An idea I adapted from a colleague during my training year. Students come up with their own scores for each medieval weapon and then play the various games. Rules also part of document. Any comments welcome.

A series of A4 sheets I have displayed, in the form of a timeline, to help students understand the chronology of the Weimar Republic.

A display I have up in my classroom that helps students, through all key stages, reflect on their learning in a lesson.

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.

Lesson which uses a range of resources and learning techniques to understand the effects of the Wall Street Crash. Exercises have been differentiated and students are given the choice for some activities. Starter will need to be changed. Lesson plan and information for LSAs has also been provided. Any constructive feedback is very welcome.

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.

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.

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.

Template I often use for plenaries. Stopwatch is displayed on Board, as well as the rules, so that students are aware of time limits and rules.\n\nI have found that it works well with students of all abilities.

PPT and information sheet created to help students better understanding of life in a British colony through the use of a case study many of them can identify with.

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

Lesson created and delivered as part of 'War and transformation of British society c.1903-28&' Edexcel syllabus. Will need the textbook that accompanies the syllabus for the definitions of private sphere and public sphere.

A4 cards I use as a timeline display in my classroom. Particularly useful for the Edexcel 'War and the Transformation of British society c.1903-28&' syllabus.

A4 sheets that I use as a timeline display in my classroon. Use and abuse as you see fit.

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.

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 students highlight what they think the important information is on the handout (which has been differentiated). Students then use what they have done to come up with some questions and answers that they will use to test the person sitting next to them. After they've come up with the questions, they quiz each other. Then, as the last main activity, students write a paragraph explaining the key features of the Battle of Britian. Plenary is a Think/Pair/Share exercise.

Sheet I gave my 7th Grade class when we did a research lesson on Wren and Pepys.

Worksheet I used as starter for a lesson about the consequences of the English Civil War. Worked well.

Template I use with years 7 and 8 as a plenary to show what they have learned in the lesson. Activity is active as well allowing the teacher to ascertain how much progress has been made in the lesson.