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 whole-lesson on Martin Luther King. it contains a link to the 'I have a Dream' speech, an information sheet on Martin Luther King 's beliefs and a factfile on Martin Luther King, differentiated for the lower ability students. The factfile can be turned into a spider diagram, or students can categorise information in it into Martin Luther King 's views, actions and consequences of actions. Students have a writing frame on which to base an evaluation of Martin Luther King's significance. Students finish by considering the effect of non-peaceful protest.

This is a resource for KS3. Students discuss what would go into a town charter and why these things would be wanted by townspeople. Students take on the role of a freeman in a Medieval town. There are 7 different people, they do not all need to be used. Students must read through the information on their character, and then decide what their priorities are for what goes into the charter. A debate can then happen where each freeman plays a role in deciding what goes into the charter. I would suggest having strict rules where each person speak for a fixed period of time with no interruption, and the allotted character writing the charter. This can lead to a piece of extended writing. There are differentiated version of both activities.

The first resource is an information sheet which students can use to identify the successes, partial successes and failures of the Gulf War. More able students can decide for themselves how successful the Gulf War was. The second resource is a card sort designed to allow students to categorise and prioritise the successes, partial successes and failures of the Gulf War. More able students can use the cards to explain their thoughts on the most important successes and failures, and apply their knowledge to a GCSE style essay question. The task could also be done as a diamond activity.

An assessment about assessing the accuracy of a source. Students are invited to label the picture of slaves working on a plantation. They then fill in what they notice on the worksheet, which is differentiated for the lower-ability students. They give their own explanation of the evidence in the picture. E.g. P - slaves' clothes, Ev - they are European, and look new and fresh, Exp - Slaves did wear European clothes, but after a long day in the fields they would be looking more tatty than they are how to be. There is a writing frame and mark scheme attached. The mark scheme is NC levels, but can easily be adapted to GCSE style grades.

A card sort which allows students to place in chronological order the events (from the start of Glasnost and Perestroika to the end of 1991) which led to the fall of the USSR. More able students can be challenged to explain what each of these events meant, and how much of a threat it was, with the higher end resource.

A card sort which allows students to place in chronological order the events (from 1991 end of 1995) which happened in the Former Yugoslavia. More able students can be challenged to explain what each of these events meant, and how much of a threat it was, with the higher end resource.

A card sort which allows students to place in chronological order the events (from 1996 to 1999) which happened in Kosovo. More able students can be challenged to explain what each of these events meant, and how much of a threat it was, with the higher end resource. The PowerPoint gives background to the events and can be used as a discussion point with students. The chart can be filled in by students to assess how far American aims were fulfilled in Kosovo.