THIS IS A FREE RESOURCE Lesson time: 60 minutes approx. Christmas Quiz and Answer Grid for use with any class aged 14+ including Sixth Form/A Level. A fun activity which requires no PC’s, no programs, nothing other than pen and paper! Each round has 10 questions, and participants can earn up to 50 points. The quiz is structured as follows: Round 1: General knowledge with Christmas-themed questions. Round 2: Picture round where participants identify prominent people from 2024. Round 3: General knowledge questions. Round 4: Picture round featuring cartoon characters. Round 5: General knowledge questions. The document includes all necessary materials to run the quiz, such as answer sheets and answers provided after each question. Participants can play individually or in teams, and the quiz is designed to be simple and fun. Please check out my other resources for students aged 14 - 19 as well!

This is a FREE resource! This Handout is entitled “UK General Election Results since 1945” and provides a comprehensive overview of the election outcomes in the United Kingdom from 1945 onwards. It includes detailed data for each election year, such as the percentage of votes and the number of seats won by the major political parties (Conservative, Labour, and Liberals, etc.), as well as other parties. Additionally, it mentions the total number of seats, voter turnout percentages, and the subsequent Prime Ministers and Leaders of the Opposition following each election e.g. in the 1945 election, the Labour Party won 48.3% of the vote and secured 393 seats, while the Conservative Party received 39.8% of the vote and won 213 seats. The document continues in this manner, providing similar data for each subsequent election year up to the most recent one included. It then has 30 true/false questions which can be used with your classes. Answers are provided so teachers can use the resource straight after downloading. An invaluable aid to anyone teaching Politics or Citizenship or for anyone who simply wants an exercise to use for data-analysis etc.

A FREE resource for Politics/Citizenship teachers and students. The chart shows the results of the General Elections held in the UK since 1945 and includes the updated 2024 figures. An invaluable guide for any students of Politics, Citizenship, history or anybody interested in general election results since 1945. The wallchart was created as a simple Word document and prints over 4 sheets of landscaped A4. Enjoy!

This is a FREE resource This is a short, 5-slide PowerPoint by way of an Introduction to the EPQ course. The EPQ is a qualification that represents an extension to A-Level studies. It is valued by Universities and is an excellent way of extending students’ skills and enhancing their UCAS applications. This is the 1st of 8 PowerPoint presentations which represent the COMPLETE COURSE which students complete in order to enhance their skills and make them “match fit” for the development and writing of the Project itself, as well as the compulsory presentation which they must deliver. The course was written by an EPQ teacher and Moderator of many years standing and all the PowerPoints were refined after use with many groups and cohorts. Please note that the COMPLETE COURSE is available as a BUNDLE at a discounted price, with 33% off!

A summary table of the arguments for and against Britain’s “First-past-the-post” election system. FULLY UPDATED to refelect the results in 2024. PLUS Questions to use with your students and outline answers. This is an invaluable resource for teachers of Politics, Citizenship or similar subjects. It is a Handout over 3 pages and is designed to be taught over approximately 60 minutes.

This is a 5-page Handout which represents a “model answer” to the question: “How does Shakespeare treat death in ‘Romeo and Juliet?’” It is designed as a complete lesson and should last around 60-minutes in terms of delivery. The answer is structured as follows: William Shakespeare’s “Romeo and Juliet” intricately explores the theme of death, intertwining it with love, fate, conflict, and transformation. Foreshadowing and Premonitions: Shakespeare uses premonitions and dreams to foreshadow the impending deaths of Romeo and Juliet, heightening the sense of foreboding and dramatic irony. The Role of Fate and Destiny: Fate and destiny play significant roles, with the characters often attributing their misfortunes to fate, suggesting that their lives are governed by external forces beyond their control. It is an invaluable resource for any students and teachers of the play.

One lesson of around 60 minutes duration. Use as an Introduction to the play OR as a revision aid when the play has been studied. 6 pages. This Guide is designed for students and teachers of the play and has been written by an experienced Examiner. Used with many students across the years. Here’s a summary of the document: This study guide for AQA English Literature GCSE covers William Shakespeare’s “Romeo and Juliet,” providing an overview of the plot, characters, themes, and potential examination questions. Main Characters: The main characters include Romeo Montague, Juliet Capulet, Friar Laurence, Mercutio, Tybalt Capulet, the Nurse, Paris, Prince Escalus, Lord and Lady Capulet, and Lord and Lady Montague. Character Development Questions: Potential examination questions explore the development of characters such as Romeo, Juliet, and Friar Laurence, focusing on their growth, decisions, and impacts on the plot. Themes and Motifs: Key themes include fate versus free will, light and darkness, and conflict. Examination questions may ask students to analyze these themes and their significance. Context and Interpretation: Questions may address the social and historical context of Verona, gender and societal expectations, and the significance of the play’s ending. Literary Devices: Students might be asked to identify and analyze dramatic irony, foreshadowing, and poetic language used in the play. Conclusion of Study Guide: The guide emphasizes understanding the plot, characters, and themes for a deeper analysis and appreciation of “Romeo and Juliet”. *** Example Examination Question: An example question provided in the guide discusses the development of Romeo’s character, with a detailed plan on how to structure the answer.**

This is a 17-slide presentation which includes a video of the famous balcony scene from the RSC as well as question practice and a topic for debate. There are also pointers as to how to answer the debate question. This is an invaluable resource written by an experienced Examiner and used in classes many times. It is aimed at GCSE students but would be suitable for any scholars of the play! The presentation explores the love and tragedy in Shakespeare’s masterpiece, “Romeo and Juliet,” and provides guidance on answering common examination questions. It covers the characterization of key characters such as Romeo, Juliet, Tybalt, and Mercutio, highlighting their traits and roles in the play. The famous balcony scene is analyzed, focusing on themes, language, and character development. The presentation also offers tips on structuring answers for exam questions, emphasizing the importance of practice and preparation. Additionally, it delves into the major themes of the play, including love, fate, and the conflict between individual desire and societal expectations. Symbolism, such as stars, the moon, roses, and swords, is discussed to illustrate the play’s deeper meanings. Language techniques like metaphor, simile, and symbolism are explained with examples from the text. The presentation concludes with pointers for debate and comparison essays, encouraging critical analysis and a deeper understanding of the play.

This is a teacher’s and student Handout which covers the entire topic of Involuntary Manslaughter. It is an ivaluable guide to the subject for any AS or A Level student and is also suitable for someone studying Access to Law or similar courses. It is 20 pages long with an estimated delivery time of around 4 hours. This is a summary of the document: The document provides a detailed overview of involuntary manslaughter, distinguishing between Unlawful Act Manslaughter and Gross Negligence Manslaughter, and examining various legal cases to illustrate the principles involved. Definition and Distinction: Involuntary manslaughter occurs when the defendant (D) has the actus reus for murder but lacks the necessary mens rea, meaning D did not intend to kill or cause serious harm. Types of Involuntary Manslaughter: There are two types: Unlawful Act Manslaughter and Gross Negligence Manslaughter. Unlawful Act Manslaughter: This type involves causing death while carrying out a dangerous criminal act. It must be proven that the act was unlawful, dangerous, caused the death, and that D had the mens rea for the act. Case Examples for Unlawful Act Manslaughter: Cases such as Lamb, Goodfellow, and Mitchell illustrate the principles of Unlawful Act Manslaughter, showing how the act must be unlawful and dangerous, and how causation is established. Gross Negligence Manslaughter: This type involves a breach of duty of care that causes death and is deemed ‘gross’ negligence, worthy of criminal punishment. The leading case is Adomako. Duty of Care and Breach: To establish Gross Negligence Manslaughter, it must be shown that D owed a duty of care to V, breached that duty, and that the breach caused V’s death. Key Legal Principles: Cases like Donoghue v Stevenson and Caparo v Dickman help determine the duty of care, while cases like Litchfield and Singh illustrate breaches of duty leading to liability. Gross Negligence Standard: The negligence must be so severe that it goes beyond mere compensation and shows a disregard for life, as seen in Bateman and Edwards. Scenarios and Questions: The document provides various scenarios and questions to help readers understand the application of these legal principles and determine the appropriate type of manslaughter. Summary of Legal Cases: A table summarizing the main legal principles of key cases is provided, helping to consolidate understanding of involuntary manslaughter. This Handout has been updated in light of recent cases and has been used with groups of students across many cohorts and has achieved excellent results.

A Worksheet consisting of 25 differentiated questions to help your students revise Shakespeare’s “Hamlet”. Divided into 5 sections, the Worksheet consists of questions that get harder as students work through them. The final section contains questions which are “essay-style” questions or they can be used as the basis of discussion or class debate. The Worksheet consists of 5 pages with spaces provided for the first 20 questions. Tried and tested with many classes across the years. A great resource for revising the play. Enjoy!

This is a Handout on the Law of Murder, written by an experienced examiner and used over many years with my students. It is a short introduction to the topic and is an invaluable aid for AS and A Level students of the subject. It is 7-pages long and it is estimated that it would take about 60-minutes of teaching time. There are questions and exercises throughout. The Handout is structured as follows: Definition and Jurisdiction of Murder: Murder is defined as the unlawful killing of a reasonable person under the Queen’s peace with malice aforethought, and British citizens can be charged with murder committed in any country. Actus Reus Elements: The actus reus of murder includes four elements: D killed, a reasonable creature in being, under the Queen’s Peace, and the killing was unlawful. The document primarily focuses on the first element. Importance of Causation: For murder, it is crucial to prove that D’s act or omission caused the death of V, with examples like Gibbins v Proctor illustrating how omissions can fulfill actus reus. Reasonable Person in Being: The term refers to a human being, with complexities arising in cases involving a foetus or brain-dead individuals. Unlawful Killing: Killing is unlawful unless it is in self-defence, defence of another, or prevention of crime with reasonable force. Mens Rea for Murder: Murder requires specific intent, meaning the jury must be convinced of an intention to kill or cause grievous bodily harm, as illustrated in cases like Vickers and Swift. Indirect or Oblique Intention: Issues arise when D’s primary aim is different from causing death or serious injury, but death results, requiring examination of indirect intention. An invaluable introduction to murder for any students of the subject!

A short Handout and questions on the law on Diminished Responsibility written by an experienced examiner of Law and delivered to my own students across many cohorts and students. This 7-page Handout is all that you need to teach and study Diminished Responsibility. The Handout is structured as follows: Definition and Legal Basis. Application in Trials: A defendant cannot be charged with voluntary manslaughter directly; it is a verdict the jury may reach if the defense of diminished responsibility is successfully pleaded during a murder trial. Criteria for Diminished Responsibility: To qualify for diminished responsibility, the defendant must prove an abnormality of mental functioning arising from a recognized medical condition that substantially impaired their ability to understand their conduct, form rational judgments, or exercise self-control. Impact of the Defence. Case Law Examples: Several cases illustrate the application of diminished responsibility, including BYRNE, where a sexual psychopath’s conviction was reduced to manslaughter, and LUC THIET THUAN, where a head injury did not qualify as a recognized medical condition. Substantial Impairment: The defence requires that the abnormality of mental functioning substantially impair the defendant’s abilities, such as understanding their conduct or forming rational judgments, as seen in the GITTENS case. Challenges in Application: Juries sometimes disregard the defense of diminished responsibility, as seen in the SUTCLIFFE case, where the defendant was convicted of murder despite evidence of mental abnormality. An invaluable set of notes for anyone studying this vital concept in Law.

FREE resource A summary table of the non-fatal offences in English Law written by an experienced examiner in Law and used with countless classes across the years. Invaluable for students and teachers at any level who are studying this vital component. If you have found this resource useful, why not take a look at my other, ever-growing collection, of law resources. All designed to save busy teachers time and effort. Why reinvent the wheel?!

25 revision questions on Shakespeare’s Romeo and Juliet. The Handout incorporates questions which get harder as they go along and are divided into 5 sections: Basic comprehension; Intermediate questions; Advanced analysis; In-depth exploration and Critical thinking. Questions can be set so as students can work their way through the whole set or students can be asked to choose a certain number of questions from each section. Designed for use with GCSE students of Shakespeare’s great tragedy. Saving busy teachers a great deal of time.

A 6-page student analysis of the character of Estragon from Samuel Beckett’s play, “Waiting for Godot”. The Handout would be invaluable to A Level English students or anyone studying this fascinating play. At the end of the Handout there are discussion points/questions which can be used with your class, together with suggested pointers as to how to address them. The discussion highlights: Physical and Mental State: Estragon is depicted as physically uncomfortable and mentally distressed, symbolised by his struggles with his boots and his forgetfulness, reflecting human frailty and existential burdens. Relationship with Vladimir: The interdependent relationship between Estragon and Vladimir highlights the need for companionship and mutual support in the face of life’s uncertainties. Themes of Waiting and Time: Estragon’s character embodies the themes of waiting and the cyclical nature of time, mirroring the existential struggle for meaning in an indifferent universe. Existential Struggle: Estragon’s frequent expressions of doubt and hopelessness, along with moments of resilience and humor, underscore his existential crisis and the absurdity of life. Symbolism and Imagery: Estragon’s boots and his reactions to carrots serve as metaphors for his discomfort and fluctuating outlook on life, illustrating the interplay between the mundane and the existential. Role of Memory: Estragon’s fragmented memory and reliance on Vladimir to recall past events highlight the play’s exploration of the fluid and unreliable nature of human consciousness. Philosophical Underpinnings: Estragon’s character reflects existentialist and absurdist themes, illustrating the search for meaning in a seemingly meaningless world.

A 14-slide introduction to the play, “Waiting for Godot” which includes an examination of the main themes and characters as well as discussion points or questions at the end. This presentation includes Speaker’s Notes This presentation is suitable for A Level students of the play. The presentation explores the human condition through themes of boredom, isolation, and despair, providing insight into the struggles of human existence. The play also delves into existentialist and absurdist themes, examining the meaninglessness of life, the struggle between free will and determinism, and the nature of the human experience. Key themes discussed include: Boredom: The characters experience a lack of stimulation and purpose, leading to restlessness and dissatisfaction. Isolation: Both physical and emotional isolation are explored, contributing to feelings of loneliness and despair. Despair: The play reflects the struggles and challenges of the human condition, often leading to hopelessness. The presentation also highlights the theme of waiting and hope, examining the role of waiting in the play and the moments of hope that emerge despite the overall sense of hopelessness5. The characters’ anticipation of Godot’s arrival and their prolonged waiting lead to introspection and self-discovery. In conclusion, “Waiting for Godot” is a powerful meditation on the human condition, existentialism, absurdism, and the interplay of waiting and hope but it is not always an easy play to study. This presentation will make any teacher’s task easier in studying this complex work.

A FREE guide for students and teachers on how to structure your coursework answers for the first part of the first assignment for BTEC Business Unit 1. This guide was successfully used with many classes over the years and students who followed it achieved great results. If you find the guide useful, why not take a look at the other ever-growing collection of resources on the website? Good luck with your teaching/studies!

This is a 10-slide PowerPoint presentation which covers the whole of the third of 4 parts of Business Level 2, Unit 4 - Principles of Customer Service. It is designed for the EDEXCEL Specification but could be used with any students of customer service. Please download the FREE activity sheets which accompany these PowerPoints. Search for “Level 2 activity sheets”. This PowerPoint covers: Who are your Customers? The focus is on identifying and understanding different types of customers. It categorizes customers into two main types: internal customers and external customers. The presentation also highlights the main differences between internal and external customers, such as their relationship with the organization and their needs. It discusses customers with special requirements, including non-English speakers, different age groups, different cultures, gender differences, families, and customers with special needs. Additionally, it covers factors that impact different customer service expectations, such as the customer’s age, culture, public image of the business, and disposable income. The presentation includes activities and review questions to reinforce the concepts discussed. This is the 3rd of 4 Powerpoints which will, together, cover the whole Unit.

This is a 40-slide PowerPoint presentation which covers the whole of the first of 4 parts of Business Level 2, Unit 4 - Principles of Customer Service. It is designed for the EDEXCEL Specification but could be used with any students of customer service. Please download the FREE activity sheets which accompany these PowerPoints. Search for “Level 2 activity sheets”. The presentation covers the principles and importance of customer service in business. It starts by defining customer service as all the ways a business meets customer expectations to satisfy customers. It highlights various customer service roles, both direct (e.g., receptionists, call centre workers) and indirect (e.g., cleaners, engineers). The presentation also discusses different types of customer service, such as face-to-face service in hotels and restaurants, and remote customer service for online businesses. It emphasises the importance of teamwork in providing good customer service and the need for consistent and reliable service. Customer satisfaction is another key topic, with a focus on how businesses can satisfy customers through techniques like providing extra services, accuracy, and value for money. The presentation also covers the benefits of good customer service, such as increased sales, profit, and customer retention. There are several activities throughout the presentation, including identifying customer service roles, comparing good and bad customer service experiences, and reviewing techniques for providing customer satisfaction. This is the 1st of 4 Powerpoints which will, together, cover the whole Unit.