This is a card sort designed to allow students to categorise and prioritise reasons that childbirth was dangerous in the Middle Ages. More able students can use the cards to explain their thoughts on the most important reason for the danger of childbirth. The task could also be done as a diamond activity. It could be done as a venn diagram using the venn diagram template.

A pair of resources, in the same document, to use on a GCSE field trip to RAF Cosford in Telford, and Hack Green Secret Nuclear Bunker near Nantwich. Questions are arranged in groups based around exhibits in the museums. Non-specialists supervising students on the trip can easily keep up with the answers.

This is a resource for GCSE students. I use it on the AQA course, but it can doubtless be used on others. Students arrange characters into chronological order, and explain the reasons that they are significant. This can be done as a role play, by cutting up the required number of cards and handing them out, and as a cut and stick / card sort. Cards can be arranged on the table sheet if you like - blow it up to A3 - or by drawing the table into their book. This can lead to debate and extended writing on the importance of individuals and factors. There is a differentiated version of the card sort to give out to less able students.

This is a resource for GCSE students. I use it on the AQA course, but it can doubtless be used on others. Students arrange characters into chronological order, and explain the factors behind them - e.g. war etc. This can be done as a role play, by cutting up the required number of cards and handing them out, and as a cut and stick / card sort. Cards can be arranged on the table sheet if you like - blow it up to A3 - or by drawing the table into their book. This can lead to debate and extended writing on the importance of individuals and factors. There is a differentiated version of the card sort to give out to less able students.

This is a differentiated revision resource for the Health and the People module. Students can make revision cards / lists / spider diagrams etc. from the notes given. there is plenty of scope for debate such as key individuals, factors etc.

This is a preparation for a debate on whether the Treaty was too harsh or about right as punishment for Germany. Split the class into half. One half looks at the positives, one the negatives. Give them 5 or so minutes to plan a debate. Swap sides briefly so that they can plan a counter argument. The debate clan lead to an extended piece of writing. Year 10 get well into it each year!

This is a diamond 9 card sort to categorise and prioritise the reasons that countries wanted colonies in C19th. As an extension, you can challenge students to explain the more / less important reasons. There is also further pair of differentiated extensions to suit different abilities. This can lead to a class discussion. Categories could include, but not be limited to, economic military, political and other factors.

This is a resource for the new GCSE, although could also be used with KS3. Students put the events in Mary’s life into order. There are differentiate card sorts for core and lower ability students. Answers are on the powerpoint slides. Students are invited to answer extension questions when they have finished the sorting excersize. The Youtube link is a run through of Mary’s life, which could be shown either before or after the card sort activity.

This is a resource primarily for GCSE History. Students look through the characters and then match up the descriptions to the relevant character. Once finished, as extensions they can: decide which of the characters have similar reasons for supporting the theatre. decide who has the best reason answer a question such as this: How does the rise of the theatre reflect the growing – but still small – power of the ordinary people in terms of shaping Tudor life?

This is a card sort / Diamond 9 for GCSE students. Students are invited to categories and prioritise the reasons that Medieval towns had very poor public health. Students should answer the 2 questions underneath the card sort, and then more able students can attempt the extension questions. This can lead to discussion / debate or an exam question on the reasons that towns were lacking in public health, or why it needed to improve.

This is a diamond 9 card sort to categorise and prioritise the reasons that Islamic medicine was different to Europe’s. As an extension, you can challenge students to explain the more / less important reasons. This can lead to a class discussion. Categories could include, but not be limited to, knowledge, doctors/surgeons, religion, care for the sick and others.

This is a card sorting activity to help students revise the American West for the GCSE. They are to arrange the 12 dates in chronological order, and then match the events to the dates. I have found that giving them a highlighter for drawing out the key information can be helpful. There is a differentiated version, for lower ability students, with 6 key dates. The information is less detailed on these as well. Powerpoint can be used to support learning, as it allows students to reflect on the reasons that the dates are significant for the Indians and the settlers. There are key concepts to jog students’ memory on the powerpoint. More able students can reflect on these questions as an extension. Which are the 2 most significant events in: The settling of the Plains The destruction of Indian culture?

This is a role play and chronology lesson for KS3, possibly KS4. Students are assigned a country to play the part of. These are differentiated as resources, but also within each resource: weaker students read about Austria and Serbia, middling students can have Germany and Russia and more able students can have France and Britain. Students are shown the July Crisis unfolding on the powerpoint. They must decide what they would feel, advise or actually do on each of the 6 dates / events shown. There are many opportunities for class discussion through the exercise, as students can be asked what they feel so far, whether they have taken any actions or merely advised one action or other to their allies. There is a seperate worksheet for students who would not react well to the role play aspect. As an extension, (more able?) students can explain whether their country triggered war, willingly went to war or were dragged unwillingly to war. The second activity is a chronology activity to decide what order events happened in as countries slid to war. Students look at 12 events and decide the order in which they happened. This can be done as a card sort or numbering activity. Answers can be shown later on the powerpoint. Students can also be asked whether Franz Ferdinand’s murder simply brought forward a war than was inevitable at some point.

This is a resource for GCSE 9-1 students. It gives a list of responses to the Spanish flu epidemic in 1918-9. Students are invited to explain the effect of each of these measures. This can take the form of why it was done, how effective it was, or who benefitted - in some cases. therev is an exrtension activity at the bottom of teh sheet. On page 2 is a list of useful words / phrases students can use - useful for loewer ability students.

This is an activity for GCSE students. They should arrange the events into chronological order - it can be done as a card sort, cut and stick or a numbering exercise. As an extension they then have a series of questions to answer to explain and justify their thoughts on the Spanish Armada and the reasons that it was improitant for Elizxabethan England. I have included an answer sheet with the events in chronological order.

This is a diamond 9 card sort to explain why the Great Fire of London spread with such devastating consequences. Students can explain the reasons that each of the causes of the spread of the fire ere important. Students then arrange cards into the following areas: the Lord Mayor, the weather, the buildings and the fire engines. Students can prioritise and classify reasons into these factors. There is a differentiated version, without thee explanation space, for lower ability students. Students should explain what they think are the most important factors in the spread of the fire, and explain their opinons. This can lead to an extended piece of writing on the causes of the spread of the fire.

This is a card sorting resource for KS4 students. Students read examples of contemporary opinion concerning anaesthetics. They arrange them into the pros and cons of anaesthetics. They are then invited to prioritise the positives and negatives and explain a judgement of the most convincing. More able students can decide which of the negatives concern unwillingness to change and medical/logical arguments; and which of the positives were taken from history or the contemporary day. This can lead to a debate or piece of extended writing.

This is a worksheet that can be used as a cut and stick or a card sort. There are versions for higher and lower ability students. Feedback can lead to discussion on how factors link together. Students look at and decide upon the push, pull and enabling factors. They then decide on 2-3 which were the most important, 3-4 which were very important, 8-10 which were quite important and 2-3 which were less important. They can explain their opinions on importance. Finally students can categorise the reasons into:- Government action, Railroads, Problems in Europe, The end of the Civil War, Manifest Destiny and propaganda, Technology, Others. This can lead to an essay or exam answer on the reasons that the homesteaders moved on to the Plains.