Unscramble letters to make key words starter Lots of images to guess what it is Videos/ small text reading Questions - make 3 - answer later Worksheet for students to fill out Information sheet for the teacher (if need knowledge) Lots of questions and answers included for you to ask students or to use as a worksheet/ quiz etc. Textbook information sheet in PPT (optional - not needed - I have them for SEND/ low ability to allow them to draw on and I’d highlight areas they need to look at) Venn diagram (3 circles) to compare birth rituals between religions and their own

Recap/ retrieval Video Thoughts/ agree? Video Challenges for the family. Opinion on the most difficult challenge Textbook reading (pages available to print is included if no textbook) Comprehension questions with directions to page/ section for answers Handout - 2 pages to 1 page Assessment preparation Do you agree table Yes / No Option opinion line post it pegs on line room standing raise of hands 3/2/1 review facts differences question Learning intentions appear several times over PPT as one is completed command words progress check

Video Discussion Answers Intentions Key Terms Reasons Group task (or pair) Series of images (1 per slide) guess what is happening -feedback ideas Scan room for information Information sheets Pilgrimage worksheet Pilgrimage SEND worksheet Opinions/ feelings SEMH (print out if needed) Postcard -Prompts Intentions pop up each section progress command words

Challenge Willingness question Definition Christian holidays list Intentions Ramadan - anyone who partakes? Importance of Ramadan Why they fast Information sheet Volunteers to read Task - 2 events and emotions builds empathy print feelings for SEMH students examples available challenge included Video 2 questions to answer Answers on board Ramadan information sheet Task: Create a timetable of a typical day bold words to assist students 2 challenges included NOTES ADD OWN INFO - or have students share if you are not sure * e.g. usual day = 3 prayers but ramadan is 5 prayers a day (need to wash and pray). e.g. need more time. Info like - not everyone needs to do it at that time if they aren’t able (not visible) - e.g. running a marathon BUT you MUST complete before next Ramadan. Things like elderly and pregnant don’t do it Females on periods delay it etc. HOT SEAT game Boys vs. Girls Q & A Points system

Conscription and Conchies. I really like this lesson. Starter: Image of white feather - thinking - no answer as they find out during lesson Introduction - reading Opinions Emotions Feelings Fair? Lots of discussion Gap fill - paragraph information summed up Word bank Definitions included to help Answers available in green Worksheet table - students read information and decide Students read. I fill out first one and explain my decisions on the table - onto board or share screen Students read. We do this together. Cold call. Good modelling and scaffolding. Double sided sharing 3-6 for them to work with the person next to them or alone Plenary: About themselves. Enlist or object? Both are brave.

Video Key features Sharing thoughts Images Intentions Marriage - why? Image and speech bubbles 4 parts - images and names Reading Henna design Video - 3 notes Images Intentions met so far = time to apply knowledge Leaflet creation (handouts) Use what they learnt today and the information sheet to help make leaflet Extra worksheet if you want to use - gapfill, word bank, exam questions (level included)

Image - thinking and list Intentions Key terms Posters Video (5mins) Questions Answers Photograph story Article of man Recruitment strategies (definition of words on board) Reading Images Songs - brief - can play in background Posters (several slides) Did it work? Yes, facts. Creative task 2 options: Letter/ Poster Prompts Sentence starters

First lesson Homework Intentions Questions/ key terms stick in Causes of war images - list them Challenge included Reading Map skills M.A.I.N - remember Reading - note taking of MAIN Images and maps included Worksheet must be printed BLACK and WHITE match up key terms Colour map for triple alliance and triple entente Rank the causes tension Describe two main causes of WW1 Sentence starters Challenge included Peer marking Draw it MAIN

Starter Intentions Image/ labels Mind map - partner work Intention 1 done Videos Notes Intention 2 done Tasks Information sheet with questions Think/ Pair/ Share - discoveries advancements and improvements in WW1 used today How did WW1 help medicine after war 20-30 words, with examples to support Intention 3 done Extra work available as challenges etc.

Image starter - tactics used Objectives Slide information Mind map Images/ video Discussion (pair) Objective 1 done Tasks complete grid from information ranking explain (sentence starters x3) Objective 2/3 done Pair quiz 3 questions/ answers Self regulation. Worksheet included Weapon information sheets included (different formats for adaptations)

Opinions about statements Intentions Dictionary term Worksheet Differentiated sheet for SEND Reading volunteers Video Most important part Justify Statement Agree? Discuss. Success Criteria - highlighted key words Writing Task Template with sub headings and sentence starters 4 sections peer assess Draw it title sentence challenge LOTS OF IMAGES PPT

Letter 1: Geography (2 pages) Letter 2: English (2 pages) I had quite a few people ask for my letter so I thought I’d share it, along with my experience. I sent a generic letter to several schools and I was invited to every interview. You should personalise it. All my experience was not included in the letter or application forms because I felt that it is too time-consuming. You should include relevant information though and increase your employability. I am a very picky person when it comes to the work environment and highly value myself. I lined up interviews day after day for about 1.5 weeks. I went to the first few and I did not like them. For example, I saw a black student wearing his traditional wear and I made a nice comment. The headteacher referred it as a special day where “they” get to wear “costumes”. I went to one that really stood out and I have told them I have another interview. You shouldn’t do this unless you are the better candidate. You should just say that you can’t answer the phone at placement.*Never agree to a job unless you are certain. Backing out is unprofessional, leads to bad references and blacklisting = you’re stuck with the school you changed to. Remember if you fail as ECT you are barred from teaching. However, if you are failing, you can quit and rejoin as an ECT in another school - but not if you are blacklisted! I asked further schools to cover my travel expenses. 1 school didn’t. I felt that they didn’t value teachers so I rejected them. In the interviews I attended, it was common to over-run by a little bit. That’s okay. However, in one school I got to leave after my interview (lunch time for me) but the interviewers went for lunch and made the other candidate wait until after their lunch before interviewing him, and not offering any food for him. I liked that school as I went around but not the way they treated the interviewee so I decided against it. You have to remember your workplace needs to treat you right. In another interview, I had travelled 3 hours to. They over ran by more than 1 hour. I was debating to just leave. They never offered me the option to leave early. I felt that they did not value people’s time considering the other candidate was local and was interviewed first, yet I was interviewed later. I didn’t like it. They had a good reputation by the locals which is why I accepted the interview. They loved everything I did with the students and class, however when I asked about pay etc. I rejected the offer. With relocation costs, it wasn’t worth it. They reimbursed me £90 (railcard). After that interview, I decided to take the earlier offer and cancel the rest. I interviewed them and negotiated masters, extra holidays, £3k higher pay etc. Don’t do this unless you’re in a good position. I was a trainee for reference but believe my experience is valuable.

Resources PPT Atlas (optional) History sheets (optional) Keywords Africa Asia Migration Colonisation Independence Prepare for Learning – Entry Activity Silent reading for 10 minutes Starter activity: Spot the odd one out images x2 Learning Intentions and Agree Learning Outcomes Understand the causes of the English Civil War • Describe the location of Africa • Recognise the difference regions of Africa • Explain how Africa has changed over time Present New Information Map skills with Africa/ continents History of Africa (literacy reading) History of Africa (10minute video – if time) Construct Meaning – Learning by Doing Map of Africa Rank figures onto tables Apply to Demonstrate Understanding – Opportunity Identify regional scale in UK and compass regions in Africa Find countries in different regions of Africa PEE paragraph on how Africa changed over time Review Write down 3 things you found interesting Additional Support (SEN support, EHCP, PP FSM, LAC) Checking in Examples Word bank Images Colour and number coded Answers on board Stretch and Challenge Challenge – using challenge key word bank

Objectives: Recognise that the continent of Africa is made up of 54 countries. Describe the human and physical features of the continent. Analyse data to understand the diversity of Africa. Addresses misconceptions and stereotypes CLOCC locations Africa is diverse - exam type question Writing PEE paragraph

I included an example of a fieldwork booklet. It is adaptable and sections can be removed depending on how much time you have. This school was huge and they walked around separately as we had 4 buses of students. Since we walked, I was the guide and mentioned all the prices etc. The school is deprived so you need to address misconceptions during evaluation on whether it was successful or not as the students will think these big shops are amazing/ or unaware due to their hometown being small. With a different school, we did the boat tour instead so they were able to easily take photos to annotate, write a lot and complete a full booklet (different to this booklet). In that booklet, the main difference was we added a map of the locations the boat goes and labelled it. Students made notes on each part. The boat tour guide may know some things, otherwise I (and you) know the information already to share. On the boat tour, you’ll see the giant boat that Bristol paid millions to move a few yards down for “regeneration” of the food shops nearby. When walking, we never saw it. Bristol has a lot of history and original butts, cranes etc. in the area which people may not know. Things like vegetation drainage, use of brown field sites etc. I included some information for you in case you are unaware, and some articles. With other schools, they decided to not visit Bristol.

Year 9 globalisation end of unit assessment and answers

Class feedback lesson Class feedback sheet for all students Make a Change/ How To Improve - Green pens Number coded

Writing task Examples Models Card sorts Map categorising Answer sheets

I use to live and teach in rural Tanzania for a bit so I wanted to share culture about it to the students in an engaging way Starter: images guessing where Objectives Images and storytelling (short) Information sheets - around the room task for engagement - up to date info 2024 Tourism posters Examples Plenary sharing

Starter - crime in London vs. your town Objectives Key terms - challenge included Crime rates calculation - handouts and modelling examples - available on PPT - challenge included Answers available on PPT (also handouts for slow students to keep pace) Description paragraphs (gap fills), using the data as examples - challenge included Choropleth map - instructions - modelling examples - challenge included Peer assessing (with marks and WWW/ HTI) - deeper assessment - Thinking box included Describe crime in books questions (using data) - challenge included Review objectives 1hr lesson, can easily be 2 depending on ability/ pace you want to go