This is a full lesson covering the changes in policing in Britain after 1900. This lesson is designed for the Edexcel GCSE History course Crime and punishment in Britain, c1000–present course. The PowerPoint is ready to teach and contains all the resources needed. During this lesson pupils will: Complete an ISM task about the impact of Neighbourhood Watch Use images to analyse the differences and similarities between police officers from the 19th and 20th centuries. Investigate problems with the nature of policing during the 19th century. Complete a venn diagram to evaluate the impact of changes in science and technology during the 20th century. Investigate new organisation of the police force and add detail to the venn diagram. Complete an exam question to consolidate knowledge Briefly evaluate changing opinions about the death penalty and why it was abolished. Complete an exam question about the reason for the abolition of the death penalty (Possible homework Task) Check out my shop to find more History, Geography and Science resources. Please leave a review.

This is the second lesson in a series covering Anglo-Saxon Crime and punishment and an introduction lesson to the Edexcel GCSE History course Crime and punishment in Britain, c1000–present. The download for this lesson contains all the resources needed (one powerpoint and one video question sheet) and is ready to teach. During this lesson pupils will: Use an ISM of headless bodies found in Walkington Wold to make inferences about Anglo-Saxon punishments Discuss and identify purposes of punishment in response to crime. Match common crimes from the Anglo-Saxon period with appropriate punishments Evaluate weregild as an effective response to murder. Answer questions from a video covering crime and punishment in the Anglo-Saxon period. Complete and peer assess a four mark exam question Complete a homework task to create a wanted poster for an Anglo-Saxon criminal outlining common crimes and their punishments.

This is the first lesson in a series covering Anglo-Saxon Crime and punishment and an introduction lesson to the Edexcel GCSE History course Crime and punishment in Britain, c1000–present. The PowerPoint for this lesson contains all the resources needed and is ready to teach. During this lesson pupils will: Be introduced to the Crime and Punishment Course Discuss different categories of crime that will be discussed throughout the course (crimes against person, crimes against property and moral crimes.) Use information about the social situation in Anglo-Saxon Britain to identify the types of crimes that may have been committed in towns, villages and monasteries. Complete a card sort looking at the different factors involved in policing during the Anglo-Saxon period. Complete a 12-mark question to explain the factors involved in Anglo-Saxon policing. Peer assess and discuss the 12-mark question using the exam mark scheme.

This is the second lesson in a unit of work about atoms, elements and compounds. It is aimed towards KS3 but could be adapted for other levels. This lesson focuses on the difference between molecules of elements and compounds and compounds and their constituent elements. *The practical in this lesson requires pupils to use bunsen burners. During this lesson pupils will: Recap the structure of an atom from last lesson Define what a molecules is. Define what a compound is. Identify atoms, molecules of elements and molecules of compounds from particle diagrams. Copy and label. Use the periodic table to identify if a substance is an element or compound. Investigate the difference between water, hydrogen and water and chlorine, sodium and salt. Identify that the properties of compounds are different than the elements that make them up. Conduct practicals to create iron oxide and copper sulfide. Watch teacher demonstration of making magnesium oxide. Complete short knowledge consolidation activity. Please visit my shop for other lessons in this unit and other science, history and geography lessons.

This is the first lesson in a unit of work on atoms, elements and compounds. It is aimed towards KS3 but could be adapted for other levels. This lesson focuses on introducing pupils to the concepts of atoms, elements and the periodic table. Part of this lesson requires samples of different elements which will need to be organized before the lesson.* During this lesson, Pupils will: Think about and discuss what objects in the classroom are made of. Use ISM images to discuss the size of an atom. ] Discuss things that are very big and small and watch an animation showing the scale of objects and the universe. Complete a series of activities to estimate the number of atoms in different things. Draw a diagram of the atomic structure of an atom introducing pupils to elections, protons, neutrons, shells and the nucleus. Watch a video and answer questions about the size of an atom. Define an element. Investigate the periodic table. Examine and describe different samples of elements (These will need to be ordered before the lesson) Complete a series of activities to find elements on the periodic table. Complete short consolidation tasks. Please visit my shop for other lessons in this unit and other science, history and geography lessons.

This is the eighth lesson in a unit of work on forces which could be adapted for use at KS3 or GCSE. The lesson investigates what balanced and unbalanced forces are and how they effect object motion and acceleration. During this lessons pupils will: Recap weight calculations from previous lesson. Recap free body diagrams from previous lessons to prepare for using them in this lesson. Recap Newtons three laws of motion highlighting the second law. Consider and discuss the forces acting on a stationary object. Consider and discuss forces acting on an object at constant speed. Define balanced forces. Consider and discuss forces acting on an object that is accelerating. Define unbalanced forces. Learn how to calculate resultant forces Calculate resultant force for two different situations. Complete a fill in the gaps consolidation task. A bundle of all 8 lessons in this unit can be found here. Please visit my shop for the other lessons in this unit and other science, history and geography resources.

This is the seventh lesson in a unit of work on forces which could be adapted for use at KS3 or GCSE. This lesson teaches the concept of weight and mass with a focus on the weight equation and math skills used to calculate weight. During this lesson pupils will: Discuss the difference between mass and weight. Define mass and weight. Use the masses and weights of different objects to try and determine the relationship between mass and weight on Earth. Learn and rearrange the weight equation. Complete a series of maths exercises to calculate weight in different situations. A bundle of all 8 lessons in this unit can be found here. Visit my shop for other lessons from this unit and other science, history and geography resources.

This is the sixth lesson in a unit of work on forces which could be adapted for use at KS3 or GCSE. The lesson introduces pupils to non-contact forces and using two short practicals to explore different aspects of magnetic fields. During this lesson pupils will: Discuss how magnets attract and repel and the Earth attracts things. Identify non-contact forces and attempt to explain how they work. Write a definition of non-contact forces. Complete a matching activity about force fields. Use iron filings and a bar magnet to observe a magnetic field. Use a plotting compass and bar magnet to draw field lines around the magnet. Complete some short consolidation tasks to review learning. A bundle of all 8 lessons can be found here. Visit my shop for other lessons in this unit and other science, history and geography resources.

This is the fifth lesson in a unit of work on Forces which could be adapted for use at KS3 or GCSE. The lesson focus on the nature of friction and its effects along with other drag forces. This is quite a long lesson and includes a practical so it might be a good idea to break it into two shorter lessons. During this lesson, pupils will: Recap knowledge about contact and non-contact forces Think about why people slip on ice. Learn about friction and its effect on opposing motion. Consider situations of low friction such as ice from previous activity. Conduct a practical about friction, including identifying variables, writing a hypothesis, graphing results and answering evaluation questions. Using pictures to identify different sources of friction in different situations. Investigating other drag forces such as air and water resistance. A bundle of all 8 lessons in this unit can be found here. Please visit my shop for more science, history and geography resources.

This is the third lesson in a unit of work on forces which could be adapted for use at KS3 or GCSE. The lesson focuses on understanding why objects deform when a force is applied. There is a short activity on particles and bonds but knowledge of this would be useful in fully understanding the lesson. During this lesson, pupils will: Complete a true or false activity based on the content of lesson two of this unit. Watch a video to recap prior knowledge and quiz other pupils on it. Recap particles and bonding. Recognize that when a force is applied the bone between atoms can extend of compress. Apply knowledge to a golf ball being hit and compressing and a bungee jump extending the bungee rope. Write a description of someone jumping on a trampoline including the forces acting and effect on the bonds at different points of the jump. Consolidation activity. A bundle of all 8 lessons in this unit can be found here. Go to my shop for other lessons in this unit and other science, history and geography resources.

This is the second lesson in a unit of work on motion and pressure. The lesson is aimed towards KS3 but could be adapted to other levels. The main focus of the lesson is to introduce pupils to distance-time graphs, how to interpret them to describe motion and how to use them to calculate speed. During this lesson, pupils will: Use previous knowledge to estimate the speed of light using the speed equation. Estimate the speed of a person traveling in different ways and use this to calculate how long it would take to move 20m using the speed equation. Identify the key features of a distance-time graph. Use a distance-time graph to compare and calculate the speed of three different objects. Complete a matching activity to describe the motion of a person walking to catch a train from a distance-time graph. Use a distance time graph to calculate the speed of this person and analyze their motion. Sketch a distance-time graph from a set of descriptions of someones motion. Describe what a curved line on a distance-time graph shows. Complete some short consolidation activities. Please visit my shop for more lessons in this unit and other science, history and geography resources.

This is the second lesson in a series covering the new Edexcel A-Level History unit: Britain losing and gaining an Empire 1763 - 1914. This series of lessons covers the second breadth study: The Changing Nature of the Royal Navy The lesson is ready to teach and includes all resources in the power point. The lessons refer to the textbook "Britain: Losing and gaining and Empire, 1763 - 1914" (Christie, 2016 Pearson) although other textbooks could be used with the lessons. During the lesson pupils will: * Compare the design of the HMS Albion (1763) and the HMS Dreadnought (1906) and make inferences about technological advances between them. * Recap information from previous lesson about the limitations of naval ships during the age of sail. * Watch a video to identify the key advances in technology on the HMS Warrior. * Investigate and interpret image of the tug of war between HMS Rattler and HMS Alecto and suggest why it is happening. * Compare difference advances in naval technology and debate the most significant. Highlight advances made by the British and those made by other countries. * Discuss the Royal Navy transition from sail to steam. Discuss and identify key factors which would need to exist to allow this transition to occur (MEERPS) * Research specific technological advances and impacts. * Discuss the statement "Steam power was the most important technology developed/adopted by the British Navy during the 19th century. It allowed Britain to maintain its Naval superiority across the globe.” Check out my shop (Click on my username above) for more free and premium resources including more lessons from this unit. If you buy this resource, please leave a review.

This is the Fourth lesson in a series covering the new Edexcel A-Level History unit: Britain losing and gaining an Empire 1763 - 1914. This series of lessons covers the second breadth study: The Changing Nature of the Royal Navy The lesson is ready to teach and includes all resources in the power point. The lessons refer to the textbook "Britain: Losing and gaining and Empire, 1763 - 1914" (Christie, 2016 Pearson) although other textbooks could be used with the lessons. During the lesson pupils will: * Complete a starter focusing on world capitals and linking Freetown, Sierra Leone with the suppression of the Slave trade from the previous lesson. * Investigate a letter of Marque (issued by the US congress in 1776) to identify the creation of privateers and discuss what it suggests about the nature of Navies in the 18th and 19th centuries. * Discuss how the expansion of the British Empire and the Royal Navy may have contributed to the rise of the "Golden age" of Piracy. * Investigate some prominent pirates and the Pirate laws created by Captain Bart Roberts to identify and infer features of piracy during this period. * What two videos covering pirate tactics and the development of Piracy. * Use the text to investigate methods used by the English and Dutch to suppress the piracy and why this was a priority for them. * Complete an investigation of the Barbary Pirates looking at depictions of them in Europe, their raids on European towns (such as the Sack of Baltimore) their growing power and subsequent suppression by the Royal Navy and others. * Discuss the statement - The suppression of Piracy and the attack on Algiers in 1816 proves that the Royal Navy’s role had developed to a force for global peace. Check out my shop (Click on my username above) for more free and premium resources including more lessons from this unit

This is the third lesson in a series covering the new Edexcel A-Level History unit: Britain losing and gaining an Empire 1763 - 1914. This series of lessons covers the second breadth study: The Changing Nature of the Royal Navy The lesson is ready to teach and includes all resources in the power point. The lessons refer to the textbook "Britain: Losing and gaining and Empire, 1763 - 1914" (Christie, 2016 Pearson) although other textbooks could be used with the lessons. During the lesson pupils will: * Discuss conditions in the Royal Navy and the recruitment problems this would cause in the 17th and 18th Centuries. * Investigate how the Royal Navy solved recruitment problems through impressment. * Identify and define key terms such as impressment, two power standard and blue water policy. * Recap roles of the royal Navy from a previous lesson * Investigate the work of the HMS Black Joke through primary sources. * Discuss the key question - Should the Royal Navy be proud of its efforts to suppress the Slave trade? Check out my shop (Click on my username above) for more free and premium resources including more lessons from this unit.

This is the second lesson in a series covering the new Edexcel A-Level History unit: Britain losing and gaining an Empire 1763 - 1914. This series of lessons covers the second breadth study: The Changing Nature of the Royal Navy… The lesson is ready to teach and includes all resources in the power point. The lessons refer to the textbook “Britain: Losing and gaining and Empire, 1763 - 1914” (Christie, 2016 Pearson) although other textbooks could be used with the lessons. During the lesson pupils will: * Use images of different ship designs between the 16th century and 1906 to make inferences about the development of the Navy over time. * Identify and discuss the key roles and importance of the Royal Navy to Britain * Investigate naval tactics during the age of sail through a brief study of the Battle of Trafalgar. * Evaluate the different ships in the Royal Navy from ships of the line to sixth-rate ships and the roles they undertook. * Evaluate the effectiveness of the Royal navy during the age of sail. Check out my shop (Click on my username above) for more free and premium resources including more lessons from this unit. If you buy this resource, please leave a review.

This is the Fifth lesson in a series covering the new Edexcel A-Level History unit: Britain losing and gaining an Empire 1763 - 1914. This series of lessons covers the second breadth study: The Changing Nature of the Royal Navy The lesson is ready to teach and includes all resources in the power point. The lessons refer to the textbook “Britain: Losing and gaining and Empire, 1763 - 1914” (Christie, 2016 Pearson) although other textbooks could be used with the lessons. During the lesson pupils will: * Examine a map of Cook’s voyages. Pupils to try and identify the purpose of the voyages and make inferences about the nature of exploration. * Use images to make inferences about the Cook’s character. * Reevaluate the map of Cook’s voyages - identify the benefits of exploration and the problems that would need to be overcome. * Quick introduction to the longitudinal problem and how it was solved. * Use source from the text to further identify reasons for Cook’s voyages and his attitudes towards new lands and native peoples. * Complete a card sort to identify the achievements of Cook and what it meant for the Royal Navy and future exploration. * Discuss the statement - "How far did the Royal Navy evolve as a result of exploration between the years 1763-1914? " * Optional Flip Learning H/W: Pupils to prepare presentations on strategic ports established and maintained by the Royal Navy to be delivered next lesson. Check out my shop (Click on my username above) for more free and premium resources including more lessons from this unit

This is the fourth lesson in a unit of work on motion and pressure. The lesson is aimed towards KS3 but could be adapted for other levels. The main focus of the lesson is to introduce pupils to liquid pressure, its causes and effects. Pupils will also look at the effect of depth on liquid pressure and use associated forces to explain floating and sinking. During this lesson pupils will: Use an image of a blobfish at the surface to infer information about the effect of water pressure. Recap work from last lesson on pressure in gases and link to pressure in liquids. Recap the particle model of a liquid, discuss its motion and how this causes pressure on an object submerged in it. Consider the changes in pressure on a fish as it swims deeper. Investigate and graph the relationship between depth and pressure experienced. Use knowledge of forces to explain why some objects float while others sink. Complete some short consolidation tasks to check understanding. Go to my shop for more lessons in this unit and for other science, history and geography resources.

This is the third lesson in a unit of work on motion and pressure. The lesson is aimed towards KS3 but could be adapted for other levels. The aim of the lesson is to introduce pupils to the concept of gas pressure using a can crushing practical and a though experiment about blowing up a balloon until it pops. This lesson includes the can crush/imploding practical which could also be done as a demonstration to save time and resources. During this lesson pupils will: Recap the particle model of a gas and explain how the particles move in relation to each other and their container. Conduct/observe can imploding due to air pressure. Complete a card sort activity to explain why the can imploded. Generally define pressure. Use their own knowledge to answer questions about blowing up a balloon until it bursts to infer gas pressure and what causes it. Define the idea of gas pressure and its causes. Complete/watch a simulation to identify factors which can increase gas pressure. Complete some short consolidation tasks. Go to my shop for more lessons in this unit and other science, history and geography resources.