Resources for a lesson looking at how William’s preparations helped him win the Battle of Hastings, designed for Y7. I pair this with the Norman Conquest story cards activity (also available in my TES store for free) so students can compare luck vs preparations as factors.

Full lesson from the KS3 Jack the Ripper unit. Lesson title: Why was East London an ideal place for a serial killer in 1888? This is part of an overarching enquiry on why the Ripper was never caught. This lesson serves as an introduction to the Whitechapel area. Students use sources to investigate Whitechapel.

Y7 lesson, looking at how much change and continuity there was after the Norman Conquest. Pairs with the lesson on life in Anglo-Saxon times, also available for free in my TES store.

Lesson title: Why did it take 3 attempts for the Romans to conquer Britain? Lesson designed for Y7 pupils. Download includes lesson PPT, text resource and teacher notes (including subject knowledge).

Crime & Punishment in Whitechapel L18 in overall C&P unit L1 for Whitechapel Introduction to Whitechapel. Lesson designed as a booklet so can be completed independently. PPT to go with booklet also included.

Crime & Punishment Through Time unit, revision activity. Students mark on the timelines for law enforcement, crimes and punishment to show when those things started and stopped.

Crime & Punishment Through Time, Lesson 1: Introduction to the topic. Lesson is designed as a booklet which could be completed independently.

Crime and Punishment Through Time unit, L5: Medieval Church. Lesson designed as a booklet so can be completed independently.

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.

Two activities contained. The first is a card sort on the question of “Should human rights have priority over animal rights?” - Students sort the cards onto the table. Second activity is designed to provide discussion around whether all animals should have the same rights.

For an activity designed for Y6 induction or Y7 introduction to RE. “People bingo” activity. Students have to go around the class and ask each other the questions on the bingo card. When they find someone with an answer, they write the name of that person in the slot.

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 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.

For a lesson introducing Y7 students to RE. This resource contains a set of cards which all have “I believe” statements on them. Students sort the statements along a spectrum according to how much they agree/disagree. The cards are designed to prompt discussion around ideas like belief in God/gods, afterlife, purpose of life etc.

Lesson PPT and resource for a lesson introducing Judaism. This lesson was designed for Y8 students in a specialist school for children with dyslexia and co-occurring needs. The main activity is about pre-teaching key words for the unit.

PSHE/Citizenship/ICT lesson on sleep and smart phones. This lesson aims to teach students the importance of turning off their phones once in a while! Designed for KS3. The lesson is based around a video by Brainiac. It does rely on some prior knowledge of circadian rhythms and biology.

Full RE lesson designed for Y9 students, looking at the teleological/design argument for the existence of God.

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.