A worksheet differentiated for the higher-, medium- and lower-ability students, containing reasons for the abolition of the slave trade, and slavery itself. Could be used as a card sort or a colour-coded worksheet. Students can decide which factors help to end the slave trade, slavery itself, or both. Students can sort for political, economic social and cultural reasons. Students are invited to make decisions on the most important 3 reasons at the end of the sorting. This can lead to lively debate.

An assessment for Key Stage 3 students about assessing the accuracy of a source. Students are invited to label the picture of slaves working on a plantation. They then fill in what they notice on the worksheet, which is differentiated for the lower-ability students. They give their own explanation of the evidence in the picture. E.g. P - slaves’ clothes, Ev - they are European, and look new and fresh, Exp - Slaves did wear European clothes, but after a long day in the fields they would be looking more tatty than they are how to be. There is a writing frame and mark scheme attached. The mark scheme is NC levels, but can easily be adapted to GCSE style grades.

A card sort which allows students to place in chronological order the events (from the start of Glasnost and Perestroika to the end of 1991) which led to the fall of the USSR. More able students can be challenged to explain what each of these events meant, and how much of a threat it was, with the higher end resource.

A card sort which allows students to place in chronological order the events (from 1991 end of 1995) which happened in the Former Yugoslavia. More able students can be challenged to explain what each of these events meant, and how much of a threat it was, with the higher end resource.

This is a card sort designed to allow students to categorise and prioritise reasons that the Berlin Airlift was successful. More able students can use the cards to explain their thoughts on the most important reason for the Airlift’s success. The task could also be done as a diamond activity. It could be done as a venn diagram using the second sheet.

A lesson on the development of thee British Empire. A blank copy of a world map is attached for a labelling exercise of the colonies of the Empire. Students complete card sorting activity on the reasons for the development of the empire. They can be challenged to come up with their own categories, or those on the table in the PowerPoint can be used. It can be done as a diamond 9 activity for more able students. There is a differentiated copy for lower-ability students. Students can decide on the key reason(s) and give their own explanation. It could also be one as a venn diagram using the venn diagram template, Finish by explaining the main trading routes, and have students draw these on their blank map.

A resource for KS4. Firstly, students watch the YouTube link and answer questions about the Red Scare. Secondly, students decide whether the Red Scare was justified or not, by marking different pieces of evidence. This can lead to a PEE paragraph or debate.

A resource to revise the circumnavigation of the world. Students need the AQA workbooklet. Powerpoint slides introduce the reasons the Elizabeth wanted to promote the circumnavigation, and reasons that Drake was chosen to lead the circumnavigation - his knowledge of portoleon charts, astrolabes etc, and his forceful personality. Diamond ranking activities come in more and less detailed forms. Students can explain and rank the consequences. This can lead to an extended writing activity at the end.

A resource where students look at the various effects of the slave trade on Britain. The powerpoint has a series of slides that can be used as discussion points about the buildings / street names / people involved / statues, with notes added on street names. Card sort alternatively can be done as a diamond 9 or a highlighting / categorising activity. It can stimulate lively discussion or a written up piece. Research and vocab-building task added too.

The worksheet is a card sort / Diamond 9 activity for students, with a differentiated version too. Students are invited to categories and prioritise the reasons that the American Revolution happened. Students should answer the question underneath the card sort, and then more able students can attempt the extension questions. This can lead to discussion / debate on why the revolution happened. The powerpoint contains objectives, key words, background information and a video and task on the course of the revolution. The worksheet forms part of the lesson as described on the ppt.

This is a revision resource for GCSE students. Students are presented with 10 events / issues surrounding the League in the 1920s. they are invited to analyse the strength or otherwise of the League in addressing these issues. There are hints to help the weaker students contained on the powerpoint slides, as well as an introduction /refresher to the Article 10 of the covenant. As an extension, students decide whether the league’s ‘successes’ were worth much in the bigger picture, by deciding how well the League contained bigger / smaller countries’ ambitions. This can lead to debate or a variety of extended writing tasks.

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 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 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.

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.

Thus is a guided reading activity to look at the Ridofi, Throckmorton and Babington plots. Teacher reads the events to students. Students write up a summary of the plot and decide the extent to which Mary was guilty of plotting. they make reasons for their judgement. This can lead to debate or extended writing on whether Mary was guilt of treasons.

This is a sorting resource to analyse the roles of characters other than Bess of Hardwick, who were influential in the design of Hardwick Hall. Students can rank them from 1-6, or make a very / fairly / less / least diamond 6 activity. This can lead to extended writing or a debate.

This is a resource that allows students to have a glossary of the key terms associated with the Hardwick Hall unit. My classes have them glued to the inside cover of their AQA resource pack.