Assembly complete with embedded videos and music. focus upon the impact of fighting and linking to case studies of ‘One Punch Deaths’ to discourage fighting and encourage solving problems with words. Second part of the assembly is linked with ‘guilty by association’ how students who witness bullying or fights are just as guilty as the protagonist for encouraging bullying / fights and not trying to stop it. Finishes with a prayer.

This was graded an ‘outstanding’ lesson. Hook Starter to be handed to students as they enter class. Lesson Intention and differentiated outcomes. Video links are included within the presentation. This lesson could be used without the need for exercise books as it is a learning stations based lesson for the most part. Diary extracts / time line are included within this pack (other stations could include text books, laptops EG: On the Anne Frank Website an interactive tour of the Annex. I also included a ‘bigger picture’ station which showed an overview of The Holocaust though pictures etc as a whole. (All images and videos / sheets from Google / BBC Bitesize). Lesson plan included.

A colour coded wall display to help students engage with / understand the complexities and Geography of the Vietnam War. **Included: A3 Map to print off. 16 significant events of the Vietnam War. Each are colour coded: Short term causes Long term causes events of the war Tactics End of the Vietnam War. ** Fantastic for understand GCSE but also KS3 to simplify for younger students. You may require string to link up some of the events to locations. I have included a map but you may wish to purchase your own.

Handy structure strips that cover the different types of questions for IGCSE papers 1 / 2 in History They are very useful when preparing students for exam preparation, assessments and writing up questions in lessons. The students also use these to make their own structure strips for revision.

The purpose of this lesson is to inform students not only about the Great Exhibition but also it’s importance to the British Empire. **Lesson Plan: ** Lesson starts Embedded song plays as students enter with a literacy hook to immediately begin work to define an exhibition to then challenge students to think of any modern day ones. Starter: Students watch a short intro video (embedded) to then define ‘The Great Exhibition’. The teacher than has the option to watch a more in depth video (embedded) which students have a series of questions to answer linked with it’s inception - what was on display and what countries exhibited products and goods. Answers provided then for students and teacher to go though. Main Task: students engage in a literacy relay task and work in teams competing against each other to build their knowledge upon the Exhibition. there could be a prize for the winning team. Teacher then embedded knowledge using the answers and student feedback - students can mix-[air-share the answers between each other. **Plenary: **Acquired knowledge can then be demonstrated though the answering of an exam style question (differentiated though scaffold / mark scheme and sentence starters / key words). ***Lots of visuals / moving images and music embedded within the presentation. ***

Colour coded A3 / A4 knowledge organiser / Revision mat / book marks - for the entire Pearson Edexcel Medicine though time course. (Paper 1) Focusing on change and continuity during the 4 main periods: Medieval Renaissance 19th Century 20th Century Significant Individuals / Government acts / Discoveries / Inventions / Dates Please visit my shop for more KS3 / GCSE Edexcel History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

The purpose of this lesson is to develop pupils understanding of the Little Rock Nine for either KS3 or GCSE. The lesson begins with a choice of hooks / starters depending upon the personality of your class. 1. Reflection upon Bravery and standing up for what is right. 2. A Reflection upon their pupils first day at school and if older pupils have a responsibility to look after pupils in lower years. Pupils are introduced to the Little Rock Nine through some written information and a short video (embedded) Pupils reflect upon a visual source of Elizabeth Eckford using their knowledge to interpret and infer from the source. The main task involves pupils using a card sort to assess the positive and negative impacts this had upon the Civil rights movement. A judgement line can then be used to assess progress. Pupils consolidate with another video before demonstrating their knowledge through an exam style question - although this could be set as Homework (included). I have also included an additional section of resources such as a modern day link video (embedded) and discussion of learning beyond the classroom. (Further advice can be found in the description of the presentation. All video are embedded and links provided.) Please see my shop for other high quality history resources.

This lesson is focused upon the changed implemented under Nixon, namely, The Nixon Doctrine & Vietnamisation. No textbook is required I have included all resources / WAGOLS / differentiated sheets / video clips etc … Lesson begins with a recap of Johnson leaving office and Nixon’s approached to the War. students study each approach to then complete a starter sheet and reflect upon the impact each one may have on the War (Positive & Negative). students are then introduced to the Nixon Doctrine where they will watch a video clip (embedded) also more video links provided in the description - students are then enabled to to explain how this may affect the war and public opinions of the war. Students are introduced to Vietnamisation though various sources and a definition (clip included to watch from YouTube). students then engage in a discussion based activity to argue how different people may interpret the process of Vietnamisation (North Vietnamese General - US General - South Vietnamese Politician - Us citizen). The rest of the lesson is based around exam practice and technique i have included sources/ interpretations / structure support / differentiated source / interpretation evaluation sheets for less able & WAGOLS for ALL of the following questions: 1. How useful are sources A and B for an enquiry into… 2. What is the main difference between the views of interpretation 1 and 2. 3. Suggest one reason why interpretations 1 and 2 give different views about the extent to which Vietnamisation was a success. WAGOLS are evaluated to show student how and where marks have been gained. further advice can be found in the description of the presentation / easily enough for more than one or two lessons.

Hook video (embedded) about road safety to engage students when waiting for others to arrive. This Assembly focuses upon educating students of how to stay safe when walking / traveling too / from school. after the hook video the assembly begins with a vote upon the most popular methods of traveling to school and which students travel by each one. Followed by statistics of injuries and accidents recently linked to silly and dangerous behaviour traveling too and from school. Students are asked to reflect upon what could distract them on the way to school and are then reminded about the law linked with riding a bike. Followed by a safety video to consolidate (embedded). Assembly finishes with a prayer.

**Colour coded DOUBLE SIDED A3 / A4 knowledge organiser / Revision mat / book marks - for the entire American Course. ** Side One: Focusing on progress between key time periods. 1954-60 1960-65 1965-70 **Side 2: ** Significant Individuals (MLK, Rosa Parks, Malcolm X , Kennedy, Johnson, Garvey, W.E.B. Du Bois, Bucker T Washingson, thurgood Marshal). Government Acts (1964 Civil Rights / 1965 Voting Rights. **Key organisations: ** NAACP SCLC SNCC CORE Black Panthers KKK Please visit my shop for more KS3 / GCSE Edexcel History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

Attendance assembly complete with hook song as students enter for Assembly / Form Time. the assembly is chocked full of statistics and encourages student reflection on the following: Minutes late to lesson / School over time. Attendance over time linked to achievement at GCSE. Attendance and success linked to ‘The Bigger Picture’ with up to date average salary compared to attainment for (2018). Reflection of Good / Bad reasons to be off school. Encouraging a lot of student reflection and responses with a double sided card to take away to keep in blazer pocket / planner complete with poster for Form / Classrooms.

**The purpose of this lesson is for students to develop their understanding regarding the importance of trade for the growth of the Empire. ** **Lesson Plan: ** Hook / starter - Embedded video of all the countries which have been part of the British Empire - students to enter and remember as many as they can. Lesson introduction (optional) goods of the Empire such as bananas, spices, tea, coffee, sugar etc. are placed into bags / big bags - students circulate the room and feel feel / smell the bags content to guess what the good may be. This leads into the watching of a BBC video where students are challenged to remember more goods that the Empire traded in. Students complete the ‘Empire Map Worksheet’ with the locations of goods and trade routes. Students are then issued with an advertisement of one of the goods sold back in Britain. students engage in a MIX-PAIR-SHARE activity to discuss key questions linked to the advertisements Students then return to write up their work in the books linked to a GCSE style question (Exam skill advice and structure included for differentiation). **Plenary: **Blockbusters linked to empire good! **Lots of of interactive activities to engage students with songs included and moving gifs! **

This Assembly is designed to enable students to reflect upon the priorities in their life. Song, 'Time of your Life', plays as students enter (embedded). As students wait for everyone to enter they can silently reflect upon how the images displayed are connected. All will be referred to in the assembly. Begin with asking a pupil to define the word 'priority' before demonstrating the 'Jar of Life'. Required: 1. Large stones / golf balls 2. 2 empty jars / glass bowls 3. Pebbles 4. Sand / Pilau rice 5. Coffee / Water The Jar = Your life The Large Stones = the important things e.g. Family, Friends, Health, Love. Education. The pebbles = Less important things e.g. Car, House, Holidays, Designer Clothes. The Sand = Even less impornat things e.g. X-box, Phone, Facebook, Snap chat, Instagram, TV. Further instructions are attached (see video). Pupils then reflect upon the included embedded video, 'Your Life in Jelly Beans' which shows how much of your life is spent sleeping / eating / commuting etc and how many days left this leaves you with. Question pupils on what their 'big rocks' are and why they need to prioritize a bit more in their lives. Finish with a prayer and hand out reflection sheet for pupils to go away and reflect upon or complete as a Tutor activity later on.

This is a fully resourced session comprising of a combined 32 slide PowerPoint which could be used during an Assembly / lesson / form time or even a whole year group work shop to fully prepare all ability students KS3 -KS5 for assessments or exams. Approximately taking 1 hour to complete. The workshop / lesson includes: Hook videos How to videos. Warm up exercise Effective preparation techniques Revision techniques appealing to all learning styles Useful websites and platforms for students to use Do’s and dont’s of revision. Opportunities to discuss / practice techniques Worksheet for students to complete and take away All videos are embedded and further advice can be found in the description of the presentation. Just delete the school header at the top to replace with your own.

The focus of this lesson is to build upon the failure of the LON and fits into the bigger picture of ‘To What Extent Was The League of Nations a Success’? The lesson’s purpose is to introduce the league’s failures as a result of the 1929 Depression and to judge the most significant problem posed through a series of student led and source evaluation (less teacher talk) tasks. **Hook: **students are handed hook sheet as they enter to instantly complete focusing around recalling 5 key facts about the the LON. Teacher introduces the lessons intention. **Starter: ** After watching an introduction video about the depression to re-call / introduce knowledge ( 2 video options embedded into the PP) Students then engage in a quiz-quiz-trade activity to reinforce and build up their knowledge surround the depression. Main task 1: Student engage in a ‘6 monkeys’ variety task to learn about the initial impact of the depression on the L.O.N: Monkey 1 – Read (or teacher reads) The first monkey is to read a piece of text that relates to the concept, idea or process. This stage allows differentiation to take place, as students of different abilities could be given texts with Monkey 2 – Drawing Monkey 2: Draw! it’s time for some drawing! Students have to draw a diagram/ cartoon/ flow chart to describe what they have understood from reading the text.h different degrees of detail, complex vocabulary or even on different topics. Monkey 3: Key words Lead reader reads out the highlighted words students add these to their pictures. Monkey 4: Students explain the story to their partner. Monkey 5: one students is selected to read out to the class – whilst students follow along with the actual story on the board. _ if they do it mostly accurately they can get a prize. ALL STUDENTS THEN WRITE UP IN THEIR OWN WORDS. Main task 2: Students to apply their acquired knowledge to complete the reverse of their sheet where they shall begin the judge the most significant problem this posed to the L.O.N. Plenary: Students break into small groups / individually to assess the message of some source of evidence linked with the Depression (focusing on exam skill) students then stick responses on the whiteboard as an exit pass.

This lesson could be used for one lesson. However, to gain the most out of this I suggest using it over a two lesson period dependent upon how much detail / discussion you wish to go into. Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue about the lesson. Learning Intention and differentiated outcomes (SMSC). The lesson is structured in order to achieve the learning outcomes: Expected: You can describe & explain the problems on the Home-front. (SMSC). Challenge: You can explain how DORA & rationing helped overcome these. Stretch: You can evaluate and analyse the impact of government intervention. Activities include a museum walk of propaganda posters, a diamond 9 ranking task of DORA's laws, discussion points from videos (SMSC / modern day link opportunities). Pupils finally consolidate though answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI. Videos are embedded or I have included the links in the presentation description.

The purpose of this lesson is to enable students to explain how and why appeasement was failing though an escape room / chronology style activity. Hook: Students to enter and will have some knowledge recall questions and extension source to complete straight away so there is no wasted learning time. Students receive this as they enter the class from another student or the teacher. Teacher takes feedback and introduces the lessons intentions and aims. Main task: Students work as a class or in 2 teams if a large class to locate the hidden time-line of events starting with appeasement and finishing with the German occupation of the Sudeten Land. Students will have 15 minutes (timer and dramatic music included in the PP!) to locate all the hidden events and arrange the time-line into chronological order outside of the classroom. Initiates collaboration / communication and element of competition. if students beat the clock they can be rewarded. The correct order can then be gone though on the PP with 2 embedded videos to show throughout to help visualize and consolidate the story. students can then receive a ready made time-line. students use this knowledge to help them evaluate sources of evidence linked with the Munich Agreement and appeasement. Sources to be printed out and stick on A1 paper with varying levels of challenge questions linked to GCSE. suggestions in the PP. students can circulate the room evaluating the sources before teacher takes feedback. Source evaluation Instagram plenary to consolidate. This is more than likely to consist of 2 lessons worth of material / activities. All music and videos are embedded into the PP (Links provided) **Please see my shop for other History resources and bundles. ** https://www.tes.com/teaching-resources/shop/morlem

the purpose of this lesson is to focus upon the reasons for the failure of Vietnamisation and how this led to the US eventually fully withdrawing troops from Vietnam for good. the first half of this lesson is focus around student led group work. Students will complete a series of tasks designed to: 1. Identify the reasons for the failure of Vietnamisation. 2. Focus upon categorizing these reasons. 3. forming a judgment about the most significant reason. students watch a consolidation video (embedded). Students will then have acquired enough knowledge to complete the worksheet provided. Exam Preparation: students will then be provided with an exam style question from paper 3. "How far do you agree with interpretation 1/2 about.." Students are to use this completed work sheet for support but I have also provided a 'Peep sheet' for less able learners. No textbook required for this lesson. Please see my shop for a complete Scheme of Learning about the Vietnam War.

Included in this bundle are a series of resources / form group activities / assembly / email / prayers / sample English lesson and letter templates all which combined can be used to initiate and run a week long Random Act of Kindness week. Perfect for middle leaders / Head of Year / Senior Leaders to initiate and oversee. There is an assembly included with all sounds / videos embedded to begin the week. A letter encouraging parents to become involved outside of school. Prayers about kindness for each day of the week. Email temples for form tutors and whole staff to make them aware of the weeks activities. A series of resources form form tutors to work through over the week during form time. A whole English lesson based upon students writing letters of appreciation to members of staff. Templates and Assembly will need slightly adapting for your school e.g. Staff names / changing of school branding but after this you will be ready to roll out RAK week in your school!