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.'

This is an excellent revision task or class task for anybody studying the AQA GCSE topic: Restoration England, 1660-1685. Students need to first of all use the text books to record any key dates. They can then cut and stick the appropriate information from the sheet (I blew this up to A3 and it worked out great!) on to the appropriate pages in their exercise books, before answering the relevant question. What they should end up with are 4 pages, each summarising the 4 'snapshots' of Restoration Culture that are specified in the Scheme of Work. Answers have been provided.

Two activities to run alongside the OCR or Edexcel Textbooks on the witch craze. This is designed specifically for the A Level Topic: Popular Culture and the Witchcraze of the Sixteenth and Seventeenth Centuries from OCR. Students can read the text book (and read around the topic), adding detail to their family tree. What were the relationships? Who were the characters? What happened to each of the accused witches? They can also fill in the timeline using the information from the text book and other sources. This resource is intended to supplement other resources on the Lancashire Witch Trials.

A card sort activity showing the decline of relations between Charles II and Parliament during his reign. Each card gives an example of something that caused tension between the two sides. Students can sort the cards using the instructions on page 2 of the resource. They can then use the cards to answer an exam style question. This is designed for the new AQA GCSE topic: Restoration England, 1660-1685; however, it could be adapted for any KS4/KS5 topic on Charles II.

A full lesson's work on the Industrial Revolution. This can be used as an introductory lesson on a much larger unit of work, or could be a stand-alone lesson. Included is a PowerPoint presentation that can be worked through. The timeline cards can be cut out and laminated. Then, give out to students and have them move around the room to find other pupils with corresponding cards (there should be three for each category). Then have them put themselves in order: 1750-->1900. There is also another timeline task where students can colour-code the dates based on each theme. They then need to identify the most important category and any turning points.

A fun and engaging starter activity for pupils studying Norman England & the Harrying of the North. Please see instructions below: 1) Divide the room up into 4 regions using the region labels. Assign chairs to the regions and have the remaining chairs in a 'holding area' nearby (this will be for the Norman soldiers). There should be 60% of pupils in the holding area as Norman soldiers and 40% split across the three regions (excluding the SE). 2) Talk through the PowerPoint. You will need to change the number of lords/soldiers coming and going depending on your class size, as all pupils will be able to participate. Here is how the changes should go: > S.E. lords have died in battle (leave this region empty at the beginning). William replaces these with 100% of his own soldiers > Rebellion in the Midlands: William replaces 25% of the English lords with his own soldiers > Rebellion in the South West: William replaces 50% of the lords with his own soldiers > Rebellion in the North: William replaces 100% of the lords (the Englishmen are killed) I made mini landowner crowns for the landowners to wear (made out of corrugated display borders!) and these were transferred from Englishman to Norman after the rebellions. I also made the deposed Englishmen sit on the floor in front of their new barons to show they are beneath them! This lesson ties in really well with lessons on castles and the Feudal System. If you have any further questions, you can email me at: Paul.Middleton@tringpark.com

A display intended for a History Department (but could be adapted for English!) on the theory of 'Herstory', putting women back into history and focusing on female achievement. Included are several examples of influential women in History (all images from wiki-commons). By printing the descriptions as A5 and folding over, you can create a 'lift up' display. Students will only see the image and the description of the female figure; however, they will have to lift up to see their name (a great activity to see if anybody knows these women straight away!). Just put a comment below if you need further assistance on how to put the display together!

The display consists of several heads of historical figures in a line across the board; however, each head is positioned at the actual height they would have stood (5ft 5in, 6ft 2in etc.) Students love walking past and measuring themselves against Hitler, Queen Victoria etc. Included are several Historical heads, the names/heights, titles and a key for the side of the display. All that is needed are coloured strips that run vertically from the bottom of the display to the relevant head (see link). I used the coloured border rolls for these! Enjoy!

Students are given a visual source (WikiCommons) and are tasked with analysing/evaluating the source for homework. This is a great worksheet to complete towards the end of the slavery topic, as the students will be able to appreciate the sentiments of the image. There are prompts underneath the image to encourage students to explain the source in more detail. This worksheet is intended for KS3.

Three resources that can be used to help explain how/why the Suffragettes became more violent after 1909. Students can read the brief handout that explains the change and then study the poster on force-feeding (comparing it to a written source and answering questions). Once the students have been introduced to the story of Emily Davison (there is a wealth of material on this elsewhere) they can complete the newspaper homework task, which is great for displays! These resources are intended for KS3 and are designed to be used alongside existing resources on the Suffragettes.

Two worksheets for KS3/KS4 to encourage students to analyse/evaluate visual sources. The content relates to the Suffragettes and the sources show the Women's Suffrage movement in a positive and negative light. Students are tasked with describing the sources, picking out key symbols and inferences. The grid would be a useful group activity where students can analyse the pictures in groups and rotate these every few minutes; the postcard task can then be set for homework.

This is a simple worksheet for use within KS3 topics covering science, medicine or the Age of Enlightenment. Students are given a list of 18th Century scientific/medical discoveries and must answer 4 questions based on the information that they are given. This would be useful as a starter activity for the topic or as a piece of homework; an extension task could be to have students research a particular discovery or find other 18th Century discoveries.

This resource is intended for use with the new AQA GCSE unit: Restoration England, 1660-1685. Included are two sample mock exams that I have put together. I have not included questions on the Historical Site as this will change with each year; however, I have created two interpretation questions on the Fire and Plague that fit the model used by AQA. These mock exams can be used after one Half Term's worth of work. There is no coverage of Wars, Trade or Restoration Culture - these will need to be assessed towards the end of the course.

This is a worksheet intended for use with the legacy AQA GCSE; however, it is also suitable for the new GCSE specification. Students should be introduced to Stalin's rise to power and his methods of consolidating his leadership, they can then complete this simple Gap Fill using their text books or class notes. Answers are provided. Please also see the second gap fill on Stalin's rise to power and the early purges from my shop.

This is a worksheet intended for use with the legacy AQA GCSE; however, it is also suitable for the new GCSE specification. Students should be introduced to Stalin's rise to power and his methods of consolidating his leadership, they can then complete this simple Gap Fill using their text books or class notes. Answers are provided. Please also see the second gap fill on Stalin's Purges from my shop, which explains the period 1936-1939 (The Great Terror)

This resource was designed for the new AQA History GCSE unit: Restoration England, 1660-1685; however, it would be suitable for any topic on classical/baroque architecture. All images have been sourced from WikiCommons and are Open Access files. Students can be given the set of images at the beginning of the lesson and must separate them into two piles without any prior knowledge (one interior and three exterior per style). The teacher can then go through the PowerPoint explaining the differences between the two styles, before the students rearrange their images based on this new knowledge. They can then stick these on to two pages in their books with the comparison table, labelling the key features on the photos.

Students will examine a timeline of Stalin's rise to power and must answer relevant questions. This was intended for the AQA GCSE History B Topic: Stalin's Russia, 1924-1941; however, it can easily be adapted for any GCSE or A Level topic on Stalin's rise to power.

A simple gap fill exercise that explores Stalin's rise to power in the 1920s. I have included answers on the second page. This was intended to be used with the legacy AQA GCSE unit: Stalin's Russia, 1924-1941; however, it can easily be adapted to any exam board and the current Modern World AQA unit.

A summary sheet, intended to be printed on A3, that covers the Restoration England topic on the Great Plague (from the new GCSE unit, Restoration England: 1660-1685). Students should use the text book to complete the tables, gap fill exercises, notes and questions. All answers are in the text book. After this lesson the students will need to explore the impact of the Plague.

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.