This is a card sort designed to allow students to categorise reasons that Mussolini conducted the invasion of Abysinnia. More able students can use the cards to explain their thoughts on the most important reason for the invasion. It can be done as a venn diagram using the second sheet.

An interactive decision-making sheet for students to fill in. They place themselves in the position of the League and decide what they would do in each scenario. Information on each scenario is provided, as is space for students to give an explanation of each of their choices. This could be done as a group, paired or individual activity.

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.

A cut and stick activity which leads to a piece of judgemental writing on successes of the League of Nations. Students match up point of success to the evidence surrounding it. They stick each matched point and piece of evidence into the table. This could alternatively be recorded in the venn diagram. They then give their own explanation, such as 'This was a more / less meaningful success because...' Students can categorise and prioritise the different aspects of success, into areas such as local peacekeeping, global peacekeeping and global improvement.

This is a card sort designed to allow students to categorise reasons that the League of Nations failed to stop the invasion of Abysinnia. More able students can use the cards to explain their thoughts on the most important reason for this failure. It can be done as a venn diagram using the second sheet.

This is a card sort designed to allow students to categorise and prioritise reasons that the Soviet Union failed in Afghanistan. More able students can use the cards to explain their thoughts on the most important reason for the USSR's failure. This could also be done as a venn diagram using the second sheet.

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.

This is a card sort designed to allow students to categorise and prioritise reasons that the Berlin Airlift was successful. More able students can use the cards to explain their thoughts on the most important reason for the Airlift's success. The task could also be done as a diamond activity. It could be done as a venn diagram using the second sheet.

A lesson on the development of thee British Empire. A blank copy of a world map is attached for a labelling exercise of the colonies of the Empire. Students complete card sorting activity on the reasons for the development of the empire. They can be challenged to come up with their own categories, or those on the table in the PowerPoint can be used. It can be done as a diamond 9 activity for more able students. There is a differentiated copy for lower-ability students. Students can decide on the key reason(s) and give their own explanation. It could also be one as a venn diagram using the venn diagram template, Finish by explaining the main trading routes, and have students draw these on their blank map.

A resource for KS4. Firstly, students watch the YouTube link and answer questions about the Red Scare. Secondly, students decide whether the Red Scare was justified or not, by marking different pieces of evidence. This can lead to a PEE paragraph or debate.

This is for GCSE Medicine. Students look through the pieces of evidence. They decide which of these suggest that Islam helped medicine, and which suggest that Islam hindered it. It can be done as a card sort, cut and stick or highlighting activity. Higher ability students can be challenged, particularly in a card sort, to prioritise the pieces of evidence on either side of the argument. There are extension questions provided at the end of the task. There are resources for higher and lower ability students included This can lead to a class debate or a piece of extended writing.

A resource to revise the circumnavigation of the world. Students need the AQA workbooklet. Powerpoint slides introduce the reasons the Elizabeth wanted to promote the circumnavigation, and reasons that Drake was chosen to lead the circumnavigation - his knowledge of portoleon charts, astrolabes etc, and his forceful personality. Diamond ranking activities come in more and less detailed forms. Students can explain and rank the consequences. This can lead to an extended writing activity at the end.