A set of 22 revision dominoes for the OCR Later Tudors course. Can also be used for any course covering the Mid Tudor Crisis and reign of Elizabeth I. Really useful as a starter activity - hand one domino to each pupil and have them read out the date, the pupil with the corresponding event reads this out and then reads out their date. This should start a chain reaction around the room. My class always want to beat their time! this should start a chain reaction around the room. My class always want to beat their time! There are lots more dates and events that can be added; however, this is a useful starting point.

An essential timeline for the new AQA GCSE topic: Restoration England, 1660-1685. Included are the key dates and events from the text book and from wider research (that top level students will be expected to carry out). This resource can be used for reference purposes, revision or mini tests in class time.

Two useful handouts for the new Popular Culture and the Witch Craze unit from OCR. The first is a summary diagram of developments in Christian doctrine that had an impact on the witch hunts; the second is a summary of contemporary ideas (of elites) concerning witchcraft. These resources need to be used in conjunction with other handouts and worksheets. This resource is intended to be used as part of a much larger bundle for this unit. See my shop for more details.

This resource is intended to be used as part of a much larger bundle for this unit. See my shop for more details. This worksheet is intended for use with the OCR unit: Popular Culture and the Witchcraze; however, it could be adapted to suit any A Level exam board. This resource gives an overview of the popularity of festivals and carnivals in early modern Europe. Each is defined and then, at the bottom of the handout, is a breakdown of the debate as to whether these celebrations offered a safety valve for society.

A Level Later Tudors Scheme of Work for OCR. Included is a breakdown of the course into relevant thematic sections, along with learning outcomes and possible activities. The activities/resources mentioned can all be found in my TES shop in the 'Later Tudors' bundle.

This resource is intended to be used as part of a much larger bundle for this unit. See my shop for more details. This worksheet is intended for use with the OCR unit: Popular Culture and the Witchcraze; however, it could be adapted to suit any A Level exam board. This revision sheet related to the process of public humiliation and its purpose in early modern culture.

This resource is intended to be used alongside other resources relating to the OCR A Level topic: Popular Culture and the Witchcraze. This revision table should be used at the very end of the course, or could be completed section-by-section as students work through the content. The table lists the most common themes that feature in the course down one side, with the 3 case studies (+ Europe) appearing along the top. This table will therefore help students when writing thematic questions, as they should ensure that they can draw content from a wide geographical and chronological area.

A flowchart detailing the causes of the French Revolution. Students are tasked with completing the gapfill and creating a doodle to represent each stage; this is particularly useful for visual learners. I have also included answers, marked in red.

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 fun task to consolidate pupils' understanding of heraldry. I used this with my Year 7 pupils alongside the KS3 text book by Aaron Wilkes. Students will need to be introduced to what Heraldry is before moving on to this task. They are provided with tables that detail the various colours/animals/symbols that can be found on Coat of Arms. They then have to think of their own and answer questions. Also included is a blank shield where students can design their own Coat of Arms with a motto (we used the tables for this, e.g. 'Honesty. Strength. Loyalty.'

Revision/Summary table for the OCR Unit 3 topic: Russia and its Rulers, 1855-1964. The idea of this worksheet is to help students plan and write thematic essays. Students need to complete the table by bullet pointing the main social, economic and political events from each period. They then need to colour code the bullet points based on 6 'mini themes' (that are often the focus of exam questions). Using this colour coded system, students should be able to easily spot the trends going through the course and can pull this out when planning an essay question.

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. A clear and simple labeled map of the key overseas locations featured in the new AQA specifications. Students will need to use their prior knowledge (or complete alongside the text book) to label each location and summarise its significance within the course. Each location was a key centre for trade or land; all locations have been explained in depth in the Hodder text book. This would be a great note taking exercise as the book tends to waffle slightly.

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.

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)

Two resources for teaching the Second Dutch War as part of the new AQA GCSE topic, Restoration England: 1660-1685. Included is a summary diagram of the Second Dutch War to get pupils understanding the major battles and why both sides were victorious/defeated at each stage. Also included is an in-depth look at the Medway disaster. The handout covers the causes, events and results of the raid; a clear map has also been included to aid students (source: WikiCommons). This resource is intended for revision (it is much simpler to follow than the text book); however, it could also form the basis of a lesson activity. Students could answer questions on the content and stick the sheet into their books.

Based around two units from a Year 8 SOW focusing on the 16th and 17th centuries (this can be found in my shop). Students are given a range of 1 mark knowledge questions on dates/names/events/definitions associated with the Tudors, English Reformation and the Spanish Armada. This form of assessment would be in addition to knowledge and source essays to practise the skills required for GCSE. Also included is a sheet with answers to all of the questions. The test is 35 questions long (35 marks).

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 set of 22 revision dominoes for the new AQA GCSE unit: Restoration England, 1660-1685. This is really useful as a starter activity as students move closer to the exam (or at the end of the unit) - hand one domino to each pupil and have them read out the date, the pupil with the corresponding event reads this out and then reads out their date. This should start a chain reaction around the room. My class always want to beat their time! There are perhaps more events and dates that can be added; however, this is a useful starting point.

Summary handout detailing the causes, events and results of the Third Dutch War. This is one of the tricky topics within the new AQA GCSE unit, Restoration England: 1660-1685. This one-sided handout will benefit those students who find the text book difficult to understand and it would be a great resource to have handy for revision.

These resources relate to the AQA GCSE History unit, Britain: Health and the People. Many of the tasks require the blue textbook from Hodder that accompanies the course. However, they can be adapted to suit other KS4 (or even KS3) topics on penicillin. Included is a PowerPoint presentation on Fleming’s discovery, along with suitable questions to be completed in class. The presentation ends with a primary source (available at WikiCommons) that I have adapted to suit the utility question found in Q1 of the GCSE exam.