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 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.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of the D-Day landings. Learning Intention and differentiated outcomes (SMSC). Pupils will work their way through several activities to achieve the lessons outcomes. 1. What was D-day? Pupils watch a short video (embedded) to introduce them to the topic. 2. Planning the invasion: Pupils work in teams to answer a series of questions in the fastest time to learn about the strategy of the day. 3. Pupils will study and listen to Eisenhower’s inspirational speech before creating their own. (Prize for best speech). 4. Pupils visit stations around the classroom to learn about one soldiers personal experience of the invasion through a study of his diary entries. 5. Pupils watch the opening scene from ‘Saving Private Ryan’ (Link provided if you do not have the DVD) As pupils watch they will complete a worksheet. Pupil’s then consolidate their judgment through watching a short video clip explaining the significance of D-day before answering a structured 8 mark exam style question to judge if overall D-day was a success or a failure. Peep Sheet provided to assist the less able pupils. Instructions and advice on how they lesson is to run can be found in the description of the presentation. Please visit my shop for more History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

the outcome of this lesson is for students to have formed a judgment on the most significant factor in Hitler’s foreign policy which led to the outbreak of WW2. LEsson begins with students being handed a recall of learning starter sheet which they can begin immediately linked with Hitler’s overall aims (Instructions on PP for students). students will work through a series ofstudent led tasks guided by the teacher: students watch a short video (embedded) wilst the teacher asks that students note down on white boards / in their book what Hitler’s main aims were (Differentiation: Task specific students with looking out for certain policies). students note down on A1 paper Hitler’s main foreign policy aims before the teachers handing out key policy documents individually along with the student proforma. students are tasked with summarizing they key policy on their sheet before memorizing it to the best of their ability. students then circulate the room and teach each other in their area of expertise regarding Hitlers policy e.g. The Sudetenland students then return to tables and add to their A1 paper with how each factor led to WW2. Plenary is a judgment line task around the room or using sticky notes on the board where students then form their opinion on the most significant factor. students can then answer an exam style question (balanced answer / judgment question works best. All videos are included with links provided in the PowerPoint + an additional time-line activity included FREE

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). Starter: Pupils' will discuss what qualities a good leader should hold before watching a short video clip inquiry into the leading figures of WWII: Churchill Stalin Hitler Roosevelt. Pupils' will then circulate the room studying the individual leaders, their background and specifically their leadership qualities during WWII. In groups pupils then build a silent conversation to debate, discuss, compare and contrast the four leaders. Pupil's then consolidate their views regarding the best leader answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI. All videos links are provided along with instructions and advice in the description of the presentation. Peep sheet and vocabulary builder have been included for differentiation. Many thanks

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 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 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.

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. ***

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.

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.

**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

**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! **

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.

Assembly on friendship linked to Christian values and Harry Potter. Complete with, music, videos embedded, student interaction and a reflective quiz for students to take away assessing what type of friend they are. Just delete the school banner and add your own branding if you wish.

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 to introduce students the causes and consequences of the Industrial Revolution. Starter activity is quiz quiz trade (explained in the PP) to introduce students to the main causes of the revolution. There is an opportunity to watch an introductory video the the revolution before starting the main task. Main task: students conduct a museum walk around the classroom / corridor categorizing the main causes and consequences of the revolution (Transport / agriculture / population / factories & industry / education). Students then answer a GCSE exam style question before completing peer assessment sheets for the answers(provided).

This was graded an ‘outstanding’ lesson. Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of the London Blitz to hint about the context of the lesson. Lesson Intention and differentiated outcomes. (SMSC) 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. I have included 5 stations however these could be less / more dependent upon size and ability of your class. Eg: 1. War time memories / experience of the Blitz. 2. Propaganda posters (Blackout and recruitment to help during air raids). 3. Anderson / Morrision shelters. 4. Text book / war time newspapers 5. Interactive station (War time house / Interactive Air Raid map). Pupil’s then consolidate their judgment through answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI. Instructions and advice on how they lesson is to run can be found in the description of the presentation. (All images and videos / sheets from Google / BBC Bitesize). Many Thanks.

Order of lessons for Paper 3.