**A series of A5 revision guides I’ve created for Edexcel Crime and Punishment. Four books in total. Each book focuses on a different era. ** Medieval c.1000 - c.1500 Early Modern c.1500 - c.1700 Industrial Revolution c.1700 - c.1900 Modern c.1900 - c.2000 Each book contains the era’s approach to crime, law enforcement and punishment. It also carefully explains why elements are new and which have continued from earlier time periods. Each section of work has mini tasks to go with it in the booklet and has time period specific exam questions at the back of the booklet. These booklets are perfect for revision, catch up when students have been absent from the classroom for a long period of time or even homework.

Lessons included in scheme of work: Why did people believe in witches? Did the Civil War create more witches? How important was Matthew Hopkins? Case Study: The Pendle Witches Why did people stop believing in withes? Enquiry question: Why were so many people accused of witchcraft in the 17th century All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. This scheme of work has been designed for a year 8 class that covers life in England during the English Civil War. It has been a successful way of bridging schemes of work between Tudors and the start of the British Empire.

1 of 6 - What was life in Africa like? 2 of 6 - The Middle Passage 3 of 6 - Slave auctions and life on the plantations 4 of 6 - Resistance to slave trade 5 of 6 - The abolition of the slave trade 6 of 6 - The Legacy of the slave trade Enquiry question: What was the experience of those enslaved by the Transatlantic slave trade? All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. The scheme of work is designed for students in year 8 and slots neatly between schemes of work on the British Empire and the Industrial Revolution. This scheme of work satisfies the National Curriculum’s need for ’ at least one study of a significant society or issue in world history and its interconnections with other world developments.’ I have put a lot of thought and effort into providing an human experience led scheme of work that looks at the individual struggles of those who were enslaved as well as the international reasons for the slave trades existence.

Lessons included in scheme of work: 1 of 5 - What was the impact of the Treaty of Versailles? 2 of 5 - The Rise and Fall of Hitler 3 of 5 - From Prison to Ultimate Power 4 of 5 - How the Nazis controlled a population 5 of 5 - Life in Nazi Germany Assessment Enquiry question: Did the Treaty of Versailles make Hitler’s rise to power inevitable? All lesson PowerPoints, work sheets and information sheets provided. Information has been written for students with a reading age of 12. Assessment is based on the Edexcel GCSE Source Analysis skill set. This scheme of work has been designed for a year 9 class that has as finished looking at World War 1 and is starting to look at the events leading up to World War 2. The scheme has been designed to have a human element. I wanted to look at post-1918 Germany through the eyes of every day German citizens to get an understanding about how someone like Hitler was able to take control.

1 of 6 - Birth of the Empire - The Americas 2 of 6 - The Empire and the East India Company 3 of 6 - Resisting the Empire (Indian resistance) 4 of 6 - How the British Raj changed lives in India 5 of 6 - Legacy of the British Empire in India **Enquiry question: *What can we understand about the power and influence of the British Empire from our case study of India? * Links to National Curriculum: Ideas, political power, industry and empire: Britain, 1745-1901 (the development of the British Empire with a depth study (for example, of India) I have designed this scheme of work to tie into our Tudor / Stuart scheme of work with the birth of the British Empire before looking at India as a case study. I’ve worked very hard to ensure that the scheme is objective and not subjective as areas of the unit can be considered sensitive. All lessons are designed to be taught by specialists and non-specialists, no prior knowledge is required to cover the content. Scheme should take between 5-6 weeks to complete.

The Rise and Fall of the Angevin Empire: Hastings to Magna Carta Lessons: 1 of 8 - Who Should be King, 1066? 2 of 8 - The Battle of Stamford Bridge 3 of 8 - The Battle of Hastings 4 of 8 - How does William keep control? 5 of 8 - The Sons of William I 6 of 8 - Empress Matilda and the Anarchy Wars 7 of 8 - Eleanor of Aquitaine and Henry II 8 of 8 - How important was the Magna Carta? This scheme of work is designed with year 7 in mind. The reading age of the reading material / tasks is 10 - 11, with more specific historical terms explained as part of the lessons. All lessons can be taught by specialist or non-specialists, the content and tasks are well organised even if the teacher is not familiar with the time period. All lessons are SEND friendly, with short numbered tasks to complete that do not overload the pupils with too much information at once. Lessons are designed to work as a chronological story, from Emma of Normandy to King John, this makes it a lot easier for pupils to follow the events of early medieval England and France. The Rise and Fall of the Angevin Empire has been a really useful scheme of work to explain the reasoning and logic behind the Hundred Years War and the War of the Roses. It also follows on brilliantly from previous units of work of England’s history of migration.

Scheme takes between 8 - 10 weeks to complete. Lesson order: 1 of 7 - Early problems for Elizabeth 2 of 7- Religious Settlement 3 of 7- Mary, Queen of Scots and Plots at home 4 of 7 - Rivalry with Spain (threats from abroad) 5 of 7 - The Spanish Armada Invasion 6 of 7- Elizabethan poverty 7 of 7 -Elizabethan exploration GCSE History Edexcel: Paper 2 - British Depth study (Early Elizabethan England, 1558-88) I have organised this scheme of work with ‘cause and consequence’ (AO2) very much in mind. By allowing pupils to think about what problems existed for Elizabeth as she becomes queen, to her eventual success overcoming Catholic threats both home and abroad, pupil have shown to be able to explain their understanding better in the ‘explain why…’ and ‘how far do you agree’ questions. Similarly, pace has been at the core of the thinking of this unit of work. Some of the topics such as ‘entertainment’ and ‘education’ have been included as comprehensive homework tasks. Pupil have still been able to answer the higher marked questions we have attempted that focus on these two topic areas so I’m confident that the entriety of the course can be taught in just over two months.

Scheme takes between 12 - 15 weeks to complete. ** Lesson order: 1 of 12 - Medieval Crime 2 of 12- Early Modern / Renaissance Crime 3 of 12 - Industrial Crime 4 of 12 - Modern Crime 5 of 12 - Medieval Law Enforcement 6 of 12- Early Modern / Renaissance Law Enforcement 7 of 12 - Industrial Law Enforcement 8 of 12 - Modern Law Enforcement 9 of 12 - Medieval Punishment 10 of 12- Early Modern / Renaissance Punishment 11 of 12 - Industrial Punishment 12 of 12 - Modern Punishment GCSE History Edexcel: Paper 1 - Thematic Study, Crime and Punishment (c.1000 - c.2000) **IMPORTANT NOTE: **Whitechapel content is not covered in this scheme of work. I have created a separate booklet to cover the content for this unit of work. I have created this scheme of work to deal with two problems that this GCSE typically presented. The first is the time it takes to deliver and the second is the retention of material. I have found that by teaching this unit of work thematically as opposed to chronologically, students have been able to track and understand the changes in crime, law enforcement and punishment over time. As well as this, by returning ‘to the start’ after each feature from Medieval to Modern, students are able to recap and remember some of the unique features of each time period.