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.

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.

**FREE KNOWLEDGE ORGANISER INCLUDED. ** Lesson begins with pupils relecting upon what they need to revieve the perfect eduxcation. Pupils will engage in a Mix-Pair-Share activity to teach eachother bout the changing views to Educatiion in Elizabethan Society (older attitudes V humanist views). Pupils will then compare a gammar school time table from the Elizabethan era with their own school time table. Pupils are cnouraged to spot the diofrferences / similarfites. the main tack is centered around pupils conducting an 'elizabethan OFSTED Schools inspection based around the following schools, who had access to them interms of sex / social siatus/ age. 1. Grammar Schools 2. Home Schooling 3. Petty Schools 4. Schools for girls 5. Universities Pupils then watch a clip (link in description to identify punishments. Plenary: Pupils pull out of a hat /bag cards with pupil details on them. They then use these to inform where they stand in the appropriate area of the class room which links in with what school that type of pupils would have attended. Further instructions are included in the description of the power point.

The purpose of this lesson to to start with a recap of industries that prospered to then transition into a case study about the problems faced by agriculture and farming during the 1920s. Outcomes: Expected Progress: To outline what products and industries boomed. Good Progress: To identify the problems faced by farms. Excellent Progress: To explain and judge the worst problem faced by farmers. Starter: Memory activity / card sort about electrical and industrial products which boomed. all explained in the embedded video. Main Task: Students watch embedded introduction video and read accompanying information sheet about the problems faced by farmers - students to highlight the main problems and the summarize on their card sort. Students cut these out and rank order them in order of worst problems. Plenary: student use the card sort to create a piece of ‘smart graffiti’ in their books outlining the problems faced by the farming and agricultural industries’ in the USA during the 1920s. All video and sound clips are embedded into the PP.

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. 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.

Lesson Plan: Pupils watch a choice of videos to then chronologically arrange a card sort into the events of the day. The main task is literacy relay where pupils will work in teams to answer the questions related to the lessons learning intention. Finally pupils will form a personal judgment regarding: Did the USA deserve all the blame for 9/11? Videos are embedded into the presentation, however I have also provided the links for these as well. I have used this lesson to form part of my history lesson on terrorism through time, however this could also be used for RE / Social Studies / PSHE.

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 Assembly is designed to enthuse students (of any year group) to take part in a 'Leadership Challenge' which can be completed over the course of a half term. Student booklet is included which once completed can be collected in by their teacher / form tutor / head of year and certificates awarded. Success Criteria: - Become a ‘lead’ learner in lesson. - Peer support. - Lead a group discussion. - Help your form run an assembly. - Help design / run a starter or plenary. - Support an after school / charity event. Assembly begins with a 'hook' clip from Peter Pan's 'Following the Leader' song (embedded). Ask students to reflect upon any leaders they can think of (a good opportunity to reflect not only on world leaders but leadership within school e.g. School Council / Head Boy / Girl). Ask students what qualities you must possess to aspire to a leadership role. A video clip is then shown (embedded) and students are encouraged to identify any leadership skills which have just been identified (either by students or from what was displayed on the Presentation). Students are then introduced to the 'Leadership Challenge', success criteria cards can already be placed upon student chairs upon entering, these can now be addressed. Finishes with a prayer about leadership and encouragement to begin the challenge!

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.

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.

Embark on a dynamic lesson crafted to acquaint students with the novel 2024 Paper 4 questions and the corresponding techniques for adeptly addressing them. This comprehensive session encompasses two model answers accompanied by engaging activities, fostering an interactive learning environment. Additionally, extension activities have been thoughtfully included, promoting collaborative learning opportunities among students. This lesson aims to equip students with a nuanced understanding of the updated 2024 Paper 4 format, empowering them to tackle questions with confidence and proficiency.

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 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.