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 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.

Included are 3 checklists for students completing the CLAIT ICT assessments. These are for the 3 most common modules: Word, PowerPoint and Excel. This can be used just before the assessment to check that students are able to carry out the various tasks required. All of the skills on these sheets have been asked in previous CLAIT assessments. These checklists can also be used regardless of whether your pupils are studying for the CLAIT assessment. They are great feedback sheets for the end of topics, to assess how confident students are with each programme. I encourage students to use the 'Notes' section to write down how they complete each task.

This is a gap fill and wordsearch for pupils studying the Industrial Revolution. This is a great homework or extension activity, or just for a bit of fun! Students will need to work out what the missing words are in the paragraph and then find these in the grid - can they spot which word is missing from the word search? (**ANSWER: Water Supply***) I have included answers on a separate sheet.

Various resources to support the teaching of the Gunpowder Plot, including assessment materials on whether the plot was a conspiracy. It usually takes a whole lesson to go through the evidence for both sides of the argument and I get the pupils to write an essay for prep arguing for which side they believe most. This exercise can be differentiated by having less able students outline the main events of the Gunpowder Plot.

A set of 22 revision dominoes for the OCR Russia course, 1894-1941. Can also be used for any course covering the fall of the Tsarist Regime, Lenin and Stalin. Really useful as a starter activity - hand one domino to each pupil and have them read out the date, 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.

Various resources from a Year 8 topic on Coasts (but could be adapted for any KS3 Geography class). Included are PowerPoint presentations (with diagrams, photos, links to animations and questions) on landforms created by erosion/deposition. Also included are two worksheets: the first is a quick starter where students need to match up the processes of erosion with the description; the second is a homework task on erosion, where students have to provide longer responses.

Included are two versions of an options booklet that we use to attract students to choose History at GCSE. The detailed version is given out to parents or to students who want to know more about each individual topic that they study; the overview is the initial booklet given to students. Included in the booklet are inspiring quotes about History, an overview of the course, space for student quotes and a table showing the % breakdown of the GCSE (assessments etc.) This booklet was used for the new AQA specification; however, it can easily be adapted to suit any combination of topics from AQA or any other exam board.

A short, 10 minute key words test for students learning about rivers and the water cycle. This was used for a Year 7 lesson; however, it could easily be adapted for any KS3 scheme of work or even GCSE! The key terms for this topic are numerous and these are just a selection of some of the ones that students find tricky. Great as a starter or for homework.

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 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.

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 as part of a lesson on Elizabeth Garrett Anderson and Sophia Jex Blake. This forms the part of the 'Revolution in Medicine' section of the AQA Health and the People unit of work. Students need to use the Hodder Textbook (pages indicated on the worksheets) to match the dates with the events; they then need to find similarities/differences between the stories of both women.

Two tasks focusing on Enlightenment medicine; this task is intended to complement the unit on Pasteur, Koch, Ehrlich and other Enlightenment thinkers. Students have to match up the information to the correct individual (using the blue Hodder text book) and then complete a gap fill on the Scientific Revolution using the pages stated.

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. Included is a gap fill task on modern medical developments along with a summary of some of the key improvements that took place during this time. These resources are intended to be used as part of a wider collection of activities/tasks on modern medicine, as they are not comprehensive of this chapter in the text book. Nevertheless, they provide excellent additions to class work or homework.

Brief PowerPoint presentation on geological time to be used alongside the Geog.1 text book for Year 7 pupils (although, it could be adapted for a Science lesson on evolution). Students are asked to define 'eon' and 'era' and use their traffic light pages in their planners to answer questions on a timeline digram (found in the text book). I've also included a lesson plan.

Several resources to create a 'World Governments' display as part of KS3/KS4 History or Politics. Students were introduced to the various forms of government that exist/have existed and then given the task of researching a particular country. They included the flag of the country, basic information and a summary of their type of government. This formed the basis of our Year 9 work on Electoral Reform in Britain. Also included are titles, display questions and other information sheets to add to the display. The only thing required is a map of the world (and, if desired, a summary of the different government types). As our display was quite small I took a map of the world from the internet and enlarged this to A3. I also intend to mark the countries that have been researched on the map, and have the students find which one is which; you could also use string to label each one.

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.

Enclosed in this resource pack are 5 ‘Historical Emoji’ display sheets and 5 corresponding descriptions. Every fortnight (or monthly), simply put up a new ‘Historical Emoji’ on a display board and have your students try to guess the event using the guess sheets. I staple a plastic wallet with the blank guess sheets and an envelope (or similar) to the display board for the completed forms. After the deadline (usually a week), simply put up the corresponding description sheet to reveal the answer. I also put up a note identifying the winners, who each receive a merit. This then stays up for a week before I move on to the next ‘Historical Emoji’. It’s a great way to engage the pupils in some of the key events in history and if the task is a little easy, I award the merits to the pupils who offer the most detail, e.g. dates, names, countries etc. The obvious issue with this display is the fact that it needs to be updated; however, you could change this to a monthly rotation if that is easier. I find that if all the sheets are printed off beforehand, it actually only takes 5-10minutes to switch the display around. By changing it so frequently the board certainly becomes a destination in the school and I often have pupils asking me about the display. N.B. Some of the emojis are a little tongue-in-cheek and I do not mean to be insensitive to past tragedies. These are used purely as historical events. All images can be found on WikiCommons. *** TAKE A LOOK AT PACKS 1 & 2 FOR MORE EMOJI FUN! - BUY THE WHOLE SET FOR JUST £10!***

Resources relating to the Great Reform Act of 1832. These can be used as part of a wider unit of work on electoral reform (perhaps leading in to women's suffrage?) Included is a summary of the Great Reform Act; a task where pupils have to differentiate between the voting systems of 1830 and 1835; and a PowerPoint presentation for the lesson. Also referenced are two political cartoons that show a for/against view of reform. These should be printed out and distributed for pupils to analyse during the lesson. This is a great introduction to political cartoons, which are used extensively at GCSE.