This is a lesson resource in including a two-fold card sorting or cutting and sticking exercise. Students start by matching up key terms which will be used in this lesson and others on the Civil War. Students then move on to the causes of the war, on the worksheet. They decide which are the long-term and short term factors. They can subsequently arrange them according to blame - the king, Parliament, or no particular blame. Lower-ability students can move straight on to blaming the king, Parliament, or no-one in particular. Students can use the writing frame at the end to decide on the more important causes of the Civil War, and attach overall blame to the king / Parliament. A fun and informative lesson.

This is a literacy task for Year 9 pupils to look at punctuation. They must add punctuation and capital letters where appropriate. The topic is the First World War.

This is a sample paragraph to supply students doing the SHP controlled assessment question on Quarry Bank Mill. Students are invited to read through the answers, and highlight what is done well in each They will find that the second question is far more thorough than the first, as it compares the importance of factors to the site / context and then to other factors. They can label on the second page where this happens.

This is a diamond 9 card sort to categorise and prioritise the reasons that the KKK were a menace to black Americans. As an extension, you can challenge students to explain the more / less serious reasons, and there is a further extension question for more able students. This can lead to a class discussion. Categories could include, but not be limited to, violence, non-violenmce and ceremonies.

This is a resource for students startijg the study of the USA. Students are invited to explain what the parties believe in via a serioes of pictures. they can then write definitions. Students then look at policies more carefully. They decide which are for eaach party. It can be done as a cut and stick, highlighting ar card sort activity. I prefer a card sort as it allows a ‘not sure’ pile initially. Students can idenitfy economic, social and other policies. Less able ones have a differentiated resource. there are extension questions at the bottom of each. This can lead to a debate, either straight away or following more extensive research as homeowrk or ICT facilities in lesson.

This is for KS4, and could be used at A level too. Students watch the videos to gain an insight into elements of the Black Power movement. Students then use the differentiated card sort activity to cut and stick, or complete in any other way, the venn diagram. The venn diagram categorises what attracted poorer people to Black Power, and What many people disliked about Black Power. It would be helpful to rtell students beforehand that: poorer, younger, working class black Americans were more likely to support the Black Panthers, and Black Power. Richer, older, middle class black Americans were more likely to support peaceful protest. This can lead to a class debate / extended writing / exam Q on whether Black Power was effective - either looking at it as a stand-alone, or copmparing it with prior knowledge on the peaceful Civil Rights movement.

This is a card sort designed to allow students to categorise and prioritise reasons that childbirth was dangerous in the Middle Ages. More able students can use the cards to explain their thoughts on the most important reason for the danger of childbirth. The task could also be done as a diamond activity. It could be done as a venn diagram using the venn diagram template.

A pair of resources, in the same document, to use on a GCSE field trip to RAF Cosford in Telford, and Hack Green Secret Nuclear Bunker near Nantwich. Questions are arranged in groups based around exhibits in the museums. Non-specialists supervising students on the trip can easily keep up with the answers.

This is a revision resource for GCSE students. Students are presented with 10 events / issues surrounding the League in the 1920s. they are invited to analyse the strength or otherwise of the League in addressing these issues. There are hints to help the weaker students contained on the powerpoint slides, as well as an introduction /refresher to the Article 10 of the covenant. As an extension, students decide whether the league’s ‘successes’ were worth much in the bigger picture, by deciding how well the League contained bigger / smaller countries’ ambitions. This can lead to debate or a variety of extended writing tasks.

This is a resource for GCSE students. I use it on the AQA course, but it can doubtless be used on others. Students arrange characters into chronological order, and explain the reasons that they are significant. This can be done as a role play, by cutting up the required number of cards and handing them out, and as a cut and stick / card sort. Cards can be arranged on the table sheet if you like - blow it up to A3 - or by drawing the table into their book. This can lead to debate and extended writing on the importance of individuals and factors. There is a differentiated version of the card sort to give out to less able students.

This is a resource for GCSE students. I use it on the AQA course, but it can doubtless be used on others. Students arrange characters into chronological order, and explain the factors behind them - e.g. war etc. This can be done as a role play, by cutting up the required number of cards and handing them out, and as a cut and stick / card sort. Cards can be arranged on the table sheet if you like - blow it up to A3 - or by drawing the table into their book. This can lead to debate and extended writing on the importance of individuals and factors. There is a differentiated version of the card sort to give out to less able students.

This is a resource for GCSE students. I use it on the AQA course, but it can doubtless be used on others. Students arrange characters into chronological order, and explain the factors behind them - e.g. war etc. This can be done as a role play, by cutting up the required number of cards and handing them out, and as a cut and stick / card sort. Cards can be arranged on the table sheet if you like - blow it up to A3 - or by drawing the table into their book. This can lead to debate and extended writing on the importance of individuals and factors. There is a differentiated version of the card sort to give out to less able students.

This is a differentiated revision resource for the Health and the People module. Students can make revision cards / lists / spider diagrams etc. from the notes given. there is plenty of scope for debate such as key individuals, factors etc.

This is a lesson to explain the meanings of Communism and capitalism. Students decide on the worksheet which of the statements apply to which ideology. Emphasise the different meaning of democracy to higher (and middle) ability students. This leads to a debate and analysis of which system is best, and why they caused problems in European relations. The sheets are differentiated for high, medium and lower abilities. The powerpoint concentrates on the impact of Communism prior to WWII and can be used to gain a foothold into Hitler. It comes with a link to YouTube embedded which discusses the Spartacist rising in Munich in 1919 and can lead onto a module on Hitler which makes his hatred and German fear of communism more understandable. The second powerpoint is more relevant if you are teaching a Cold War theme afterwards as it has a cartoon of Churchill and the Iron Curtain. Students can analyse the cartoon and explain its meaning, or why it is hostile to the USSR.

This is a KS3 resource for the character of Charles II. Students decide whether or not they would have liked him. As a starter, they brainstorm the qualities of a good king. they can explain positive and negative aspects of his personality by highlighting information sheets, differentiated for higher and lower ability students. Key words are provided in the powerpoint. This can lead to a debate in class - split them to defend / attack Charles’ personality - and/or a piece of extended writing on whether he was a good / bad character. Different writing frames are included in the powerpoint. My classes love it every year. YouTube clip supports lesson as a way in.

This is a preparation for a debate on whether the Treaty was too harsh or about right as punishment for Germany. Split the class into half. One half looks at the positives, one the negatives. Give them 5 or so minutes to plan a debate. Swap sides briefly so that they can plan a counter argument. The debate clan lead to an extended piece of writing. Year 10 get well into it each year!

This is a diamond 9 card sort to categorise and prioritise the reasons that countries wanted colonies in C19th. As an extension, you can challenge students to explain the more / less important reasons. There is also further pair of differentiated extensions to suit different abilities. This can lead to a class discussion. Categories could include, but not be limited to, economic military, political and other factors.

This is a resource for the new GCSE, although could also be used with KS3. Students put the events in Mary’s life into order. There are differentiate card sorts for core and lower ability students. Answers are on the powerpoint slides. Students are invited to answer extension questions when they have finished the sorting excersize. The Youtube link is a run through of Mary’s life, which could be shown either before or after the card sort activity.