Included: A lesson about Roman Crime and Punishment (there is a lower and a high ability adapted version of the lesson) Starter sheet Main task sheets (differentiated for more and less able) presentation Thorough lesson plan I have included literacy, numeracy and SMSC links Many Thanks

Hook Starter as pupils enter class. Lesson Intention and differentiated outcomes. Structured assessment question provided to assess progress. Videos & Music are embedded. Links included within the presentation in case these do not work. This lesson could be used without the need for exercise books as I have created a booklet to accompany the lesson. However, text books would be advised to use as additional support. (All images and videos from Google / BBC Bitesize). I have also included some extra Hippocrates and Galen resources if you wish to use these also. Many Thanks.

This is a straight forward lesson which requires pupils to re-cap previous knowledge before introducing the two main innovations in Renaissance medicine. 1. Printing Press 2. Dissection. Before forming an overall judgment of which was more important to the progression of medicine over time. Presentation and lesson plan included. Differentiated lesson outcomes. I have included challenge questions to stretch more able pupils. SMSC, numeracy and literacy links are incorporated. Video links & timers are also included. There is much to play around with here to put your own touch on the lesson. Text books could be used as additional support.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of Hitler. Learning Intention and differentiated outcomes (SMSC). Pupils will discuss what they already know about Hitler before watching a short video (embedded & link provided) about Hitler's life. Pupils can then add and consolidate any new information learnt. Pupils' will then compete in teams in a literacy relay activity to identify the various factors which enabled Hitler to rise to power. Pupils' will then collate their answers and arrange the factors into order of significance before forming personal judgement regarding which they believe to be the most important reason Hitler to come to power. Pupil's then consolidate their judgment through answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI. Instructions and advice on how they lesson is to run can be found in the description of the presentation. Additionally I have included a source evidence Homework piece and a differentiated more / less able version of the literacy relay activity. Many thanks.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue of a raging fire to hint about the context of the lesson. Learning Intention and differentiated outcomes (SMSC). The lesson starts by covering the bigger picture. Pupils will watch a short 10 minute video explain what The Reichstag Fire was and the theories surrounding it. Pupils' will then work in teams and study evidence packs to sort the different views regarding who started the fire. Pupils then combine with like minded pupils to explain (using the evidence) their overall opinion. Pupils explain how the different parts of the Enabling Act helped Hitler consolidate his power. Pupil's then consolidate their judgment through answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI. Instructions and advice on how they lesson is to run can be found in the description of the presentation. All video links are provided.

Lesson Intention and differentiated outcomes. (SMSC) Videos and embedded and links are included within the presentation. This lesson could be used without the need for exercise books as it is a museum walk for the most part. I have included 10 evidence sheets however these could be less / more dependent upon size and ability of your class. Pupils begin defining an Empire before consolidating with a video about the Roman Empire. Pupils then collect information from sources of evidence around the room to help them answer an assessment style question. Pupil's then consolidate their learning through answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI.

This is an introductory lesson to help introduce Native Americans. Pupils watch 'Hook' video clip to guess what the lesson is about. Learning Intention and differentiated outcomes (SMSC). Pupils then watch a short video to introduce them to the daily lives of a Native American tribe. The majority of the lesson is based around the main task of 'Literacy Relay'. This is where pupils compete in teams to answer a series of questions based upon an information booklet. Pupils are then asked to use the information learnt from the main task to create a role-play or a series of Freeze-frames about a day in the life of a Native American. This lesson could easily be completed without the need of an exercise book.

An introduction lesson to 'Pirates'. This is a lesson with a series of chunked tasks to introduce piracy to pupils or this could be used as a fun one off lesson. You do not need exercise books for this lesson. All videos have link provided or are embedded.

All outcomes linked with the new Edexcel History 1-9 scheme. (A01/A02) Pupils receive a card upon entrance to the classroom. (Pain / Infection) Pupils are introduced to the top through studying a picture source of a man screaming in pain: Pupils discuss the problems associated with Surgery. Pupils pair up with pupils who have the same card as them. Using the textbooks pupils summarise how their problem associated with Surgery was overcome. Pupils then mix pair and share to complete the rest of their table. Pupils will the watch a video to consolidate (Embedded / Link provided). Pupils then discus and decide upon the most significant (A02) opposition to developments in anaesthetics and antiseptics before consolidation with an exam style question (WAGOL provided) You will need the new Edexcel GCSE ‘Medicine Through time’ book for this lesson.

The Purpose of this lesson is to conduct an investigation into the events and impact of peaceful protest during the early 1960s of the Civil Rights Movement. The lesson begins with a hook video / audio clip reading of Martin Luther Kings ' Letter from Birmingham Jail'. Pupils reflect upon this and ask a question they would like answered at the end of the lesson. Pupils then think-pair-share about what methods might the African American population of Birmingham employ to bring an end to segregation in such a city? Pupils reflect upon a source of evidence to see what they can infer from it about the events of the campaign. Pupils are then encouraged to conduct a journalistic investigation into the events of the campaign through 'interviewing' key figures though a relay activity (all explained in the presentation). To consolidate pupils will then write their own newspaper report about the events of the campaign and its significance linked with exam skills. Peep sheet provided for support. The lesson finished with the setting of a consolidation homework & an explanation about the March on Washington / extra newspaper articles for stretch and challenge. All videos are embedded (links provided) further advice can be found in the description of the presentation.

The aim of this lesson is to allow pupils to explore the 1965 'Watts Riot' as a case study linking in with the era of 'Black Power'. To start - have room ‘turned upside down’ – desks on sides – chairs turned over – information / interviews and pictures to be stuck around the room - hand pupils their investigation sheets as they walk in allow a certain amount of time to pass for pupils to lead their own learning here to discover what has happened, why, where, who and the outcome: Chips or paper money (print off) to be handed to pupils this can be exchanged for help from the teacher if they spend it however they lose a merit or sweets etc.. As a reward. Pupils then define a riot and feedback their findings to the teacher who leads a discussion about the riots and other riots which took place during this time before linking this knowledge to interpreting a source of evidence form the riot. Pupils are then introduced to the 'Kerner Report' which then allows pupils to demonstrate their knowledge with a judgment line activity about the impact of these riots upon the civil rights Movements. Video plenary which of modern day link riot which similarly took place in Ferguson, Missouri, 2014. Peep sheet available for less able pupils: all video and sound clips are embedded into the presentation with further advice on running the lesson to be found in the description.

The focus of this lesson is to build upon the Aims & the structure of the LON and fits into the bigger picture of ‘To What Extent Was The League of Nations a Success’? The lesson’s purpose is to introduce the league’s failures in the 1920’s and to judge the most significant through a series of student led and source evaluation (less teacher talk) tasks. **Hook: **students are handed hook sheet as they enter to instantly complete focusing around recalling 5 key facts about the successes of the LON. Teacher introduces the lessons intention. **Starter: ** After watching an introduction video about the League in the 1920s failures (summary video) (embedded into the PP) Students then answer a series of quick fire questions about the views people had of its structure and failures / flaws. Main task 1: Student competition task: Teacher to display the success on the board and students to remember as many as they can to then fill in their map sheet. OR card sort and cut up the failures and students handed one each to become an expert in and complete the relevant section of their map sheet. Students then mix pair share to help each other complete their entire sheet. Main Task 1 (optional): Students could then to arrange their card sort of failures into an arrow of significance and to form a judgment on the most significant failure. Main task 2: Students to apply their acquired knowledge to source evaluation and exam technique through using a ‘layers of inference’ sheet to support weaker learners. Students then answer their exam style question and peer assess (proforma included). Plenary: Students break into small groups who have selected the same ‘most significant failure’ they coach each other and then nominate a representative to go ‘Head-To-Head’ with another student with a differing opinion to argue out their opinion. Teacher decided on the most convincing / articulate reasoning and awards points. **All videos embedded / descriptions and prompts included in the PP description. **

The focus of this lesson is to build upon the failures of the LON and in the 1930s fits into the bigger picture of ‘To What Extent Was The League of Nations a Success’? The lesson’s purpose is to chart the events of Italy’s invasion of Abyssinia through a series of student led and source evaluation (less teacher talk) tasks. **Hook: **students are handed hook sheet as they enter to instantly complete focusing around recalling 5 key facts about the reasons for Mussolini’s invasion. Teacher introduces the lessons intention. **Starter: ** Take feedback from the hook activity and use the slides + embedded video to re-cap the reasons for Mussolini’s invasion. Main task 1: Students to be provided with their timeline / story board sheet – the main events should be blown up on A3 and stuck around the room (encourage to complete in pencil in case of mistakes). Students to circulate the room and consolidate the main events of the invasion into chronological order. Alternative: Condense slides and cut up and students work in teams to arrange into chronological order before completing sheet. Alternative 2: Provide key students with an event in chronological order – ask them to memorize it then the rest of the class make their way around the room meeting with the students who can teach them that part of the event – students then complete sheets. Afterwards watch the consolidation video about the main events of the invasion (summary video) (embedded into the PP) and students can add extra detail to their sheet! Main Task 2: teacher goes through some sources of evidence on the PP to consider reactions to the events and Britain France (league’s response) Students then to be supplied with layers of inference sheet to evaluate a source themselves and complete an exam style question. Teacher then draws this all together to form a judgment on why the League ultimately failed Abyssinia (could do a judgment line task). Plenary: Students break into group and one ‘Lead Learner’ students is provided with the consolidation quiz sheet and quizzes the rest of their team to consolidate learning keep a tally of quickest and correct responses (prize / merit / certificate for winners)/ Easily enough her for more than one lesson and please see the bundle this lesson is attached to for more lessons linked with the League in the 1920’s / 1930’s. **All videos embedded / descriptions and prompts included in the PP description. **

This was recently graded an 'outstanding' lesson by Ofsted. Hook: Video to be played upon arrival to class. Lesson Intention and differentiated outcomes. (SMSC Outcome included). Kagan activities included (Mix Pair Share - Rally Robin). All videos and songs included within the presentation. This lesson would appeal to auditory, visual and kinaesthetic learners'. Cross Circular with Geography and RE slides provided if required. I have also included a Sacco and Vanzetti Guilty or Not Guilty - Trial Investigation. SMSC Plenary included linked with current 2016 affairs. Learning beyond the classroom opportunity provided after plenary. Peep sheet / Help sheet included for differentiation. This lesson could be used without the need for exercise books. (All images and videos / songs from Google / YouTube). Many Thanks.

This pack contains two lessons. Lessons outcomes are: Expected: To study the life of a famous Naval soldier. (SMSC) Challenge: To explain a famous battle at sea, its causes and consequences. Stretch: To use source evidence to support an exam style question. The first lesson consists of a case study regarding Jack Cornwell and his importance to a ‘famous naval battle’. At the age of only 16, he was posthumously awarded the Victoria Cross and was the youngest British to take part in the battle). Pupils will study his story from a cut out card sort activity catagorising information about his life. Pupils then reassemble to card sort into a jigsaw to reveal that he died as a result of the Battle of Jutland. Pupils are then encouraged to complete further research about other British men who fought in the battle (computers will be required of this, otherwise I have set it as a Homework). The second lesson allows pupils to study source evidence (primary and secondary) to help reach the lessons outcomes. Pupils then consolidate the past 2 lessons with an exam style question. Then pupils can use the success criteria to peer assess with WW / EBI to identify areas of improvement regarding their extended writing. The presentation itself is aesthetically pleasing and engaging with lots of colour including moving Giff images. All videos are embedded (links also provided). I highly recommend having an ‘interactive’ station for the second lesson as there is a fantastic website (link included) which allows pupils to listen to first hand accounts of the battle from survivors. The lessons finish with how the Battle is remembered today 100 years on.