A simple resource looking at the positive relationship between the USA and Iraq in the 1970s, the invasion of Kuwait, the Gulf War and the aftermath up to 1998. Possible exam and revision activities included.

Three resources (one for Yrs7, 8 and 9) to aid teachers in assessing specific reading strands within the LNF. The documents have coloured boxes (easily removed when purchased) which refer to the following methodology: Year 7: Red Box – Element (Locating, selecting and using information) > Aspect (Reading strategies) > assess the quality and reliability of information on web pages, considering its origins and verifying accuracy. Green Box – Element (Responding to what has been read) > Aspect (Comprehension) > read with concentration texts, on screen and on paper, that are new to them, and understand the information in them and select the main points from texts. Purple box – Element (Responding to what has been read) >Aspect (Response and analysis) > distinguish between facts, theories and opinions and evaluate the content, presentation and appeal of a text. Year 8: Red Box – Element (Locating, selecting and using information) > Aspect (Reading strategies) > be selective about which internet sources to download or quote depending on their reliability and relevance . Green Box – Element (Responding to what has been read) > Aspect (Comprehension) > read with concentration texts, on-screen and on paper, that are new to them, understand the information in them and locate and selectively use additional information and evidence from different sources. Purple box – Element (Responding to what has been read) >Aspect (Response and analysis) > identify different views of a topic and any areas of agreement and contradiction and evaluate texts in terms of quality and level of interest. Year 9: Red Box – Element (Locating, selecting and using information) > Aspect (Reading strategies) > make full but selective use of the internet to update, broaden and deepen understanding of information, ideas and issues. Green Box – Element (Responding to what has been read) > Aspect (Comprehension) > read with concentration texts, on-screen and on paper, that are new to them, and understand the information in them, and follow up and use additional material in texts to extend understanding.

A two lesson activity (including homework): Pupils are to consider (from a list of 18) which individual was the greatest Victorian. They have to consider how their contributions and achievements impacted Victorian life and if their achievements still impact us today. The list of 18 Victorians covers politicians, activists, reformers, nurses, novelists, inventors, scientists, explorers etc. I may have included names you don't agree with, and may have omitted names you think should have been included (if so let me know in the comments). The end task is a creative (organisation and communication) task, whereby pupils have to design a commemorative plate for their chosen Victorian. They also have to write a brief biography, indicating the short-term and long-term impacts of their achievements. You'll need paper plates! Enjoy!

Paint a portrait of Elizabeth I. Examples of original paintings and their meanings found on the ppt. Success criteria for portrait and meaning/symbolism provided. Will you please the Queen? Or will it be a case of "off with your head"?

Resources covering the following: 1. Isolation: definition of isolation, reasons for going into isolation after WWI, and USA's attitude towards the League of Nations. Possible exam/assessment questions included. 2. USA and Japan: reasons why the USA grew concerned over Japan, reasons why Japan attacked Pearl Harbor, initial US reaction to the attack. 3. USA and WWII: the Pacific War (island hopping, Hiroshima and Nagasaki), the European War (Atlantic Charter, Operation Huskey, D-Day) and the Grand Alliance (brief reference to Tehran, Yalta and Potsdam).

A popular activity - pupils watch the hyperlinked video and answer the questions on the video sheet to learn about why Gerald went on a journey around Wales in 1188, and what he discovered about Wales and the Welsh during his journey. Categorisation (SPEAR) task to assess understanding followed by a literacy (Writing Accurately) task, based on strands within the LNF. Enjoy!

Two tasks: Task 1 - Reading and comprehension task on the Luddites and Captain Swing. Basic sorting activity, followed by a creative threatening letter writing task. Task 2 - Interpretations. Were the Luddites right to protest violently? Two historian opinions for pupils to tackle and consider the facts that may have influenced their opinions.

A resource looking at the life and achievements of Owain ap Gruffydd, a.k.a Owain Gwynedd. Pupils consider different categories of achievements, and decide on his most impressive. Weaknesses also considered.

A selection of essay planners (flow charts) to get students to plan responses for possible Section A questions in the Unit 1 Europe exam. All questions are designed to cover a period of c.7 to c.15 years (as suggested in the specification). Concept and Perspective 1 to 4 are included. These have proved popular with many of my students. Enjoy!

My book shelf essay approach to help students ensure a synoptic approach is attempted for essay questions where a period of 40 or so years is expected to be covered. This selection includes example questions for Section B for Concept and Perspective 1,3 and 4. They have proved popular and useful to my students, and gets them to ensure that their answers aren't limited to a smaller period. Enjoy!

An activity for lower ability pupils to design a totem pole. Pupils then analyse the meaning of the totem pole.

A ICT task to look at the roles of different individuals within the Sioux camp. Aimed at lower ability pupils.

An activity for lower ability pupils to consider the similarities and differences between the religious practices of the Sioux and modern Christians.

An activity for lower ability pupils looking at the Push/Pull factors for migration onto the Plains.

A numeracy skills task asking pupils to plot on a multi coloured line graph the fortunes of 9 of the main parties in Germany between 1919 and 1933. RUCSAC task and other numeracy tasks included.

Pupils use the mnemonic LIMP PAPER to work out the factors that helped Hitler rise to power by 1933. Youtube link, 9 factor cards, Gimme 5 task and numeracy task (including RUCSAC task) included. Enjoy.