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 relevant to the new AQA GCSE specification on Restoration England, 1660-1685; however, it could be adapted for KS3 or A Level. This worksheet would be ideal as an early homework task to encourage students' research skills. Pupils are presented with 3 of Charles's mistresses and must put together a summary of their titles, influence, characteristics etc. More able students may even be able to put the affair into context, explaining why it was so significant or shocking. (All images have been taken from WikiCommons, which is open access)

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.

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)

A card sort activity for the iGCSE CIE ICT topic on ATMs (Computers and Banking). Students are given the steps of putting a debit card into an ATM to withdraw cash. Presented on the sheet is the correct order of the steps. Teachers should print this off as the answer sheet and print additional copies to be cut up. Students then have to sort the instructions into the correct order.

A basic file management task for KS2/KS3. Students have to follow a set of instructions to create/rename/delete folders. They can then be extended by encouraging them to copy/move folders around. These skills are essential in the first few weeks of term so that students keep their work areas tidy. The resource will need to be edited slightly to instruct students to create the folders in their relevant work areas.

A short 20-mark assessment that is designed for the CIE iGCSE ICT specification. All questions test students' knowledge of Units 2 and 3, so this would be great to use as a half-term assessment or revision exercise. All questions have featured on past CIE papers (to which the content is credited). All mark schemes for the questions can be found on the CIE website; however, the questions are relatively straightforward and can be marked without a mark scheme.

A basic worksheet that introduces the difference between Bluetooth and WiFi. This is designed for GCSE/iGCSE topics on Networks; however, it could certainly be used for KS3. Students are presented with a table of specifications for Bluetooth and WiFi connections and have to assess the strengths and weaknesses of each one. More able students are then encouraged to think of situations/scenarios where each method of connection would be appropriate.

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 word processing task to introduce students to basic formatting techniques and to encourage accuracy (something that is required in all national assessments). Students have to write out a block of text before formatting it using a set of instructions. More able students will be able to follow the instructions to create an automatic file name and to edit the content in the header/footer. This can be edited for KS2; however, it is primarily suited to Year 8 and Year 9. Instructions have been included for each step so that less able students can be prompted on how to complete the task.