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. 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. 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. 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. 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. 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. Scheme takes between 12 - 15 weeks to complete.

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 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 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 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 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.

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. 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. Scheme takes between 12 - 15 weeks to complete.

1 of 5 - Birth of the Empire - The Americas 2 of 5 - The Empire and the East India Company 3 of 5 - Resisting the Empire (Indian resistance) 4 of 5 - How the British Raj changed lives in India 5 of 5 - 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.

1 of 5 - Birth of the Empire - The Americas ** 2 of 5 - The Empire and the East India Company 3 of 5 - Resisting the Empire (Indian resistance) 4 of 5 - How the British Raj changed lives in India 5 of 5 - 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.

1 of 5 - Birth of the Empire - The Americas 2 of 5 - The Empire and the East India Company 3 of 5 - Resisting the Empire (Indian resistance) 4 of 5 - How the British Raj changed lives in India 5 of 5 - 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.

1 of 5 - Birth of the Empire - The Americas 2 of 5 - The Empire and the East India Company 3 of 5 - Resisting the Empire (Indian resistance) 4 of 5 - How the British Raj changed lives in India 5 of 5 - 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.

1 of 5 - Birth of the Empire - The Americas 2 of 5 - The Empire and the East India Company 3 of 5 - Resisting the Empire (Indian resistance) 4 of 5 - How the British Raj changed lives in India 5 of 5- 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.

I have created a series of flash cards set out as follows: Border colours to cards: Purple = Overview of topic (why did crime / law enforcement change in this era) Green = Crimes in this time period Blue = Law enforcement in this time period Red = Punishment in this time period Yellow = Case study in this time period Black = Whitechapel Case study. Each card is laid out as follows: Time period Name of factor / event Description of the event Specific facts for factor / event I have created these cards for my current year 10 and 11s and I’ve had a lot of positive feedback from them. We have used them for revision, to prepare for GCSE practice questions, for starter and plenary activity and for peer led questioning. The cards just about fit into most modern school blazer front pockets, so many of my students have taken to keeping them on their person at all times. The colour coded borders have made it easy to compare factors across time periods, such as - how has poaching developed as a crime 1000-1900.

I have taken the content for the Edexcel American West course and reorganised it completely. As the exam questions for on cause and consequence, I’ve re-ordered the information so that it reads as a series of chronological stories. The revision guide has been written for someone with a reading age of 13 to support low ability learners. I have not ommitted any of the historical content to achieve this. The guide contains a number of written tasks at the end of each working section that are framed on Blooms Taxonomy. Designed to be printed as an A5 booklet This will make an ideal revision guide for your Ks4 group, or could work as a homework booklet to support understanding.