, but could also be used for revision.

Crime and Punishment Through Time unit, L2: Anglo-Saxon crime and punishment. Lesson designed as a booklet so can be completed 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.

These cards are designed to be cut up & laminated. Some are for students to keep with them, others are for the teacher to keep in the classroom. The cards are designed to communicate non-verbally in the lesson, particularly if a child is dysregulated and needs to undertake an activity to help them regulate. “Story” and “question” cards included to help self-awareness of communication. Some of these cards won’t be relevant for all settings - delete and edit as needed! There is a blank grid at the end to make more of your own.

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

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.

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.

This lesson was designed for Edexcel History GCSE, Paper 1: Crime & Punishment. This lesson was designed for the Whitechapel depth section of the paper. Lesson enquiry: How did stereotyping of immigrant communities impact crime in Whitechapel? Learning objectives: To know the different immigrant groups in Whitechapel and why they came to London. To understand where stereotypes about each group came from. To be able to evaluate the impact of tensions against immigrant communities on crime & punishment in Whitechapel. Download contains: Full lesson with printable resources (slides 8, 10 and 13). Five possible exam questions (for the Edexcel paper) on the topic. All were taken from the Pearson and Hodder exam-approved textbooks. Some teacher knowledge on the roots of anti-Semitism and demands of the exam board are required. Not a whiz-bang lesson but very straightforward and hopefully useful!

Edexcel History GCSE (from 2016) (9-1) British America, Lesson 1: Introduction to British America Lesson designed as a printable workbook. You will need to add a video on the British Empire for page 5.

Full Y9 lesson on the argument from morality for the existence of God.

A set of cards explaining how Christianity influences the UK. I got students to put these on a spectrum according to what they thought had the biggest/least impact for them personally.

A lesson I created for the Christianity unit on Ukraine and Christianity. The lesson examines Christianity in Ukraine, as well as how Christians have responded to the refugee crisis.

This Y8 lesson introduces WW1 by looking at the context of Europe in 1914. Students investigate what countries were worried about, what was important to them, what the friendships and rivalries were. By exploring this, students can start to come up with ideas about what might lead to a war. I’ve taught this for a number of years now and found that from this lesson, students are able to fairly accurately predict the causes of WW1.

This Y8 lesson examines the Moroccan Crises as a cause of WW1. Full lesson available.

PPT explaining the Ukraine/Russia crisis. Created in Feb 2022 but only just got round to uploading it! Hope parts may still be useful. This was delivered in tutor/assembly/PSHE time.

This Y8 lesson introduces the idea of the Catholic and Protestant Churches in the 1500s, and the origins of the Protestant Church. Ideal as an introductory lesson for the Great Reformation or the Tudors.

Activity designed for Y7 pupils on the Norman Conquest. While a teacher reads the story, students find and chronologically organise the story cards. Alternatively, you could cut up the picture cards and the word parts of the story and have students match them.