This worksheet consists of a straightforward timeline, after the events of the Cuban Missile Crisis (1962). It introduces the concept of detente, and asks students to process how different events express examples of unity and division based on different events. Students are asked to use their judgement and evaluation skills to come to a conclusion about causes that led to the end of the Cold War. Perfect for GCSE, IGCSE and MYP History classes.

A fun and creative assessment based on the IB/MYP. Perfect for students studying history, geography or humanities in the IB or state systems. Assessment criteria can be adjusted for different systems. Part 1 - Knowledge & Understanding Part 2 - Planning Part 3 - Settlement Report Part 4- Reflection Translations included for Ukrainian students.

A clear overview of the various international relations theories - realism, constructivism, and liberalism. Including videos and tasks that enable students to build a thorough understanding of how IR works.

A complete Powerpoint presentation including four week of content that focuses on the development of the European Union, from the ECSC, EEC to the EU. SOW is broken down in broad inquiry questions:- What factors helped and what factors hindered cooperation between European countries after 1945? A Europe of cooperation or a supranational Europe? What have been the reasons for increasing European integration since 1973? What were the characteristics of enlargement after 1986? Which aspects of deepening integration were chosen and why? What have been the challenges and opportunities?

A broad and comprehensive source task that breaks down how dictatorships are formed and structured through the lens of Nazi Germany. Designed for an IB MYP (Grade 8) class focusing on time, place and space, and power. Ideal for adaption to GCSE/IGCSE.

A research task designed for an IB MYP class tasked with developing media literacy and research skills (ATL) based on the interactions between Vesalius and Harvey’s understanding of the human body. Ideal to be adapted for IGCSE too.

An overview of the theories and practices of Hippocrates and Galen, the connections/interactions that the individuals shared and the impacts they had on later societies.

An overview of how Chinese medicine has adapted and developed over time, and what interactions have taken place in order for it to progress.

A worksheet that introduces development aid as a concept and idea, and attempts to have students thinking critically about its ethical implications.

An Key Stage 4/GCSE and MYP friendly resource that focuses on Elizabeth’s reign, her challenges and her legacy using student friendly language and explainers. Sources are included and used to build context and understanding.

A booklet used to analyse the factors that led to the breakdown of dictatorships in Europe towards the end of the Cold War. Spain, Portugal and Poland.

Assessment Overview You are an expert ecologist working to promote the sustainable use of natural systems and resources. Your job revolves around helping communities in developing countries be more environmentally friendly by improving how they use their natural systems. You have been asked by a charity organisation to help the growing Sudanese community in the capital city Juba, in South Sudan, Africa. South Sudan is a country that is experiencing deforestation at 1-2% per year, loss of habitats for wildlife and also extreme poverty for its people. The charity has asked that you plan and prepare your response in an action plan, and then write a letter to the Mayor of Juba with your recommendations so they can be used to improve the situation. Assessment Structure This assessment will be structured in two parts. The first part will take place over Week 1 and where you will create action plan for Juba, which will focus on Criterion A - Knowledge and Understanding, and Criterion B - Investigating. The second part will take place over Week 2 and will be focussed on writing a letter that discusses your action plan, this will focus on Criterion C - Communicating and Criterion D - Thinking Critically.

Assessment Overview You are an envoy working for the United Nations and it is your job to explore how to solve the problems of demographic change and development for future generations. You have been tasked by the Sustainable Development Organisation to complete a report on one country, assess the patterns and challenges of its demographic change, and propose some solutions help create fair and positive change. Assessment Structure This assessment will be structured in two parts. The first part will take place over Week 1 and will incorporate a research element where you will create a case study, which will focus on Criterion A Knowledge and Understanding, and Criterion B Investigating. The second part will take place over Week 2 and will be focussed on reflecting on your case study and how demographic change has affected it and its development, this will focus on Criterion D Thinking Critically.

A nine-week history project, including a week-by-week framework, materials and lesson activities. Includes a definitive guide for teachers and students, enabling them produce exemplar history essays, websites, short films and exhibitions rooted deep in historical methodology, source work and good practice. Ideal for GCSE, H/A KS3 and IB MYP. Enjoy and please don’t forget to review!

An overview of the Brexit debate, including identification of key factors, discussion of recent events, analysis of potential impacts. Updated December 2019.

This resource offers students an opportunity to discuss the issue of nuclear weapons. Both contentious and contemporary arguments, rhetoric and ideas are used to engage and promote discussion, debate and establish objective criticisms of common arguments. The debate should always be conducted in a light-hearted and positive way, promoting the idea of freedom of expression, speech and right to critique. In order to have the best experience, I would advice teachers to give their students an opportunity to prepare themselves using the information packet included prior to the debate. Ideal of Politics AS/A2 and International Diploma Programme.

This resource offers students an opportunity to discuss the relevant factors that have either disrupted or enhanced democratic practices around in the world in the last few years. Both contentious and contemporary arguments, rhetoric and ideas are used to engage and promote discussion, debate and establish objective criticisms of political thought. The debate should always be conducted in a light-hearted and positive way, promoting the idea of freedom of expression, speech and right to critique. In order to have the best experience, I would advice teachers to give their students an opportunity to prepare themselves using the information packet included prior to the debate. Ideal of Politics AS/A2 and International Diploma Programme.

A research project designed to enable students to develop their own individualised case study on a specific population of their choice. Students will follow a set criteria designed and inspired by subject-specific methodology and Bloom’s Taxonomy. The research project encourages students to become familiar with population indicators, trends and patterns over time, before analysing population issues and creating viable solutions. I use this for my S7 European Baccalaureate course (16-18 years old) but it can easily be implemented in a high-level GCSE class, A-Level or IB course. It usually takes between 10-15 hours. Included is an introduction, overview, success criteria and feedback sheet.

An in-depth case study that assesses the relationship between physical and human geography, specific to the Himalayas. Students are asked to make key definitions, describe various economic opportunities and evaluate the impact of human use on the natural environment. Used for A-Level.

A case study focusing on the urban redevelopment and impact of the Kop Van Zuid, a neighbourhood of Rotterdam in the Netherlands. The worksheet provided is perfect opportunity for students understand the key concepts of redevelopment and would make an interesting comparison for those studying redevelopment in their own country. Ideal for GCSE, A-Level or IB Geography.