I have a wealth of resources that are aimed primarily at KS4 and KS5; however, there are some useful KS3 tasks that have been uploaded this year. Topics at KS5 include: Russia and its Rulers, 1855-1941; Later Tudors, 1547-1603; Popular Culture and the Witchcraze of the 16th and 17th Centuries; Italian Unification, 1830-1870; and Germany, 1890-1990.
As well as History, I also have a few resources relating to Geography and ICT that some users may find helpful.
I have a wealth of resources that are aimed primarily at KS4 and KS5; however, there are some useful KS3 tasks that have been uploaded this year. Topics at KS5 include: Russia and its Rulers, 1855-1941; Later Tudors, 1547-1603; Popular Culture and the Witchcraze of the 16th and 17th Centuries; Italian Unification, 1830-1870; and Germany, 1890-1990.
As well as History, I also have a few resources relating to Geography and ICT that some users may find helpful.
This resource is relevant to the new AQA GCSE specification on Restoration England, 1660-1685; however, it could be adapted for KS3 or A Level.
Using the glossary from the text book (and wider understanding) students will need to identify the definitions of 10 key words at a time. These quizzes would be great as a lesson started every 3-4 weeks as new terms are introduced. A larger test could then be put together towards the end of the unit to ensure that students are familiar. I would encourage students to go away and find the definitions for themselves using the text book/internet, as this would make a great homework activity.
This resource is relevant to the new AQA GCSE specification on Restoration England, 1660-1685; however, it could be adapted for KS3 or A Level.
Using a map of the spread of the plague (WikiCommons), students will need to explain its impact. Teachers are encouraged to supply students with further information on the various boroughs of London (e.g. the worst hit locations were also the locations where the lower classes lived, and vice versa). Students should be making the link between housing/wealth and infection.
This would be a useful resource as part of a much wider topic on the plague, including its causes and treatment.
A worksheet focusing on the Great Fire of 1666, to be used in conjunction with the Hodder text book for this new AQA GCSE unit. Students must first identify the 6 factors that caused the fire to spread, based on 6 images. They must then answer questions and complete a gap fill exercise.
This is a useful starter activity or could be given as homework. It should lead on nicely to discussions about the impact of the fire and how effectively it was dealt with. Parallels can start to be made between the fire of 1666 and the plague of 1665 (which is something this worksheet begins to touch on).
A gap fill exercise (with answers) on the Great Plague of 1665. This resource is relevant to the new AQA GCSE specification on Restoration England, 1660-1685; however, it could be adapted for KS3 or A Level. Students will learn about the perceived (and actual) causes of the plague and will explore the methods used by government, apothecaries and everyday people to cure it. They can then go away and learn about the impact that the plague had on London and England as a whole.
An example of an 8 mark interpretation question from the new AQA GCSE specification. I have found a still from a drama series about the Great Fire and have created a suitable question. This is the type of source that may be used in the exam.
The image is labelled with possible areas for discussion within the answer and I have included pointers as to how to answer these sorts of questions. Students should be given the image on its own (first page of the resource) and should be encouraged to highlight areas of interest. The second page of the resource can then be put on the board and an answer can be constructed as a class.
A one-page fact file on Robert Hooke to be used as part of the new AQA GCSE topic: Restoration England, 1660-1685. This resource is intended to supplement the information in the Hodder text book. A lesson/homework activity could be to set comprehension questions based on the fact file or to ask students to find out more information using the internet. Another idea is to split the room into two and have a debate as to who had a greater impact on Restoration culture, Hooke or Sir Christopher Wren (see other fact file).
This is not intended to be comprehensive; it is simply a succinct summary for students that need to be stretched beyond the information in the text book.
(All images have been sourced from WikiCommons and are open access)
A skeleton to be used alongside the Hodder text book for this unit of the new AQA GCSE. This is a great activity that can be set for prep, with students having to condense the notes from the text book on to one page. This can then be used for revision nearer the exam.
Alternatively, divide the class into groups and have each group research one of the subheadings (for homework?) then feedback to the class, with everyone taking down notes.
A one-page fact file on Sir Christopher Wren to be used as part of the new AQA GCSE topic: Restoration England, 1660-1685. This resource is intended to supplement the information in the Hodder text book. A lesson/homework activity could be to set comprehension questions based on the fact file or to ask students to find out more information using the internet. Another idea is to split the room into two and have a debate as to who had a greater impact on Restoration culture, Wren or Robert Hooke (see other fact file).
This is not intended to be comprehensive; it is simply a succinct summary for students that need to be stretched beyond the information in the text book.
(All images have been sourced from WikiCommons and are open access)
Detailed handout on Elizabeth's relationship with Scotland during her reign. Also included is a map of Europe that highlights the religious state of Europe at this time. This is a concise handout that will be useful for all students studying the Later Tudor period and Elizabeth I. It is perfect as an alternative to the text book, particularly for revision.
Please rate and comment, as all feedback is appreciated. Please also see my other resources of Elizabethan foreign policy and her reign as a whole.
Detailed handout on Elizabeth's relationship with Spain during her reign. Also included is a map of Europe that highlights the religious state of Europe at this time. This is a concise handout that will be useful for all students studying the Later Tudor period and Elizabeth I. It is perfect as an alternative to the text book, particularly for revision.
Please rate and comment, as all feedback is appreciated. Please also see my other resources of Elizabethan foreign policy and her reign as a whole.
A three-part source-based worksheet to support teaching of the new AQA GCSE topic: Restoration England, 1660-1685. Students have to study each of the three sources and answer the questions underneath. Questions range from simple comprehension to ones that will get them thinking about the conspiracy. A prior knowledge of the Popish Plot is necessary for this resource, so it is perhaps best used as the main lesson activity once the topic has been introduced.
Answers have been supplied on a separate document. To further stretch students, a homework task could be to set a 'how convincing...' question from the new exam on one of the three sources.
A graph plotting activity based on the '7 steps' of parliamentary relations during the reign of Charles II. Students need to read the Hodder text book and assess each phase; they then need to plot on the graph whether they think the relationship between Charles and Parliament was positive or negative.
This resource is relevant to the new AQA GCSE specification on Restoration England, 1660-1685. It is intended to be purchased as part of a wider bundle.
Enclosed in this resource pack are 5 ‘Historical Emoji’ display sheets and 5 corresponding descriptions. Every fortnight (or monthly), simply put up a new ‘Historical Emoji’ on a display board and have your students try to guess the event using the guess sheets. I staple a plastic wallet with the blank guess sheets and an envelope (or similar) to the display board for the completed forms. After the deadline (usually a week), simply put up the corresponding description sheet to reveal the answer.
I also put up a note identifying the winners, who each receive a merit. This then stays up for a week before I move on to the next ‘Historical Emoji’. It’s a great way to engage the pupils in some of the key events in history and if the task is a little easy, I award the merits to the pupils who offer the most detail, e.g. dates, names, countries etc.
The obvious issue with this display is the fact that it needs to be updated; however, you could change this to a monthly rotation if that is easier. I find that if all the sheets are printed off beforehand, it actually only takes 5-10minutes to switch the display around. By changing it so frequently the board certainly becomes a destination in the school and I often have pupils asking me about the display.
N.B. Some of the emojis are a little tongue-in-cheek and I do not mean to be insensitive to past tragedies. These are used purely as historical events. All images can be found on WikiCommons.
*** TAKE A LOOK AT PACKS 1 & 3 FOR MORE EMOJI FUN! - BUY THE WHOLE SET FOR JUST £10!***
Detailed handout on Elizabeth's relationship with Scotland during her reign. Also included is a map of Europe that highlights the religious state of Europe at this time. This is a concise handout that will be useful for all students studying the Later Tudor period and Elizabeth I. It is perfect as an alternative to the text book, particularly for revision.
Please rate and comment, as all feedback is appreciated. Please also see my other resources of Elizabethan foreign policy and her reign as a whole.
Detailed handouts on religious opposition facing Elizabeth I, most notably Presbyterians, Jesuits, recusants and Seminary Priests. This fits in perfectly with any A Level course covering Elizabeth's reign, for example OCR's Later Tudors unit, and would be ideal as a alternative to the hefty text book.
Please also see my other resources on this topic.
A complete set of 15 'Historical Emojis' - historical events told through the use of 6 emojis! This is a changeable, interactive display that has been a real hit at my school!
Click on one of the resources to read the instructions of how it works!
Enclosed in this resource pack are 5 ‘Historical Emoji’ display sheets and 5 corresponding descriptions. Every fortnight (or monthly), simply put up a new ‘Historical Emoji’ on a display board and have your students try to guess the event using the guess sheets. I staple a plastic wallet with the blank guess sheets and an envelope (or similar) to the display board for the completed forms. After the deadline (usually a week), simply put up the corresponding description sheet to reveal the answer.
I also put up a note identifying the winners, who each receive a merit. This then stays up for a week before I move on to the next ‘Historical Emoji’. It’s a great way to engage the pupils in some of the key events in history and if the task is a little easy, I award the merits to the pupils who offer the most detail, e.g. dates, names, countries etc.
The obvious issue with this display is the fact that it needs to be updated; however, you could change this to a monthly rotation if that is easier. I find that if all the sheets are printed off beforehand, it actually only takes 5-10minutes to switch the display around. By changing it so frequently the board certainly becomes a destination in the school and I often have pupils asking me about the display.
N.B. Some of the emojis are a little tongue-in-cheek and I do not mean to be insensitive to past tragedies. These are used purely as historical events. All images can be found on WikiCommons.
*** TAKE A LOOK AT PACKS 1 & 2 FOR MORE EMOJI FUN! - BUY THE WHOLE SET FOR JUST £10!***
This is a simple worksheet for use within KS3 topics covering science, medicine or the Age of Enlightenment.
Students are given a list of 18th Century scientific/medical discoveries and must answer 4 questions based on the information that they are given. This would be useful as a starter activity for the topic or as a piece of homework; an extension task could be to have students research a particular discovery or find other 18th Century discoveries.
A simple gap fill exercise that explores Stalin's rise to power in the 1920s. I have included answers on the second page.
This was intended to be used with the legacy AQA GCSE unit: Stalin's Russia, 1924-1941; however, it can easily be adapted to any exam board and the current Modern World AQA unit.
A display intended for a History Department (but could be adapted for English!) on the theory of 'Herstory', putting women back into history and focusing on female achievement. Included are several examples of influential women in History (all images from wiki-commons). By printing the descriptions as A5 and folding over, you can create a 'lift up' display. Students will only see the image and the description of the female figure; however, they will have to lift up to see their name (a great activity to see if anybody knows these women straight away!).
Just put a comment below if you need further assistance on how to put the display together!