Differentiated resources that promote students independent thinking skills to explore the lives of 'conchies&'.

PPT slides we use to get students to complete independent project work about the Cold War in Year 9. We've found it helps students recall key information about the The Cold War when studying it at GCSE level.

Lesson created for a low ability class to help them understand the events at the abovementioned battles. Should lead in quite well to future lessons explaining why William was victorious at Hastings

Easy to understand activities and information about reasons for men to join the Crusades. Writing assessment is highly scaffolded, for students to choose the most important reason and explain why.

Resources which enable students to develop an understanidng of how Henry Brown successfully escaped from Virginia. NB: 'HoM&' stands for Habit of Mind. Inbox me if you want more information about the Habits of Mind.

Starter will require mini-whiteboards. Differentiated worksheets and a writing frame have been posted. Trash and treasure used to help pupils improve their understanding of how to prioritise information.

As a starter, pupils draw a spider diagram listing the qualities they think a good king has. Using youtube clip, pupils then decide whether the Disney film portrays John as good or bad. Pupils then use cards to identify evidence that John was good and bad. Finally, pupils use the information in the cards and their spider diagram from earlier to decide whether they think John was good or bad

Lesson plan and resources (differentiated) helping students to understand why Harold Godwinson won the Battle of Hastings whilst also recapping previous learning as part of a scheme of work on the Norman Conquest.

Range of whole school assemblies created to commemorate Holocaust Memorial Day.

Revision resources created for Y11 students studying Germany 1918-39 on Edexcel Specification. Exercises are geared towards developing students' ability to recall the key information.

Much of the credit for this must go to Gemma Lindsay, who created the Game Board for her lesson on The Middle Passage. I used this as a nice way to end the SOW on Norman Conquest with my year 7 classes.

Video and facts that can be used as an assembly. Particularly useful in terms of the promotion of SMSC.

Trash and treasure exercise allows students to gather a high level understanding of the events of the Battle of Passchendaele without a teacher-led lesson. Diamond Nine activity encourages students to develop high-level thinking skills. Plenary allows students to reflect on their learning \n\nNB: 'The Head, Heart, Bin, Bag&' plenary has been adapted from one that a user from the TES community had previously posted.

Differentiated resources from a lesson that was recently graded as outstanding.

Revision lesson. Starter = anagrams. Main activities broken up into 3 different episodes. You will need A3 paper to issue to students for mind-map exercise. Revision notes were handwritten - if I can get hold of a scanner I will try to upload them.

Encourages students to consider how the UK flag would change if Scotland became independent.

Series of 5 lessons with differentiation.

A resource I created that worked well with a year 8 class I teach. This was used in one of the later lessons as part of the Jack the Ripper SOW, when pupils have covered Jack's victims, the conflicting witness statements etc. As an extension task, pupils can write the message that Jack has in his inbox, helping to develop their creative writing skills

Lesson aimed at low ability Year 7 students. Colour-coding sheet is in the PowerPoint presentation (slides 19 and 20). All activites are differentiated and extension tasks are displayed on presentation. Any feedback, positive and negative, is welcome.

As a starter, pupils write down everything they can remember about Oliver Cromwell on the word-splash sheet provided. Using the Horrible Histories video (particularly suited to years 7/8) pupils will plot information into a table, helping them to compare how different life was under Cromwell and Charles. For the plenary, pupils use the writing frame to help them explain what they feel is the most important reason that people were happy to have the monarchy back.