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A complete unit designed for Year 7 on The Norman Conquest. This unit is fully resourced for each lesson, including clearly chunked activities and assessment points at the end of each unit based around a central question. The following lessons are included (each roughly 1hr to deliver): Who should be King in 1066? The Battle of Gate Fulford The Battle of Stamford Bridge The Battle of Hastings How did William control England: Harrying of the North How did William control England: The Feudal System How did William control England: the development of castles 8/9) How significant were the changes brought by the Normans? All units focus on the core skills of history (chronology, causation, change and continuity, historiography, source-analysis and judgement making), and are part of an overall theme for the year (For Year 7 this is ‘The Changing Nature of Power’, for Year 8 it is ‘Progress vs Regress’ and for Year 9 it is ‘Conflict’). Each unit is also designed to focus on inclusive, social, history where possible. This aims to include the experiences of black people, disabled, LGBT and other minority groups throughout history. This innovative approach is in line with Ofsted’s framework regarding inclusivity in the curriculum and avoids the issue of tokenism within history. Note: all videos and images embedded are not owned by me. All credit goes to the sources used to and can be found by opening and following the hyperlink within each. Note 2: this unit is offered at a discounted rate in comparison to other units owing to the use of resources from other authors - all PowerPoints are still designed by me.

A complete unit designed for Year 7 on life in Medieval England This unit is fully resourced for each lesson, including clearly chunked activities and assessment points at the end of each unit based around a central question. The following lessons are included (each roughly 1hr to deliver): Life in a medieval village Medieval jobs Medieval health and diets What was life like for disabled people in Medieval England? Medieval crime and punishment The Murder of Thomas Becket How powerful was the church? The Medieval Islamic world How successful were The Crusades? Edict of Expulsion - why? The Black Death The Peasants Revolt All units focus on the core skills of history (chronology, causation, change and continuity, historiography, source-analysis and judgement making), and are part of an overall theme for the year (For Year 7 this is ‘The Changing Nature of Power’, for Year 8 it is ‘Progress vs Regress’ and for Year 9 it is ‘Conflict’). Each unit is also designed to focus on inclusive, social, history where possible. This aims to include the experiences of black people, disabled, LGBT and other minority groups throughout history. This innovative approach is in line with Ofsted’s framework regarding inclusivity in the curriculum and avoids the issue of tokenism within history. Note: all videos and images embedded are not owned by me. All credit goes to the sources used to and can be found by opening and following the hyperlink within each.

A complete unit designed for Year 7 on Tudor England (including all Tudor monarchs: Henry VII, Henry VIII, Edward VI, Lady Jane Grey, Mary I and Elizabeth I). This unit is fully resourced for each lesson, including clearly chunked activities and assessment points at the end of each unit based around a central question. The following lessons are included (each roughly 1hr to deliver): Was Henry VII a gangster? Why did Henry VIII have six wives? Was Henry VIII the worst King in English history? What was it like to be black in Tudor England? What was it like for the common people in Tudor England? How significant was Edward VI’s reign as King? Why did our first Queen rule for only 9 days? Was Mary I really ‘bloody’? Did Elizabeth I finally fix the issue of religion? Was Elizabethan England a ‘Golden Age’? Did England become the most powerful country in the world under Queen Elizabeth? All units focus on the core skills of history (chronology, causation, change and continuity, historiography, source-analysis and judgement making), and are part of an overall theme for the year (For Year 7 this is ‘The Changing Nature of Power’, for Year 8 it is ‘Progress vs Regress’ and for Year 9 it is ‘Conflict’). Each unit is also designed to focus on inclusive, social, history where possible. This aims to include the experiences of black people, disabled, LGBT and other minority groups throughout history. This innovative approach is in line with Ofsted’s framework regarding inclusivity in the curriculum and avoids the issue of tokenism within history. Note: all videos and images embedded are not owned by me. All credit goes to the sources used to and can be found by opening and following the hyperlink within each.

A complete unit designed for Year 9 on The First World War. This unit is fully resourced for each lesson, including clearly chunked activities and assessment points at the end of each unit based around a central question. The following lessons are included (each roughly 1hr to deliver): Long-term causes of the First World War The Assassination of Franz Ferdinand Recruitment and Propaganda: how did they convince young men to fight? What was Trench Warfare? What were battles like in the First World War? Weapon developments of the First World War The role of women in the First World War How were Conscientious Objectors treated? How significant was The Home Front? How significant was poetry during the First World War? Why did Russia leave the war and why did American join? How important was the Empire during the First World War? Armistice: why did the war end? All units focus on the core skills of history (chronology, causation, change and continuity, historiography, source-analysis and judgement making), and are part of an overall theme for the year (For Year 7 this is ‘The Changing Nature of Power’, for Year 8 it is ‘Progress vs Regress’ and for Year 9 it is ‘Conflict’). Each unit is also designed to focus on inclusive, social, history where possible. This aims to include the experiences of black people, disabled, LGBT and other minority groups throughout history. This innovative approach is in line with Ofsted’s framework regarding inclusivity in the curriculum and avoids the issue of tokenism within history. Note: all videos and images embedded are not owned by me. All credit goes to the sources used to and can be found by opening and following the hyperlink within each.

A complete unit designed for Year 8 on the women’s Suffrage Movement/the Suffragettes. This unit is fully resourced for each lesson, including clearly chunked activities and assessment points at the end of each unit based around a central question. The following lessons are included (each roughly 1hr to deliver): Rights of women throughout history Rights of women in Edwardian England How successful were the Suffragists? The Pankhursts How successful were the Suffragettes? Did Emily Davison mean to die? Suffragists or Suffragettes? What was the impact of the First World War on women’s Suffrage? Did 1918 give women equality? Are women equal in modern society? All units focus on the core skills of history (chronology, causation, change and continuity, historiography, source-analysis and judgement making), and are part of an overall theme for the year (For Year 7 this is ‘The Changing Nature of Power’, for Year 8 it is ‘Progress vs Regress’ and for Year 9 it is ‘Conflict’). Each unit is also designed to focus on inclusive, social, history where possible. This aims to include the experiences of black people, disabled, LGBT and other minority groups throughout history. This innovative approach is in line with Ofsted’s framework regarding inclusivity in the curriculum and avoids the issue of tokenism within history. Note: all videos and images embedded are not owned by me. All credit goes to the sources used to and can be found by opening and following the hyperlink within each.

A complete mini-unit designed for Year 8 on the Long-Term causes of the First World War. This unit is fully resourced for each lesson, including clearly chunked activities and assessment points at the end of each unit based around a central question. The following lessons are included (each roughly 1hr to deliver): The unification of Germany and Italy The First Moroccan Crisis The Bosnian Crisis The Second Moroccan Crisis THIS IS DESIGNED TO SHOW THE ESCALATION OF TENSIONS. All units focus on the core skills of history (chronology, causation, change and continuity, historiography, source-analysis and judgement making), and are part of an overall theme for the year (For Year 7 this is ‘The Changing Nature of Power’, for Year 8 it is ‘Progress vs Regress’ and for Year 9 it is ‘Conflict’). Each unit is also designed to focus on inclusive, social, history where possible. This aims to include the experiences of black people, disabled, LGBT and other minority groups throughout history. This innovative approach is in line with Ofsted’s framework regarding inclusivity in the curriculum and avoids the issue of tokenism within history. Note: all videos and images embedded are not owned by me. All credit goes to the sources used to and can be found by opening and following the hyperlink within each. Note 2: this unit is designed to be delivered if space in the curriculum allows, and would best suit a high-ability group. It also does not include a full evaluation of the alliances as this is delivered as part of the main ‘First World War’ unit delivered in Year 9.

A complete unit designed for Year 9 on the Second World War. This unit is fully resourced for each lesson, including clearly chunked activities and assessment points at the end of each unit based around a central question. The following lessons are included (each roughly 1hr to deliver): Rising tensions - the road to World War The Blitzkrieg Dunkirk: success or failure? The Blitz The role of the Home Front How important was the empire? What was it like to live under the Nazis? How significant was Charles de Gaulle? How significant was Alan Turing? D-Day Pearl Harbour: why did America join the war? Hiroshima and Nagasaki: should America have dropped the atomic bomb? All units focus on the core skills of history (chronology, causation, change and continuity, historiography, source-analysis and judgement making), and are part of an overall theme for the year (For Year 7 this is ‘The Changing Nature of Power’, for Year 8 it is ‘Progress vs Regress’ and for Year 9 it is ‘Conflict’). Each unit is also designed to focus on inclusive, social, history where possible. This aims to include the experiences of black people, disabled, LGBT and other minority groups throughout history. This innovative approach is in line with Ofsted’s framework regarding inclusivity in the curriculum and avoids the issue of tokenism within history. Note: all videos and images embedded are not owned by me. All credit goes to the sources used to and can be found by opening and following the hyperlink within each.

A complete unit designed for Year 8 on The Industrial Revolution. This unit is fully resourced for each lesson, including clearly chunked activities and assessment points at the end of each unit based around a central question. The following lessons are included (each roughly 1hr to deliver): What was Britain like in 1750? What was The Industrial Revolution? What was life like in Victorian Britain? What was it like in an industrial workhouse? Development of the police force Life for black people during the Industrial Revolution The Transport Revolution The Agricultural Revolution All units focus on the core skills of history (chronology, causation, change and continuity, historiography, source-analysis and judgement making), and are part of an overall theme for the year (For Year 7 this is ‘The Changing Nature of Power’, for Year 8 it is ‘Progress vs Regress’ and for Year 9 it is ‘Conflict’). Each unit is also designed to focus on inclusive, social, history where possible. This aims to include the experiences of black people, disabled, LGBT and other minority groups throughout history. This innovative approach is in line with Ofsted’s framework regarding inclusivity in the curriculum and avoids the issue of tokenism within history. Note: all videos and images embedded are not owned by me. All credit goes to the sources used to and can be found by opening and following the hyperlink within each.

A complete unit designed for Year 9 on The Holocaust. This unit is fully resourced for each lesson, including clearly chunked activities and assessment points at the end of each unit based around a central question. The following lessons are included (each roughly 1hr to deliver): How has history treated the Jewish people? How did the Nazis make Jewish people look? What were the Nuremberg Laws? What was the significance of Kristallnacht? The Final Solution What was it like inside the camps? What was it like in Auschwitz? Were Jewish people the only group targeted? Liberation of the camps The Nuremberg Trials Legacy of the Holocaust: how is it remembered? Genocides after the Holocaust All units focus on the core skills of history (chronology, causation, change and continuity, historiography, source-analysis and judgement making), and are part of an overall theme for the year (For Year 7 this is ‘The Changing Nature of Power’, for Year 8 it is ‘Progress vs Regress’ and for Year 9 it is ‘Conflict’). Each unit is also designed to focus on inclusive, social, history where possible. This aims to include the experiences of black people, disabled, LGBT and other minority groups throughout history. This innovative approach is in line with Ofsted’s framework regarding inclusivity in the curriculum and avoids the issue of tokenism within history. Note: all videos and images embedded are not owned by me. All credit goes to the sources used to and can be found by opening and following the hyperlink within each. Note 2: I do use graphic photographs in this unit (as I believe in telling the truth of history). All pupils are offered a choice as to whether or not they would wish to see these.

A complete unit designed for Year 8 on the sinking of The Titanic. This unit is fully resourced for each lesson, including clearly chunked activities and assessment points at the end of each unit based around a central question. The following lessons are included (each roughly 1hr to deliver): What was like like in Edwardian Britain? Why did Britain build the Titanic? Who was on board the Titanic? What was it like to be on board the Titanic? The story of Joseph Laroche and other minorities on board the Titanic How did the ‘unsinkable’ Titanic sink? What were the consequences of the Titanic disaster? How reliable is the 1997 Titanic film? All units focus on the core skills of history (chronology, causation, change and continuity, historiography, source-analysis and judgement making), and are part of an overall theme for the year (For Year 7 this is ‘The Changing Nature of Power’, for Year 8 it is ‘Progress vs Regress’ and for Year 9 it is ‘Conflict’). Each unit is also designed to focus on inclusive, social, history where possible. This aims to include the experiences of black people, disabled, LGBT and other minority groups throughout history. This innovative approach is in line with Ofsted’s framework regarding inclusivity in the curriculum and avoids the issue of tokenism within history. Note: all videos and images embedded are not owned by me. All credit goes to the sources used to and can be found by opening and following the hyperlink within each.

A complete unit designed for Year 8 on the Transatlantic Slave Trade. This unit is fully resourced for each lesson, including clearly chunked activities and assessment points at the end of each unit based around a central question. The following lessons are included (each roughly 1hr to deliver): Life in Africa before slavery Triangular Slave Trade The Middle Passage Slave Auctions Life of a slave Slave resistance - Nat Turner Slave resistance - Harriet Tubman The Abolition of Slavery Life after slavery All units focus on the core skills of history (chronology, causation, change and continuity, historiography, source-analysis and judgement making), and are part of an overall theme for the year (For Year 7 this is ‘The Changing Nature of Power’, for Year 8 it is ‘Progress vs Regress’ and for Year 9 it is ‘Conflict’). Each unit is also designed to focus on inclusive, social, history where possible. This aims to include the experiences of black people, disabled, LGBT and other minority groups throughout history. This innovative approach is in line with Ofsted’s framework regarding inclusivity in the curriculum and avoids the issue of tokenism within history. Note: all videos and images embedded are not owned by me. All credit goes to the sources used to and can be found by opening and following the hyperlink within each.

A complete unit designed for Year 7 on the English Civil War. This unit is fully resourced for each lesson, including clearly chunked activities and assessment points at the end of each unit based around a central question. The following lessons are included (each roughly 1hr to deliver): James I and views on him Charles I and views on him (and his and James’ relationship with Parliament) Causes of the English Civil War Roundheads and Cavaliers What happened in the Civil War? Life during the Civil War Execution of Charles I All units focus on the core skills of history (chronology, causation, change and continuity, historiography, source-analysis and judgement making), and are part of an overall theme for the year (For Year 7 this is ‘The Changing Nature of Power’, for Year 8 it is ‘Progress vs Regress’ and for Year 9 it is ‘Conflict’). Each unit is also designed to focus on inclusive, social, history where possible. This aims to include the experiences of black people, disabled, LGBT and other minority groups throughout history. This innovative approach is in line with Ofsted’s framework regarding inclusivity in the curriculum and avoids the issue of tokenism within history. Note: all videos and images embedded are not owned by me. All credit goes to the sources used to and can be found by opening and following the hyperlink within each.

A complete unit designed for Year 8 on The British Empire. This unit is fully resourced for each lesson, including clearly chunked activities and assessment points at the end of each unit based around a central question. The following lessons are included (each roughly 1hr to deliver): Why would Britain want an Empire? How did Britain gain an Empire? Hong Kong: how did we treat the Chinese? Why did Europe want control of Africa? Africa: Isandlwana and Rorke’s Drift India: how did Britain gain control? Amritsar: how did the Empire treat the Indians? India: Gandhi and the end of British rule Australia and New Zealand: how did we treat the natives? How should the British Empire be remembered? Why did Britain lost its empire? All units focus on the core skills of history (chronology, causation, change and continuity, historiography, source-analysis and judgement making), and are part of an overall theme for the year (For Year 7 this is ‘The Changing Nature of Power’, for Year 8 it is ‘Progress vs Regress’ and for Year 9 it is ‘Conflict’). Each unit is also designed to focus on inclusive, social, history where possible. This aims to include the experiences of black people, disabled, LGBT and other minority groups throughout history. This innovative approach is in line with Ofsted’s framework regarding inclusivity in the curriculum and avoids the issue of tokenism within history. Note: all videos and images embedded are not owned by me. All credit goes to the sources used to and can be found by opening and following the hyperlink within each.