Lessons included in scheme of work: 1 of 6 - What was life in Africa like? 2 of 6 - The Middle Passage 3 of 6 - Save 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 6 - What was life in Africa like? 2 of 6 - The Middle Passage 3 of 6 - Save 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 6 - What was life in Africa like? 2 of 6 - The Middle Passage 3 of 6 - Save 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 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 6 - What was life in Africa like? 2 of 6 - The Middle Passage 3 of 6 - Save 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 6 - What was life in Africa like? 2 of 6 - The Middle Passage 3 of 6 - Save 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.

**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 4. 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.

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 3. 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.

**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 2. 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.

**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. ** 1. Medieval c.1000 - c.1500 2. Early Modern c.1500 - c.1700 3. Industrial Revolution c.1700 - c.1900 4. 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: 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.

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.

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.

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.

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.

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 5. 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.

Lessons included in scheme of work: Why did people believe in witches? Did the Civil War create more witches? How important was Matthew Hopkins? 4. 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.