A two lesson task looking at the various causes in the rise of the belief of witchcraft in C16th and C17th Britain. Starter tasks (e.g. bar graph) are aimed at developing aspects of Numeracy. Pupils consider to which category the various examples belong. They also conclude with their opinion of the three biggest factors that contributed to the craze. This is a reworking of my original resource.

A number of resources looking at the various causes and effects of Stalin's economic policies. Resources include collectivisation and FYP's. Revision activities and possible exam questions included.

A number of resources looking at how the Bolsheviks went about consolidating their position after October 1917. Resources refer to dealing with the Constituent Assembly, Decrees, Brest-Litovsk, Civil War, War Communism, NEP etc. Revision activities and possible exam questions included.

A resource looking at the life and achievements of Gruffydd ap Cynan, Prince of Gwynedd. Pupils have to pick 8 key events, and produce a biography poster report.

A follow up to another of my resources (Why did Wales and England do to war in 1276 and 1282?) A detailed resource to develop pupil skill in using evidence (focusing on utility and reliability). Pupils sift through 7 sources (primary, contemporary and secondary) to work out what really happened to Llywelyn on the day he died. Pupils then use their findings to write an account of what they think happened, and then refer to how reliable the sources they had were for the enquiry. A popular resource with my classes.

A resource looking at the causes, course and consequences of Stalin's Great Purges.

Two simple resources covering various aspects linked to détente: 1. Détente with the USSR: reference to the various reasons behind détente (US and USSR perspective), what was achieved between the two Superpowers in the 1970s, and whether or not détente was a complete success. Specific exam type questions included. 2. Détente with China: reference to the various reasons behind détente (US and China perspective), what was achieved between the two countries in the 1970s, and whether or not détente was a complete success. Specific exam type questions included.

A simple resource looking at the US relationship with Iran between 1950s and 1981, with reference to: relationship with the Shah, the Iranian Revolution, attitude of the Ayatollah towards the USA, the events at the Embassy in Tehran, the 444 day hostage crisis, Iran-Iraq War and consequences. Possible exam questions included.

Two simple Cuban resources: 1. US-Cuban relations in the period 1959 to 1961: reference to Batista, the Cuban revolution, Castro's economic actions and the Bay of Pigs. 2. Cuban Missile Crisis: reference to U2s, options available to JFK, ultimate decision, options available to Khrushchev, outcome of the crisis, and eventual consequences (hotline, Turkish missiles etc.) Possible exam question looking at why Cuba was a turning point in US foreign policy included. Three simple Vietnam War resources: 1. Why did the USA get involved in Vietnam?: reference to domino theory, providing aid, events in the Gulf of Tonkin, the Tonkin Resolution and its consequences. 2. The War: reference to the Vietcong and US tactics. 3. Why did the USA lose?: reference to Vietnamisation, impact of war on US soldiers and society, protests etc. Possible exam questions included.

A simple resource looking at the positive relationship between the USA and Iraq in the 1970s, the invasion of Kuwait, the Gulf War and the aftermath up to 1998. Possible exam and revision activities included.

Three resources (one for Yrs7, 8 and 9) to aid teachers in assessing specific reading strands within the LNF. The documents have coloured boxes (easily removed when purchased) which refer to the following methodology: Year 7: Red Box – Element (Locating, selecting and using information) > Aspect (Reading strategies) > assess the quality and reliability of information on web pages, considering its origins and verifying accuracy. Green Box – Element (Responding to what has been read) > Aspect (Comprehension) > read with concentration texts, on screen and on paper, that are new to them, and understand the information in them and select the main points from texts. Purple box – Element (Responding to what has been read) >Aspect (Response and analysis) > distinguish between facts, theories and opinions and evaluate the content, presentation and appeal of a text. Year 8: Red Box – Element (Locating, selecting and using information) > Aspect (Reading strategies) > be selective about which internet sources to download or quote depending on their reliability and relevance . Green Box – Element (Responding to what has been read) > Aspect (Comprehension) > read with concentration texts, on-screen and on paper, that are new to them, understand the information in them and locate and selectively use additional information and evidence from different sources. Purple box – Element (Responding to what has been read) >Aspect (Response and analysis) > identify different views of a topic and any areas of agreement and contradiction and evaluate texts in terms of quality and level of interest. Year 9: Red Box – Element (Locating, selecting and using information) > Aspect (Reading strategies) > make full but selective use of the internet to update, broaden and deepen understanding of information, ideas and issues. Green Box – Element (Responding to what has been read) > Aspect (Comprehension) > read with concentration texts, on-screen and on paper, that are new to them, and understand the information in them, and follow up and use additional material in texts to extend understanding.

A two lesson activity (including homework): Pupils are to consider (from a list of 18) which individual was the greatest Victorian. They have to consider how their contributions and achievements impacted Victorian life and if their achievements still impact us today. The list of 18 Victorians covers politicians, activists, reformers, nurses, novelists, inventors, scientists, explorers etc. I may have included names you don't agree with, and may have omitted names you think should have been included (if so let me know in the comments). The end task is a creative (organisation and communication) task, whereby pupils have to design a commemorative plate for their chosen Victorian. They also have to write a brief biography, indicating the short-term and long-term impacts of their achievements. You'll need paper plates! Enjoy!

Paint a portrait of Elizabeth I. Examples of original paintings and their meanings found on the ppt. Success criteria for portrait and meaning/symbolism provided. Will you please the Queen? Or will it be a case of "off with your head"?

Resources covering the following: 1. Isolation: definition of isolation, reasons for going into isolation after WWI, and USA's attitude towards the League of Nations. Possible exam/assessment questions included. 2. USA and Japan: reasons why the USA grew concerned over Japan, reasons why Japan attacked Pearl Harbor, initial US reaction to the attack. 3. USA and WWII: the Pacific War (island hopping, Hiroshima and Nagasaki), the European War (Atlantic Charter, Operation Huskey, D-Day) and the Grand Alliance (brief reference to Tehran, Yalta and Potsdam).

A popular activity - pupils watch the hyperlinked video and answer the questions on the video sheet to learn about why Gerald went on a journey around Wales in 1188, and what he discovered about Wales and the Welsh during his journey. Categorisation (SPEAR) task to assess understanding followed by a literacy (Writing Accurately) task, based on strands within the LNF. Enjoy!

Two tasks: Task 1 - Reading and comprehension task on the Luddites and Captain Swing. Basic sorting activity, followed by a creative threatening letter writing task. Task 2 - Interpretations. Were the Luddites right to protest violently? Two historian opinions for pupils to tackle and consider the facts that may have influenced their opinions.

A resource looking at the life and achievements of Owain ap Gruffydd, a.k.a Owain Gwynedd. Pupils consider different categories of achievements, and decide on his most impressive. Weaknesses also considered.