This lesson uses mathematics to help explain love. Where Shakespeare used words, we will use maths. The lesson is based around a fictitious character trying to demonstrate love and the only way he knows how to do this is with maths. There are lots of challenges for the students discussing such things such as: Shapes Arithmetic Pythagoras Odds and fractions Money & Numeracy The lesson offers a fun and interesting way to look at Maths and apply it to the world the students live in. There are lots of interesting and thought provoking activities, detailed worksheets and an interactive PowerPoint to assist with the lesson.

The truce within parts of the Western Front trenches is one of the defining moments of the First World War for many people. These activities seek to look at the emotion and the feelings that the men in the trenches would have been feeling as they spent their first Christmas in the Trenches. The activities take back the events from a novelty advert to the real emotion of the men in the trenches. The exercises encourage the students to empathise with the soldiers and to consider their actions in terms of what they had previously been told about the Germans. There is a link with English as the students then look at writing a poem about the events, taking influence from some of the great war poets.

All this talk of growing population and no one has really given a thought to Santa’s extra workload. The poor man is worn out and his team is at breaking point. Your students will be asked to calculate what Santa needs to do to make sure he can meet the growing demand. As well as some mathematical problems to solve the students also have to make a 3 dimensional shape which can be used to put a sweet in an hang on their tree.

This is a collection of six worksheets that can be used at the start of the Tudor topic or as part of an ongoing collection the students complete. They are all intended for more student centred work and are aimed at organising the students notes in a more coherent form. This should make revision easier.

This unit is intended to be completed at the end of the course. However, it is not just a quick revision topic. This is an in-depth overview and comparison designed to really push the students and develop their analytical reasoning. The unit is designed for all major specifications, although some editing may be needed as the specifications change. The sheer quantity of detail within an A level can be lost on students, especially those who are a little more disorganised. This unit helps with seeing events over a whole period and encourages comparisons and contrasts between those events. This unit is very student centred as it encourages their own skills. This is teacher guided but student focussed. The additional worksheet pack would help with this unit. This is a complete unit of work and has a very detailed PowerPoint.

This is a generic pack of maps that cover aspects of the GCSE American West Specification. The PowerPoints have copies of the maps. More American West Resources are coming.

This pack contains four useful activities based around remembrance week as well as the broader topic of remembering and thinking about those that have gone and died in conflicts around the world. The tasks are particularly suited to history but there are aspects that could be used in RS as well or used as a whole school activity. All are aimed at trying to get the students to really think about past conflicts and the loss that occurred. The activities encourage creativity and empathy and will be an excellent addition to any work planned. The work can be developed for wall displays and there are opportunities to expand the work to fit around other topics on the curriculum as well as extension tasks for homework.

A collection of handouts designed for using in Year 9 (or GCSE) when studying the First World War. Includes: Reasons why the Schlieffen Plan Failed Trench from Above Treaty of Versailles Sources & Questions Living Timeline Axis First World War data on an A5 handout(Populations; Military spending; army size etc Europe Map 1914

The decision to drop the Atomic Bomb on Hiroshima had consequences far beyond the people in that Japanese city. It changed the world. This activity aims to give a little background to the development as well as some information about the actual consequences on the people in the city. Firstly the students will look at the science of the Atomic Bomb. What is it that makes it work? Secondly, they will look at what happened when the bombs were dropped. The third aspect is the most important one. The aim of the task is for the students themselves to decide if the decision was the right one. This is not just empathising with the people who suffered or even those who made the decision. The students will have to decide themselves and then try to influence their classmates about what the correct decision was. Includes Lesson Plan, PowerPoint and Handouts. PowerPoint presentation contains sensitive image(s) and teachers are advised

This activity is based around the thinking skills that that the Worlds Greatest Detective employs. The aim is to encourage the students to think differently and better in order for them to recall information. The activity can also be used as a thinking skills exercise at the start of a topic.

No discussion of the First World War is possible without reference to the trenches on the Western Front. If the students gain an understanding of the trenches then the whole experience and time of the war makes more sense. The activities in this Recipe book cover a wide range of topics relating to the trenches without specifying any particular part of them or any specific battle. The aim is to give the students a general understanding of the trenches and life in them so that they can complete a more focussed piece of research on a specific battle. Includes Lesson Plan, PowerPoint and Handouts. PowerPoint presentation contains sensitive image(s) and teachers are advised to view content before using it in the classroom

One of the main themes of the History Key Stage summary is that the students develop and understanding for cause and consequence. Added to this they should begin to ‘devise and revise their own questions’ concerning historical enquiry. The main events of the twentieth century have in their causes the First World War and therefore the main question the students should ask is ‘Why did the First World War happen?’ The question of why? should be one of the most important that a student of history can ask and this Recipe aims to encourage this. It is not enough to know that something happened but to understand why it happened. Obviously this is a Year Nine lesson and, therefore, the full back ground of the First World War cannot be covered, However, the students will focus on three main themes to direct their questions.

Values are never static; they are changing all the time and are different from person to person. The values, freedoms, laws and customs that shape us today are not universal and yet they influence our views of other people, both today and in the past. The students would have a better understanding of a period if they understood the values of the people at that time. Alternatively they may be able to think of criticisms with the behaviour of people in the past if they apply today’s values. This Lesson aims to get the students to think about our values today as well as those in their period of study. The students should then be able to place the actions of the past in context. This is especially important when the students are expected to evaluate the period of study.

This is a very detailed unit of work that looks at the first part of Elizabeth's reign. It looks at the difficulty of the transition to her early steps at establishing a Protestant religion which culminates with the Northern Rebellion. The Pack also contains a very detailed PowerPoint and hand-outs.

No discussion of the First World War is possible without reference to the trenches on the Western Front. If the students gain an understanding of the trenches then the whole experience and time of the war makes more sense. The activities included cover a wide range of topics relating to the trenches without specifying any particular part of them or any specific battle. The aim is to give the students a general understanding of the trenches and life in them so that they can complete a more focussed piece of research on a specific battle. As well as a very detailed lesson plan there are four handouts included as well as a detailed PowerPoint.

A collection of Handouts concerning the End of the First World War and the start of the Second World War. Includes: 1. Europe Political Map 2. Map of Europe & its Dictators Worksheet 3. Interwar Europe Map 4. Nazi Maths Questions 5. "Steps to War" Project Instructions 6. "Steps to War" Research Sheet 7. "Steps to War" Source Sheet 8. "Steps to War" Wordsearch 9. "Steps to War" German Expansion sheet

Sometimes students need a simpler way to explain a difficult event in history. Diagrams are good but so is the logical approach of mathematics. Students are used to being told to show their working out when doing maths but do not always transfer the same principle to other subjects, such as history. It could be argued that showing the working out in history is more important as there is rarely one correct answer. Therefore this lesson aims to get the students to show their working out and appreciate the benefits and process. Examiners want the student not only to demonstrate their knowledge and understanding but also demonstrate the difficult skills of analysis and evaluation. Showing their working, or expressing their process will enable students to achieve these skills.

Understanding what is being asked of you is an important skill. The average person is not expected to crack complex codes but we are meant to understand instructions and work independently in order to complete a task. Most things have a coded element, or at least an understanding of a pattern, whether its language or maths, geography or music. Code breaking forces us to see patterns and fully understand something. Too often people make mistakes or get work wrong because they do not fully understand something; they rush into a task. It is often useful to try and work with others on similar task to see if everyone’s task might be completed more efficiently. Activity Aims: 1. To develop individual and group problem solving skills 2. To encourage the students to see patterns in their work 3. To encourage the students to think differently. 4. To develop interpersonal skills

To behave deviantly is to behave differently from the norm. It is not just about breaking the rules or behaving criminally. This task is about deviance in terms of norms and expectations; Behaving and thinking differently. The students have been conditioned to behave in a certain way for most of their school life. Students are often encouraged to conform and behave passively but within higher education and business this often hinders success. Ofsted claim that an outstanding lesson should be one in which students ‘learn intuitively, encouraging each other to explore, inquire, seek clarity, take risks and think critically and imaginatively’. Having an element of deviance in your students encourages all of these skills. Activity Aims: 1. To get the students to think differently and see the merit of deviant behaviour when solving problems 2. For the students to challenge their own preconceived ideas and processes