If you are looking for a lesson which ticks all the boxes on collaborative learning then this beautifully illustrated market place activity is designed to help students assess which was the deadiest weapon of the First World War. This is a great engaging lesson which will help to enhance your teachers toolkit and get your students talking for weeks and doing extra projects. As you can see from the preview slides, the tasks and activities have been written to appeal to the full spectrum of ability and have been set up around the market place activity where the key slides in the PP are printed off and either pinned on the classroom walls or set out on the tables so that students move around and fill in their information on the summary sheet. This is a very proactive lesson designed to get students up, moving around, sharing and working collaboratively. When you purchase this resource you will receive a twenty nine slide PowerPoint which includes a ‘snowballing’ and a ‘buzz and go starter’, information slides and activity on why there was a stalemate, the market place activity itself as well as a thinking skills review triangle consolidation exercise. You then choose to decide a mind map or extended writing activity to then build upon and assess their understanding. I have also included a couple of other slides with templates etc to help facilitate the lesson. You can easily sequence and edit the lesson to suit your students and the context of your school. I usually supplement the lesson with additional relevant video clips on weapons and tactics from the films ‘All Quiet on the Western Front’, ‘War Horse’ and ‘Gallipoli.’ For more information, please view the sample preview slides . The aims and objectives for these resources are as follows: Know: What weapons and tactics were used during the First World War? Understand: Why was there a ‘stalemate’ on the Western Front? Evaluate: Which was the deadliest weapon of the First World War? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The weapons and tactics were used during the First World War Explain: Why was there a ‘stalemate’ on the Western Front? Analyse: Which was the deadliest weapon of the First World War? If you like this resource then why not check out my other resources on the First World War in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

These outstanding resources have been designed to help students understand how William consolidated his control over England after the Battle of Hastings in 1066. The lesson resources focus on William’s problems in 1066, rebellions against his rule and how he managed to eventually persuade the English to accept him as their King. The tasks and activities included in this lesson are suitable for the full range of ability in Year 7, but could also be used at KS4 if you are studying the Norman Conquest at GCSE. When you purchase this resource, you will be able to download a 18 slide PowerPoint Presentation that includes aims, objectives, differentiated outcomes, starter, plenary, tasks, activities, questions, predictive tasks, consolidation exercises, information slides and links to appropriate video clips. The second resource is a three page worksheet, which is designed to work alongside the PowerPoint and includes information, historical resources and tasks and activities. For more information, please read through the preview, which includes screen shots of the resource, The aims and objectives for this lesson are: Theme: How did William keep control? Know: How did William take control of the rest of the country? Understand: Why did the English continue to resist the Normans? Evaluate: Why did William ‘harry the North?’ Skills: Cause and Consequence WILF: What Am I Looking For this lesson? Identify and Describe: How did William take control of England after 1066? Explain: Why did the English continue to resist the Normans? Analyse: Why did William destroy the North of England? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

After several requests, I have uploaded this classic lesson which has been designed to help students develop their critical source analysis skills for KS3 and KS4, whilst studying the Battle of Hastings as part of the Norman Conquest. The tasks and activities included in this lesson are suitable for the full range of ability in Year 7, but this resource has been designed to prepare students for the source analysis skills that they will need at GCSE so could easily be used at KS4 if you are studying the Norman Conquest at GCSE… When you purchase this resource, you will be able to download a 24 slide PowerPoint Presentation that includes aims, objectives, differentiated outcomes, starter, plenary, tasks, activities, consolidation exercises, information slides about the death of King Harold and the origin, nature and purpose of the historical sources describing his death. The core tasks are designed to get students to compare the sources on Harold’s death and assess their reliability by looking at the evidence and especially the controversy over the origin of the Bayeux Tapestry and its nature and how it has been edited or repaired over the past 1000 years. For more information, please read through the preview, which includes screen shots of the resource, The aims and objectives for this lesson are: Theme: Why did William win the Battle of Hastings?. Know: How did King Harold die? Understand: How do historians check the reliability of sources? Evaluate: How reliable are the sources describing Harold’s death? Skills: Source Analysis and Interpretation. WILF – What Am I Looking For? Identify and describe: How did King Harold die? Explain: How do historians check the reliability of sources? Analyse: How reliable are the sources describing Harold’s death? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson has been designed to help students assess how influential was Pasteur’s Germ Theory in Britain. It addresses a key element of the GCSE Medicine Through Time syllabus that many students find quite challenging. The vehicle of the card sort helps students to review the key information and then decide upon the level of its significance, whilst building up a body of notes that they can revise from. In order to add a additional level of challenge, I have also included a continuum which could be used by higher level students. Alternatively, students could have a go at classifying some of the statements into long and short term significance be creating a key When you purchase this resource you will be able to download a PowerPoint which includes aims, objectives, starters, plenaries, activities and photocopiable templates to accompany the card sort which is supplied in a single page Word Document. The aims and objectives of this lesson are: Theme: Medicine Through Time Know: What was Germ Theory? Understand: What impact did Germ Theory have on medical understanding in Britain? Evaluate: How influential was Pasteur’s Germ Theory in Britain? WILF: What Am I Looking for? Identify & describe: Louis Pasteur’s Germ Theory Explain: What impact did Germ Theory have on medical understanding in Britain? Evaluate: How influential was Pasteur’s Germ Theory in Britain? If you like this resource may want to want to check out my other resources on this topic in my TES shop.You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding lesson is designed to help students studying the Battle of Hastings as part of the Norman Conquest. The PowerPoint has been written to work alongside any main stream text book on this topic, but I have also included a worksheet to help accompany the lesson. The tasks and activities included in this lesson are suitable for the full range of ability in Year 7. When you purchase this resource, you will be able to download a 30 slide PowerPoint Presentation that includes aims, objectives, differentiated outcomes, starter, plenary, tasks, activities, consolidation exercises, information slides and historical sources. You will also be able to download an accompanying three page worksheet that is designed to work alongside the PowerPoint. Please read through the preview, which includes screen shots of the resource, The aims and objectives for this lesson are: Theme: Why did William win the Battle of Hastings? Know: What happened during the Battle of Hastings? Understand: Why did William changed tactics? Evaluate: Who was the better leader ? Skills: Cause and Consequence, Source Analysis. WILF: What Am I Looking For this lesson? Identify & describe: What happened during the Battle of Hastings? Explain: Why did William change his tactics? Analyse: Why did William win the Battle of Hastings? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The Renaissance played an important role in challenging the old ideas of the past. New scientific discoveries challenged old ideas, there was a new spirit of enquiry and individuals like Thomas Sydenham and William Harvey played key roles in pushing back the frontiers of knowledge. Meanwhile, respect for tradition, the Church and the ideas of Galen still influenced the everyday lives of the vast majority of the population. This innovative and creative activity has been carefully designed to help students understand how far Renaissance influenced ideas on medicine and the causes of disease through a simple card sort. It is designed to work alongside any main stream resource on this topic, whilst the nature of these resource will appeal to the full spectrum of ability. When you purchase this resource you will be able to download a single page Word Document which contains an learning objective, instructions, six heading cards labelled ‘Government’, ‘The Church’, ‘Science & Technology’, ‘Individuals’, ‘Respect for Tradition’ and ‘New Spirit of Enquiry’ as well as sixteen cards which describe the key factors influencing medical ideas during this period. Students can cut out the cards and sort them under the headings and then have a go at an extended question on this topic. This activity makes a great starter, plenary, revision or consolidation exercise. The aims and objectives of this less are: Theme: Change and Continuity in Medicine in Britain Know: What changed and stayed the same in Renaissance medicine? Understand: What fact factors influenced medicine and the causes of disease during the Renaissance? Evaluate: Form a judgement on how far did the Renaissance change ideas and attitudes towards medicine? WILF - What Am I Looking For? Identify and describe: What changed and stayed the same in Renaissance medicine? Explain: What factors influenced medicine and the understanding of the causes of disease during the Renaissance? Analyse: Form a judgement on how far did the Renaissance change ideas and attitudes towards medicine? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding lesson was written to help students studying the Norman Conquest by giving them a decision making challenge. It focuses on the problems facing King Harold when he arrived in London, shortly after having won the Battle of Stamford Bridge. Students have to review the pros and cons of rushing down to Hastings in order to face Duke William and then write a speech explaining why Harold should rush into battle. The tasks and activities included in this lesson are suitable for the full range in Year 7 and have been improved an refined based upon best practice. When you purchase this resource, you will be able to download a 17 slide PowerPoint Presentation that includes aims, objectives, differentiated outcomes, starter, plenary, tasks, activities, consolidation exercises, information slides, and historical sources. The lesson opens with a selection of starts before moving onto setting the scene for Harold’s war council. Students are then given a series of statements to sort into a graphic organiser setting out the pros and cons of marching immediately south. Once complete they then review a speech arguing caution and then have a go at writing a speech arguing immediate action to tackle Duke William. The aims and objectives for this lesson are: Theme: Why did William win the Battle of Hastings? Know: What were Harold’s options after the Battle of Stamford Bridge? Understand: Why did Harold decide to rush into battle? Evaluate: Was William a better leader than Harold? Skills: Cause and Consequence, Source Analysis, Interpretation and Judgement. WILF – What Am I Looking For? Identify & describe: What were Harold’s options after the Battle of Stamford Bridge? Explain: Why did Harold decide to rush into battle? Analyse: Was William a better leader than Harold? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding lesson was written to help students studying the Norman Conquest. It focuses on the Battle of Stamford Bridge in 1066, which brought to an end the Viking invasions of Britain. The resources have been designed to work alongside any main stream text book on this topic, but I have also included a worksheet from my Norman Conquest booklet to help accompany the lesson. The tasks and activities included in this lesson are suitable for the full range in Year 7 and have been improved an refined based upon best practice. When you purchase this resource, you will be able to download a 17 slide PowerPoint Presentation that includes aims, objectives, differentiated outcomes, starter, plenary, tasks, activities, consolidation exercises, information slides, historical sources and an appropriate video link. You will also be able to download an accompanying three page worksheet that is designed to work alongside the PowerPoint. The range of tasks include DART exercises for the less able, summary tasks, Venn diagrams comparing Viking and Saxon warriors, questions and an optional newspaper report on the Battle of Stamford Bridge The aims and objectives for this lesson are: Theme: Why did William win the Battle of Hastings? Know: What happened at the Battle of Stamford bridge in 1066? Understand: Why was Harold’s army able to catch the Vikings by surprise? Evaluate: Why did Harold win the Battle of Stamford Bridge? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: What happened at the Battle of Stamford Bridge? Explain: Why was Harold’s army able to catch the Vikings by surprise? Analyse: Why did Harold win the Battle of Stamford Bridge? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

Welcome to my corner of the TES. These outstanding and popular resources span ‘two’ lessons and set the scene for the Norman Conquest by looking at the claims of the main contenders for the English Crown in 1066. They have been carefully designed to suit for the full ability range and are primarily aimed at Year 7, but could be easily adapted to suit older or younger students. The tasks and activities have been carefully refined over 26 years and are based upon the best practice for teaching this topic. When you purchase these resources you will be able to download two Microsoft PowerPoints and an accompanying worksheet. The PowerPoints include all the starters, plenaries, activities, differentiated tasks, information slides and links to video clips that are necessary to accompany the worksheet. Lesson one looks at the claims of Harold Godwinson and Edgar, whilst lesson two looks at the claims of Harold Hardrada and William, Duke of Normandy. Both lessons, begin with a choice of starters, but lesson one also includes a brainstorming activity around what whats a good King? Both lessons include source analysis tasks which get students to access the respective claims, but lesson two also includes a summary table which can be used to help students structure their PEE’d paragraphs explaining who they think should be King. I have included the preview files for the first lesson to give you a taste of the quality of these resources. Please note that the TES preview does sometimes ‘play around’ with how resources appear. The aims and objectives for these lessons are: Theme: Why was England invaded twice in 1066? Know: Who were the contenders to the throne? Understand: Why did each contender think that they should be King of England? Evaluate: Who had the best claim? Skills: Cause and Consequence, Source Analysis, Interpretation and Judgement. WILF – What Am I Looking For? Identify & describe: Who were the contenders to the throne? Explain: Why did each contender think that they should be King of England? Analyse: Who had the best claim? Once all the tasks and activities have been completed, this final outcomes or extended writing exercise on ‘Who should be king?’ could be used as an assessment task to help check progress and decide upon setting. These lessons can also be purchased as a bundled item called ‘The Norman Conquest Scheme of Work with resources.’

Welcome to the History Academy. This classic first lesson for use with Year 7 at the start of KS3, has been one of the biggest downloads of all time amongst history teachers. It is designed for the full ability range and has been updated into its current format with a few extra tweaks, video links and information slides. This resource can be used alongside pretty much any textbook on this topic and be easily customised for your students. The aims and objectives of this lesson are: Theme: How do historians find out about the past? Know: What different types of evidence do historians use? Understand: What is the difference between a primary and secondary source? Evaluate: Evidence and decide whether it is a primary or secondary source? Skills: Source Analysis, Evaluation and Judgement. WILF – What Am I Looking For? Identify & describe: The different types sources that historians use. Explain: The difference between a primary and a secondary source? Analyse: Evidence and decide whether it is a primary or secondary source? The lesson begins with a choice of starters, snowballing or buzz and go. I’ve then linked in some information slides, tasks, activities and video clips about the role of historians and archaeologists. This in then followed up with an explanation of what a primary and secondary source is and finished off with a choice of drag and drop activities from either Medieval or Roman times on Primary V Secondary Evidence. I’ve also included some PEE or PEEL writing frames as additional tasks to help some classes explain in their own words what a primary or secondary source is. This is designed to be a fun lesson where you outline key historical skills and expectations on how to set work out and write extended answers. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Don’t forget to check out our dedicated You Tube Channel with over 600 free videos: @historyacademy We also have a dedicated YouTube Channel on the MIners’ Strike 1984: @MinersStrike1984 Kind Regards Roy

This lesson is designed as an KS3 introductory module called ‘Invaders and Settlers AD43 - 1066’. It provides an overview of the Viking invasions and their impact on Anglo Saxon England. There is also a focus on the decline and rise again of towns and education, which is a theme which is returned to in other KS3 modules on medieval towns and industrialisation 1750 - 1900. The tasks and activities included in this module are suitable for the full range of ability at KS3 and are designed as a bridge or transition from KS2. One of the activities is on the origin of place names and makes a nice rounding off activity for the theme invaders and settlers, before starting the Norman Conquest. The aims and objectives of this lesson are: Theme: Why was England invaded and settled from 40 AD to 1066? Know: Who were the Vikings and why did they come to Britain? Understand: : How did Alfred the Great defeat the Vikings? Evaluate: What impact did the Vikings invasions have on Britain? Skills: Cause, Consequence, Evaluation and Judgement WILF – What Am I Looking For? Identify & describe: Who were the Vikings and why did they come to Britain? Explain: How did Alfred the Great defeat the Vikings? Analyse: What impact did the Vikings invasions have on Britain? When you purchase this resource you will be able to download a twenty five slide PowerPoint Presentation which includes starters, plenaries and a range of interactive resources and activities. These include a snowballing stater, buzz , information slides, the origin of place names, summary tasks, Venn diagrams and links to video clips on the Vikings and their impact on Anglo Saxon England. Everything you need to photocopy is include in the PP> You will need access to You Tube in order to access the video clips. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson is designed as an KS3 introductory module called ‘Invaders and Settlers AD43 - 1066’. It provides a detailed overview of the impact of the Saxon invasion of Britain and addresses key questions such as how do historians find out about the past, where the Saxons invaders or settlers and how multicultural was British society at this time? There is also a focus on the decline and rise again of towns, which is a theme which is returned to in other KS3 modules on medieval towns and industrialisation 1750 - 1900. The tasks and activities included in this module are suitable for the full range of ability at KS3 and are designed as a bridge or transition from KS2. The aims and objectives of this lesson are: Theme: Why was England invaded and settled from 40AD to 1066? Know: How do modern historians find out about the past? Understand: Who were the Anglo Saxons and why did they come to Britain? Evaluate: Were the Anglo Saxons invaders or settlers? Skills: Cause, Consequence, Evaluation and Judgement. WILF – What Am I Looking For? Identify & describe: How do historians find out about the past? Explain: Who were the Anglo Saxons and why did they come to Britain? Analyse: Were the Anglo Saxons invaders or settlers? When you purchase this resource you will be able to download a twenty eight PowerPoint Presentation which includes starters, plenaries and a range of interactive resources and activities. These include a snowballing stater, buzz , information slides, tasks, activities and video clips on whether the Anglo-Saxons were invaders and settlers and a Venn diagram activity on how did towns change after the Romans left Britain. This is then followed up a series of video task activities which focus on the impact of the Anglo-Saxon’s on Britain, were they invaders or settlers and how do historians find out about the past. I have included summary tables and alternative tasks for this information which you can chose from. Everything you need to photocopy is include in the PP, the relevant video clip has been hyperlinked to my You Tube channel and is also included in the preview which accompanies this resource. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great resource has been designed as a follow on lesson to my resource on what problems faced Henry VIII in 1535, but also works as a stand alone lesson. It is primarily aimed at middle and lower ability students and covers the topic in one simple lesson, which could be extended to two i you wish to follow the thinking skills review activity up with an extended piece of writing. When you purchase this resource you will be able to download a 19 slide PowerPoint presentation which includes aims, objectives, outcomes, starters, plenaries , information slides, five interactive activities and links to video clips. The lesson begins with either a snowballing or a buzz and go starter, this is followed up by a series of information slides on the break with Rome and Henry’s relationship problems. This is consolidated with a ‘Who’s Who Activity’ and a thinking skills review triangle where students have to select the five most important reasons why Henry broke from Rome from a short list of statements. In the additional resource section, we have have also included a heads and tails summary activity as an extension or alternative to the 'Who’s Who Activity. The PowerPoint has also been uploaded as a PDF. The aims and objectives of this lesson are: Know: Why did Henry want a divorce from Catherine of Aragon? Understand: Why did Henry want to break with the Roman Catholic Church? Evaluate: Which factor was the most important? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: Why Henry VIII wanted a divorce from Catherine of Aragon? Explain: Several reasons why Henry wanted to break with the Catholic Church? Analyse: Which reason was the most important? If you enjoy this lesson or are interested in some similar resources then why not check out the history academy on Facebook or on YouTube. Our simple aim is to produce high quality resources for the price of a good cup of coffee so that you can save time on your priorities. We offer a range of discounted bundles for those looking for a bargain. Kind Regards Roy

This lesson is designed as an introduction to a KS3 module called ‘Invaders and Settlers AD43 - 1066’ and provides a quick overview of the impact of the Roman invasion of Britain. However, many of the tasks and activities are also suitable for primary students in KS2 . If you are looking from a KS3 perspective, this lesson sets out the broad context of the Roman invasion and in particular focuses on trade and the growth of towns. This theme is returned to in the other modules which can be downloaded either separately or as a bundle on the Saxons and Vikings links to latter lessons at KS3 on medieval towns and industustrialisation 1750 - 1900. The aims and objectives of this lesson are: Theme: Why was England invaded and settled from 40AD to 1066? Know: Who were the Romans, Saxons, Vikings & Normans? Understand: Why did people want to settle or invade Britain? Evaluate: Who were the British? Skills: Cause, Consequence, Evaluation and Judgement. WILF – What Am I Looking For? Identify & describe: Who were the Romans, Saxons, Vikings & Normans? Explain: Why did people want to settle or invade Britain? Analyse: Who were the British? When you purchase this resource you will be able to download a twenty slide PowerPoint Presentation which includes starters, plenaries and a range of interactive resources and activities. These include a snowballing stater, buzz and go, time line activity with questions, a map exercise on why would people want to invade Britain, a video note taking task around a specially created clip to go with this lesson on You Tube and a Venn diagram activity comparing a Roman soldier with a Celtic warrior. If you wish to know more then please click on the preview. Everything you need to photocopy is include in the PP, the relevant video clip has been hyperlinked and is also included in the preview which accompanies this resource. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson has been designed as an introduction lesson to the GCSE course Medicine Through Time. In groups or pairs, students are given a copy of the timeline and the 10 statements or clues and have to work out in which time period the medical idea or treatment belongs. I have also included a slide for online version which allows students to drag and drop labels onto the timeline which can be completed for homework or during lockdown The aims and objectives of this lesson are: Theme: The History of Medicine Know: How did people treat medical problems in the past? Understand: How have medical ideas and treatments changed over time? Evaluate: What has changed and what has stayed the same? Skills: Source Analysis, Change and Continuity WILF – What Am I Looking For? Identify & describe: How people treated medical problems in the past? Explain: How have medical ideas and treatments changed over time? Analyse: What has changed and what has stayed the same? When you purchase this lesson you will be able to download a fully editable Microsoft PowerPoint which includes, aims, objectives, information slides starters, plenaries and resources sheets for the main activities. In preparation for the lesson you will need to print off a class set of the timeline, statements and their matching picture clues. These could be cut up or printed off on A3 sheets. The picture clues have been included as differentiation for SEND students, but can also be used to provide clues for the more able. Once students have matched the clues to the time periods, they can then feedback their results for a class discussion. The follow on for the lesson would be to look at the different factors which have influenced the development of medicine through time. I’ve also included a link to a video clip on You Tube, which can be used either before or after the main activity. If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

Planning for change can sometimes be a challenge in those late after school sessions. This timeless classic by the History Academy tries to add a bit of fun to help spice up your meetings and help folks relax whilst at the same time reflect on the school, faculty and departmental priorities. When you download this resource will be able to access a Microsoft PowerPoint that can be edited to suit the style in which your school does its review, development or school action plans. The resource includes 12 slides which can be printed off as a pack or simply beamed onto your IWB. If you like what you see then why not check out some of our other resources on the History Academy TES shops. We also have a range of other resources can can be quickly adapted for other subjects. If anyone is looking for an outstanding history teacher / HOF Humanities or SMSC Consultant, then get in touch. I am currently available at short notice! Kind Regards Roy

Seating plans are great tool to help you learn the names of your students and sit them according to the data you’ve been given for your students. This great resource is designed to be used as a seating planner for a typical science classroom. Simply pick the layout which best matches your room and then customise the slide. You can then then copy and paste the slide to create a set for your timetable. When you purchase this resource you will be able to download a Mircosoft PowerPoint which includes eight slides and a title page. Each slide has a standard science classroom layout. On each table there are two name boxes. Simply delete the text and add your pupils names. Please see previews for more information. The last two slides offer advice on where to sit students based upon research on ‘attention zones’ and the amount of information students retain. When moving the tables around your template, it sometimes easier to group them together. Once complete, you can beam your new seating plan on your IWB to help you learn their names and so that everyone knows where they are sitting. Kind Regards Roy