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 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 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 graph plotting activity based on the '7 steps' of parliamentary relations during the reign of Charles II. Students need to read the Hodder text book and assess each phase; they then need to plot on the graph whether they think the relationship between Charles and Parliament was positive or negative. This resource is relevant to the new AQA GCSE specification on Restoration England, 1660-1685. It is intended to be purchased as part of a wider bundle.

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 & 3 FOR MORE EMOJI FUN! - BUY THE WHOLE SET FOR JUST £10!***

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 handouts on religious opposition facing Elizabeth I, most notably Presbyterians, Jesuits, recusants and Seminary Priests. This fits in perfectly with any A Level course covering Elizabeth's reign, for example OCR's Later Tudors unit, and would be ideal as a alternative to the hefty text book. Please also see my other resources on this topic.

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!***

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.

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 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!

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.