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!

Hook video (embedded) about road safety to engage students when waiting for others to arrive. This Assembly focuses upon educating students of how to stay safe when walking / traveling too / from school. after the hook video the assembly begins with a vote upon the most popular methods of traveling to school and which students travel by each one. Followed by statistics of injuries and accidents recently linked to silly and dangerous behaviour traveling too and from school. Students are asked to reflect upon what could distract them on the way to school and are then reminded about the law linked with riding a bike. Followed by a safety video to consolidate (embedded). Assembly finishes with a prayer.

The purpose of this assembly is to encourage students to reflect upon the potential of growth mind-sets. Especially good to run before an assessment point or during revision periods. All videos and songs are embedded. Assembly starts with questioning about what a growth mind set could be before showing a video clip of ‘People Are Awesome’ showing humans completing amazing feats. Teacher to link this back to how they all have growth mind sets. Teacher asks again what a growth mind-set could be. Teacher the shows video of how a growth mind-set can help students achieve (example the tortious and the hare). Students are quized on example of what could be considered a growth mind set or a closed mind-set. Finishes with a prayer. Delete school banner and replace with your own logo.

This lesson focuses upon students identifying continuities and changes in how the Black Death / Plague was approached from the first strain in 1348 to when ti returned in 1665 focusing upon, Causes - Treatments - Prevention. **Lesson Plan: ** Lesson begins with a hook to recap the approached to the Black Death in 1348 via ‘The Walking Chocolate Bar’ activity (explained in the PP). The teacher ill then use this to introduce the learning intention & Outcomes. Students will record their work from the various activities on a double sided work sheet. students to watch one or two video clips (provided) to identify what approaches stayed the same / changed. the teacher can then take feedback and question students using the accompanying slides of information to help students complete the first half of their sheet. the biggest changes between 1348 - 1665 comes in the form of prevention. the students can be presented with a card sort of the new preventative measured taken in 1665 to avoid the plague. Students are challenged to Diamond 9 Rank these in order of effectiveness. students then work to complete a blank map of a town filling it with pictures and labels of the different preventative methods introduced. (Extension: Students explain the most / lead affective preventative method). Once completing their sheet and after student feedback- students complete an exam style question for a plenary (Mark Scheme and WAGOLL provided). Sounds clips are embedded / links provided / Peep sheet / More than one lessons worth of content / resources easily! Please visit my shop for more History lessons / bundles: https://www.tes.com/teaching-resources/shop/morlem

The lesson focuses upon a series of student led tasks to assess and judge the worst aspect of factory conditions. Lesson begins with intention and outcomes linked with the first recorded video footage from 1895 of factory workers to hook students in. Students starter task sees them working in pairs through a ‘write - round - robin’ task where they will write the alphabet down the side of their book and pass between themselves to write as many adjectives as they can about factories in a set amount of time. Teacher will show image on the interactive white board. Prize to winning team who complete as many words as possible. Students are then to watch a video (embedded) on life in a Victorian Factory - they are tasked with bullet pointing as many negative aspects of work life as they can. students then engage with a PICTIONARY style activity to embed the identified negative aspects (all explained within the PP description). Students then either use their own ideas or the card sort provided to rank order factory conditions from worst to least to form an over all judgment as a group but then also individually. Students must justify their opinion as a plenary. All music sounds and video are embedded into the PP.

The focus of this lesson is to build upon the delicate balance of world powers in the 1930’s and fits into the bigger picture of ‘Why had international peace collapsed by 1939’? **Hook: **students are handed hook sheet as they enter to instantly complete focusing around recalling 5 key facts about key terminology which will be used throughout the lesson. Teacher introduces the lessons intention. **Starter: ** students apply their ‘Give me 5’ task applying this to a source of evidence provided with think-pair-share time. Teacher take feedback to then introduce the starter task. Students listen to an introductory sound clip summarising the lessons learning and answer the questions provided on the PP (Audio embedded). Main task 1: Students are provided with a key card of facts to learn and use to complete the relevant section of the Axis Alliance sheet. Students are then to circulate the room and peer teach each other until their sheet is complete – teacher can then check this against the WAGOLL on the interactive Whiteboard. Main Task 2: Students then to assess the country who posed the biggest threat to the LON – students to judge and then summarize on a mini whiteboard to justify their opinion (using sheet to support them). Show consolidation video (embedded) Plenary: Students to apply their acquired knowledge to an exam style question – structure strips are provided for differentiation and a mark scheme to allow students to peer / self assess their answer afterwards as a plenary. **All videos embedded / descriptions and prompts included in the PP description. **

The focus of this lesson is to encourage students to form a judgment surrounding the character of Becket (not why he was murdered) but if he was a Saint or a Sinner. Students enter class and handed a sticky note to settle . focus them on the starter activity (Why do I stand on this table?) Students watch clip of the Dead Poets Society which links in with the historical skill of observing people / events from different interpretations. Introduce the ideas behind Becket - students are supplied with an interpretation and on the back must summarise its message (saint or sinner and a quick summary) ten interpretations supplied. Students then are provided with a sheet and must circulate the room and interview each other to complete their worksheet of all the different opinions on Becket. students then use the sheet to support a judgment activity where they rank order the opinions again in order of convincing / least convincing. Plenary - students debate / judgment line their overall judgment and write up in their books. All video are embedded.

The purpose of this lesson is to lay the foundations for the causes behind the 1920’s Red Scare in the USA, kept specifically general to link with varying GCSE Exam Boards but specifically focusing upon developing critical thinking skills causes and judging significance. Lesson begins with a hook: RE-call five to settle students before beginning the lesson with an introduction to rumour spreading: Example of Chinese whispers and video regarding ‘Fake News’ to hook students into the concept of a red scare and moral panic. Option to provide a secret students: with a mission to spread a rumour round the class to further hit home how news / rumours can spread (card provided). Students supplied with the A3 causes sheet and are then to watch a short clip outlining some of the causes of the Red Scare between WW1-1921. Students are challenged to title the picture on the sheet with the causes identified within the video. Following this students are asked to either: Circulate the room and museum walk the causes in more detail or students could be provided with a specific cause and become and expert in it then then peer teach the rest of the students in the class. Lessons finished with students assessing and judging the mos significant cause of the Red Scare by standing next to the cause they believe was the most significant and think-pair sharing with any like minded students to critically explain the most important - writing or verbally explaining to the teacher.

The purpose of this lesson is to enable students to explain why the reformation began though an escape room / chronology style activity. Hook: Students to enter and define the words Reformation from a dictionary, prize / merit / house point to the student who is able to do this first. Teacher introduces lesson intention / outcomes before introducing the concept of the reformation and the main task. Main task: Students work as a class or in 2 teams if a large class to locate the hidden time-line of events starting with Martin Luther and ending with the impact of reformation on England. Students will have 15 minutes (timer and dramatic music included in the PP!) to locate all the hidden events and arrange the time-line into chronological order outside of the classroom. Initiates collaboration / communication and element of competition. if students beat the clock they can be rewarded. The correct order can then be gone though on the PP with 2 embedded videos to show throughout to help visualize and consolidate the story the the reformation. Students to then be supplied with the the story on the handout and to highlight 2 key events to help explain why the reformation began. Students can then complete a write up in their books. Structure strips included for support (Easily adapted). This is more than likely to consist of 2 lessons worth of material / activities. All music and videos are embedded into the PP (Links provided) **Please see my shop for other History resources and bundles. ** https://www.tes.com/teaching-resources/shop/morlem

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.

The purpose of this lesson is to introduce students to the causes of the US boom between 1919-1930. Students enter with a task to immediately complete a recall five definitions they will need to understand for this lesson. The teacher introduces the lesson intention / the bigger picture and outlines definitions on the board. Main task 1: students are each supplied with a cause factor card. Students to watch a summary video and are challenged to look out for their particular factor title when it appears in the video. Students then summarize on the back of their card how this factor led to an economic boom in the USA. They will have the printed explanation on the other side if they require it for support. A select number of students are then asked to become experts in their particular factor. they are to remain at their tables or at designated points around the classroom whilst other students circulate to ‘interview them’ and complete their factor sheet. Main task 2: A challenge and more challenging option of tasks here for differentiation: Challenge: Diamond 9 rank order the factors in order of most to least significant. Then explain why you have placed the factors in those positions. More challenging: Students to receive factor title sheet to cut out - students then draw connections between each of the factors to explain how they link together - textbook support could be used here. Students could add further sub factors of their own. To then verbally justify and present back to the teacher class as a plenary.

There are a lot of resources included in this pack. The following information is how I have ran the lesson in the past; but please change and adapt the resources to suit your teaching style / pupils. I hope you find them useful. Pass the parcel style starter where pupils work out the lessons topic. I wrap up a bar of chocolate and place a ‘clue card’ on each layer. Alternatively you could give a card to different groups who must act out for the rest of the class to guess their word (Spelling together ‘the Nazi Soviet Pact’) Pupils will visit 5 stations around the classroom to help answer the question ‘Why did Hitler and Stalin sign the Nazi-soviet pact?’ NOTE: You will need additional material for station 4. Station 1: atch video Station 2: Visual Cartoon Source + map of Poland showing how it would be invaded and divided by both countries (simple). (white board pens can be used to label countries / make notes if you laminate the sheets) (visual learners) Station 3: Source table – sources A-F – differentiation: Some easier to understand + read than others) (Again – white board pens can be used to circle / underline key text) (for those who prefer reading) Station 4: touch and feel boxes – Box 1 – contains a clock and a bomb to show that both sides would be bought time but the bomb indicates that war would eventually commence. Box 2: contains a small wooden pole and some grass = Pole-Land = to show that both sides would befit from dividing Poland between them. (Kinaesthetic learners) Station5 : (The Secret station) – A3 information sheet which consolidates everything that happened to lead to the pact being signed with benefits for both sides) This will be revealed half way through the lesson. Pupils can then answer exam style question before peer assessing.