Included: Video Hook (Video embedded and link supplied). Starter Activity, what is the job of a modern Nurse? Case Study One: Florence Nightingale. *Video:* Case Study 2: Mary Seacole. GCSE (AQA New Scheme) Style Question, with Mark Scheme and pupil friends notes on how to answer it supplied. (Peer Assessment Advised). Role Play Plenary. Differentiated Outcomes Supplied. (This lesson appeals to Auditory and Visual Learners the best).

Learning Intention: To what extent did Hitler create a ‘terror’ state? Hook: Video to be played upon arrival to class. Differentiated outcomes. (SMSC Outcome included). All videos embedded within the presentation. This lesson would appeal to auditory, visual and kinaesthetic learners'. Cross Circular with RE as SMSC aspects are included. 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. The purpose of this lesson is to encourage pupils to be critical of evidence debating reliability and usefulness to reach their own conclusion in regards to the learning intention. Middle - high ability. (All images and videos from Google / YouTube). Many Thanks.

This was recently graded an 'outstanding' lesson. Hook: Video to be played upon arrival to class. Lesson Intention and differentiated outcomes. (SMSC Outcome included). Kagan activities included (Write Rally Robin Starter). Videos are included within the presentation. This lesson would appeal to auditory, visual and kinaesthetic learners'. Lesson plan and HW source activity included (Differentiated). This lesson could be used without the need for exercise books. (All images and videos from Google / YouTube). Many Thanks.

Hook Starter video to be played as pupils enter class. Lesson Intention and differentiated outcomes. (Cross Curricular with RE). Video links are included and some videos / music are embedded within the presentation. HW source activities included (Differentiated for middle / high ability). This lesson could be used without the need for exercise books. (All images and videos from Google / BBC Bitesize). Many Thanks.

This was recently graded an 'outstanding' lesson. Hook Starter as pupils enter class. Lesson Intention and differentiated outcomes. Cross Curricular link with Geography. Video links are included within the presentation. Literacy relay activity included (Differentiated for more / less able). Structured extended answer writing frames provided (Differentiated for more / less able). Judgment lines can be used for AFL as an extension. This lesson could be used without the need for exercise books. (All images and videos from Google / BBC Bitesize). Many Thanks.

This lesson is fantastic to introduce the main topics for the Civil rights Movement in America from 1920-1969. 1.KKK 2. Jim Crow Laws 3. Rosa Parks 4. Civil Right Leaders 5. Emmett Till Included in this pack is: Presentation. (Lesson hook, starter, main tasks, plenary) (Videos and song links included for visual / auditory learners) Worksheet. Homework Sheet. SMSC discussion / Literacy links / Kagan activities are included (for kinesthetic learners) Higher ability alternative delivery included in the second half of the presentation through the form of a 'learning station' method. (Just delete the information provided in the work sheet).

This was recently graded an 'outstanding' lesson. Hook Starter as pupils enter class. Play video (embedded) this is to prompt some empathy for victims who have witnesses house fires. Pose the question: how would you feel? Lesson Intention and differentiated outcomes. Video links are embedded within the presentation. This lesson could be used without the need for exercise books. Source evidence to print off is included in a separate section at the end of the presentation. Pupils are to use evidence and compete in teams to learn about the causes and consequences of the Great Fire of London. Pupils could then think about the most significant evidence which helped them achieve this. I recently used this for my middle to high ability year 8 class which received a lot of praise from the observer. This would link in nicely when studying The Stewarts. (All images and videos / worksheet from Google / BBC Bitesize). Many Thanks.

This was recently graded an 'outstanding' lesson. Hook Starter as pupils enter class. Pupils to ask as many questions as they can of the evidence. Winner for table with most questions. Pupils then select one they wish to have answered by the end of the lesson. Lesson Intention and differentiated outcomes. (SMSC Outcome included). Video links are included within the presentation. 2 HW source activities included (Differentiated for middle / high ability). This lesson could be used without the need for exercise books. Judgement line to be used as a plenary to assess pupils progress. (All images and videos from Google / BBC Bitesize). Many Thanks.

This lesson should lead on from recently studying the Battles of WWI or Field Marshal Haig. Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue about the lesson. Learning Intention and differentiated outcomes (SMSC). Short blurb about how the Generals of WWI may have been misjudged. Starter: Discuss the picture showing all the the Generals and their statistics from The Great War, how many of them lived / died & how/ awarded medals etc. I have then allowed my pupils to watch Blackadder series 4 final episode 'Goodbye'. Pupils are to be critical of this and afterwards discuss if this was a true representation of war conditions / Generals. I have provided a YouTube link to the episode (In case it is taken down or it does not work, you may wish to purchase the DVD). I then use a judgment line to assess progress and gain pupil's opinions in relation to how far we can trust this episode to be reliable and then in relation to the learning intention question. Pupils finally consolidate though answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI. This lesson would work best having used sources in previous lesson to study WWI Generals / Marshals, I have used Haig in previous lessons. Pupils are encouraged to use this evidence to help construct their answers.

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.

hook starter of a spotlight teasing an image of the declaration. Differentiated learning outcomes (SMSC included). Pupils will discuss their human rights, define its meaning and then create their own, 'Teenagers Rights'. Pupils will then learn about 'The Declaration for The Rights of Man' comparing and contrasting modern human rights with that of the French during the Revolution. Pupils will discuss the problems facing France and that of the 3rd Estate and how these problems were rectified by the declaration. Pupils then rank the rights in order of importance before deciding upon the most significant and how it affected France. Videos are embedded or links have been included in the description. Many Thanks.

Pupils define ‘One Second Order Historical Concept’ as a hook. Linked with A02. All outcomes are linked with Assessment Objectives 1 & 2. Pupils will study p49-50 in the textbooks (Photocopied) highlighting in 2 different colours treatment which changed and treatment which stayed the same from the Medieval period. (To extend learning could discuss Syphilis) Slide included to extend learning. Pupils then wok on a card sort to connect sentences together to help explain the changes and continuities in how diseases were prevented. (Pring off slide for card sort). Pupils consolidate with an exam style question from the new scheme linked to A01 & A02. I have included a WAGOL to this question to model an answer. You could ask pupils to peer assess WWW/EBI. Edxecel Pearson Medicine Through Time Text Books will be required for this lesson.

Included: PowerPoint with embedded video / instructions / song links & opportunity to learn beyond the classroom. Mystery Sources Peep Sheet (Help envelope to differentiate) Song Lyrics sheet. Sources for Silent debate. 2 source evaluation Homework's to help pupils consolidate learning at home. Lesson Plan to help guide you through the whole lesson. You will also need A3/A1 paper for 'Silent Debate' activity.

This lesson introduces the concept of Slavery and through a series of chunked tasks pupils will be able to define a slave and explain the causes of slavery by the end of the lesson. This lesson is perfect for an introduction to the slave experience or would link in nicely with a SOW on the British Empire. All videos are embedded with links also provided. This lesson could be completed without the need for exercise books. Pupils consolidate their learning at the end of the lesson through completing an exam style question which concentrates on pupils developing balanced answers.

This lesson is designed to round off and consolidate a SOW on 'Slavery' or 'The British Empire'. Pupils begin by voicing their views on modern day slavery. This is linked with a variety of clips (To use at your discretion) to educate pupils on modern day slavery focused upon child labour / sweatshops. Pupils explain why this is wrong / how this could be stopped. This can then be linked to views on abolishing the Slave Trade in 1807. Pupils will then work in teams in a literacy relay style activity (Explained in Presentation) to answer focused questions on the main individuals involved in helping abolish the slave trade in Britain. The main task is centred around pupils using evidence to support an argument to end slavery which they could pitch to Parliament in 1807. This is evidence I have used in past lessons (See my shop) However, this would not make a difference if you have not used these lessons. I have included stretch and challenge sources for the more able pupils to be critical of and use in their arguments. (Differentiated) I have included further more detailed instructions and additional resources within the presentation itself. All videos have links provided / are embedded within the slide show.

This lesson leads on from my previous lessons on Slavery (see my Slavery SOW bundle), however of course this lesson can be used in isolation to fit in with your own SOW. This aim of this lesson is to inform pupils about the experience of slave auctions from the slaves perspective. The lesson starts through introducing pupils to the concept of an auction. Pupils will then study primary narratives of slave auctions and work in teams in a literacy relay task to answer questions to help build their subject knowledge. I have differentiated this task for more / less able pupils. This is then followed by with a video (embedded and link provided) and an SMSC discussion. Pupils consolidate their learning through using their class work for that lesson to support their response to an exam style question.

This lesson has been designed for the GCSE Edexcel New Scheme (1-9) All outcomes are linked with Paper One’s Assessment Objectives 1 -2 -3. Lesson begins with an introduction to the trenches, pupils watch a short video (embedded) Pupils study the trench system and answer exam style question to consolidate. Pupils will then complete a sheet outlining the key battles in the British sector of the western front. This will be important for pupils to refer back to when looking at specific medical advancements during WWI. (Differentiated more/ less able versions of sheet included). Exam Style Question Homework can then be set to consolidate (OR this could be completed as a plenary). I have included additional slides/ links/ videos to extend knowledge upon aspects of these battles E.g: Arras Tunnels You will need the Edexcel Medicine Through Time Textbook for part of this lesson.