This great little resource is designed to get students to sort through a series of cards to help them decide what the causes and consequences in one of the most important turning points in both British and world history. The aims and objectives are: Theme: Making of the UK Know: What were the causes and consequences of the Glorious Revolution? Understand: Why did James II become increasingly unpopular? Evaluate: How significant was the Glorious Revolution in 1688? WILF - What Am I Looking For? Identify and describe: What were the causes and consequences of the Glorious Revolution? Explain: Why did James I become increasingly unpopular and what impact did the revolution have on Catholics living in Britain? Analyse: Begin to make a judgement on the significance of the Glorious Revolution? This resource should appeal to a range of abilities and learning styles. It shouldn’t take more than 10 to 12 minutes for a middle ability class to cut out the cards and sort them. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This tried and tested card sort looks at the controversial topic of General Haig's leadership during the Battle of the Somme. Students are given two heading cards labelled 'Butcher of the Somme' and the 'Man who won the war.' However, depending upon how you decide to use them you could change them to 'evidence for and 'evidence against' as the document is in word. In addition to the headings cards, students are given 14 statements to sort through. These are based on the latest research on the topic. This activity is suitable for a wide range of learners and could be used as the basis of an assessment task or extended writing activity. Aims & Objectives Theme: Why was there a stalemate on the Western Front? Know: What tactics did General Haig use at the Battle of the Somme in 1916? Understand: Why did the Battle of the Somme end in a stalemate? Evaluate: Was General Haig the 'Butcher of the Somme? WILF: What Am I Looking For? Identify and describe- What happened during the Battle of the Somme in 1916? Explain - Why did Haig's tactics fail to achieve a breakthrough? Analyse - How far was Haig's responsible for the failure to break through in 1916? Professional Knowledge For those of you who are new to the profession, this topic is controversial for a number of reasons. Firstly, the leadership of the British Army during the war is traditionally described by some historians as 'lions led by donkeys.' Please note that this interpretation first grew out a dissatisfaction with the Treaty of Versailles and the concept that the First World War would be the 'War to end all wars' in the 1930's. Clearly by then, many of the sacrifices appeared to have been in vain with the rise of Hitler and the threat of war. However, in the immediate aftermath of the First World War, Haig was seen as a hero. He was also the man who set up the Royal British Legion and began the first poppy appeal. Secondly, this topic is controversial for many of our Australian cousins whose sense of national identity grew out of their frustration and anger over the disaster at Gallipoli. This has led to feeling that the British tactics were a complete failure in all theatres of war and has led to the writing of some pretty bad popular history by Australian tour guides like John Laffin in his book ‘British Butchers and Bunglers of WW1' to almost justify the Republican Movement in Australia. History as always is controversial. Historians create a hierarchy of facts to suit their own interpretations. This exercise gets students to have a go at creating their own! I have also created a PowerPoint to accompany this topic, which can be downloaded separately or as part of a discounted package. Kind Regards Roy

This card sort gets students to sort through a series of statements to help them assess the achievements and limitations of the Homestead Act of 1862. It can be used as either starter or plenary for a lesson on this topic and is a great way to activate the learning an appeal to multiple learning styles. I would recommend getting your students to peer and self assess their answers before sticking them into their books. When you purchase this resource you will receive a single page Microsoft Office Word document, which contains instructions, a learning objective, two heading cards and 16 statements on the Homestead Act of 1862. Once students have cut out the statements and sorted them, they can extend their understanding by reorganising the statements on both sides into their order of importance. I usually use this resource in preparation for an extended answer on ‘how far was the Homestead Act a success?’ It can also be used to stimulate a debate on the topic as well. The aims and objectives of this lesson are: Theme: The American West Know: What were the terms of the Homestead Act of 1862? Understand: What were the achievements and limitations of the act? Evaluate: How far was the Homestead Act a success? WILF - What Am I Looking For? Identify and describe: What were the terms of the Homestead Act of 1862? Explain: What either the limitations or achievements of the Homestead Act of 1862? Analyze: Come to a balanced judgement on how far the Homestead Act of 1862 was a success? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This fun and interactive resource includes two heading cards which state: 'Positive / Good Changes' and 'Negative / Bad Changes' and an additional twelve information cards on the impact of the Great Fire of London. Students can cut out the statements and sort them under the two headings. This task is suitable for a change of abilities and shouldn't take more than 10 to 15 minutes for a class to cut, organise and self / peer assess I've included an extension task, which could also be set as a homework: Sometimes, positive or good changes can come out of terrible disasters. In 1665, the Great Plague killed 80,0000 people. Write a paragraph explaining whether or not the Great Fire of London in 1666, did more good than bad? The Aims and Objectives are: Theme: Making the United Kingdom Know: What changes happened as a result of the Great Fire of London in 1666? Understand: Which changes were positive / negative? Evaluate: How far was the Great Fire of London a disaster in the long term? WILF: What Am I Looking For? Identify and describe: What changes happened as a result of the fire? Explain: Which changes were good / bad? Analyse: How far did the Great Fire of London do more good than bad? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great little resource has never failed to help my students understand the social, economic and political effects of the Great Depression on the USA, 1929 - 1932. It makes a great little starter or mini plenary to a lesson on this topic. I’ve provided it in word so you can easily adapt it to suit the needs of your students. Aims and Objectives Theme: Why did FDR defeat HH in the Presidential Election in 1932? Know: What effects did the Great Depression have on the USA? Understand: what were the social, economic and political effects of the depression? Evaluate: Why did President Hoover become increasingly unpopular? WILF - What Am I Looking For? Identify and describe: What were the effects of the Great Depression? Explain: Which effects were economic, social or political? Analyse: Link the effects of the Great Depression together to help explain why HH became more unpopular with the American people? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

These great resources have been designed to help low ability students understand what happened when the Spanish Armada tried to invade England and why it was defeated. On its own, the card sort can be used along side any main stream text book or video on this topic. However, I have included a PowerPoint with additional activities and information in order to build a lesson around the card sort exercise. If you are looking for a more a resource more suitable for middle or higher ability students, I have produced several different versions of this resource including a Card Sort, Market Place Activity, Source Analysis and a Diamond 9 Activity, which can be purchased separately or in a very cost effective bundle which will allow you to differentiate effectively across your low, ,middle and higher ability groups. When you purchase this resource you will be able to download single page Word document and a separate 18 slide PowerPoint. The worksheet includes aims, instructions and 12 key events surrounding the unsuccessful attempted by the Spanish Armada to invade England in 1588 . The PowerPoint includes, aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, writing frames, video clips, templates, tasks and activities to help support the lesson. Please see the detailed preview for more information: The aims and objectives for this lesson are: Theme: Elizabethan England Know: What happened to the Spanish Armada in 1588? Understand: Why was the Spanish Armada defeated in 1588? Evaluate: What was the most important reason? Skills: Source Analysis, Cause, Consequence, Significance & Collaboration WILF – What Am I Looking For? Identify & describe: What happened to the Spanish Armada in 1588? Explain: Why was the Spanish Armada defeated in 1588? Analyse: What was the most important reason? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This fun and engaging lesson has been designed to help low ability foundation students understand what happened when the Spanish Armada tried to invade England and why it was defeated. On its own, the card sort can be used along side any main stream text book or video on this topic. However, I have included a PowerPoint with additional activities and information in order to build a lesson around the card sort exercise. If you are looking for a more a resource more suitable for middle or higher ability students, I have produced several different versions of this resource including a Card Sort, Market Place Activity, Source Analysis and a Diamond 9 Activity, which can be purchased separately or in a very cost effective bundle which will allow you to differentiate effectively across your low, ,middle and higher ability groups. When you purchase this resource you will be able to download single page Word document and a separate 18 slide PowerPoint. The worksheet includes aims, instructions and 12 key events surrounding the unsuccessful attempted by the Spanish Armada to invade England in 1588 . The PowerPoint includes, aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, writing frames, video clips, templates, tasks and activities to help support the lesson. Please see the detailed preview for more information: The aims and objectives for this lesson are: Theme: Elizabethan England Know: What happened to the Spanish Armada in 1588? Understand: Why was the Spanish Armada defeated in 1588? Evaluate: What was the most important reason? Skills: Source Analysis, Cause, Consequence, Significance & Collaboration WILF – What Am I Looking For? Identify & describe: What happened to the Spanish Armada in 1588? Explain: Why was the Spanish Armada defeated in 1588? Analyse: What was the most important reason? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great little resource is designed by experienced teachers to help students studying the causes and consequences of England's war with Spain, 1585 - 1604. It can be used as a starter, plenary or revision activity and has used successfully in the classroom for many years. When you purchase this resource you will receive a Microsoft Office Word document, which can be customised further if you wish. Once students have cut out the cards, they sort them to decide which ones are causes and consequences of England's war with Spain from 1585 - 1604. Once complete they can extend their learning by prioritise the cards or by creating a key to show causes and consequences were linked to money, power and religion. The aims and objectives are: Theme: What were the long term consequences of the Break with Rome? Know: What were the causes and consequences of Elizabeth's war with Spain? Understand: Which of these causes and consequences were linked to money, religion and power (politics)? Evaluate: Which causes and consequences had the greatest impact? WILF - What Am I Looking For? Identify and describe: What were the causes and consequences of war with Spain 1485 - 1604? Explain: Which causes and consequences were linked to money, religion and power (politics)? Analyse: Begin to make a judgement on the long term consequences of the break with Rome and the making of the UK and USA? This resource should appeal to a range of abilities and learning styles. It shouldn't take more than 10 to 12 minutes for a middle ability class to cut out the cards and sort them. If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great little card sort is designed to help students assess how successful the Elizabethan Church Settlement Act of 1559 was at promoting peace and stability in England? The resource in includes two sub headings entitled successfully and unsuccessful as well as 14 statement cards, which students can sort through. Aims and Objectives: Theme: What were the consequences of the break with Rome? Know: What was the terms of the Church Settlement Act of 1559? Understand: Who opposed the Elizabethan Church Settlement Act? Evaluate: How successful was the Church Settlement Act at maintaining peace? WILF - What Am I Looking For? Identify and describe: What were the successes and failures? Explain: Who opposed the church settlement and why? Analyse: How far was the Church Settlement Act a success?

This great activity is designed to help students studying how the Homesteaders survived on the Great Plains as part of a course on the American West. It can be used as either a revision, consolidation exercise or even as a plenary or starter. If you are looking for an accompany resource to cover this topic then please do check out my TES shop. The two page word document contains 14 problems with the solutions that the Homesteaders came up with mixed up. Students cut out the cards and match the problems and solutions under the two headings. Once they have peer reviewed or checked them during a class feedback session, students can then stick them into their books. Alternatively, you could create a class set that are kept in envelops and quickly matched and then put back as a quick starter or plenary. The aims and objectives for this activity are: Theme: How successful were the Homesteaders at settling on the Great Plains? Know: What problems did they have to overcome? Understand: How did the Homesteaders survive and build successful farms on the Great Plains? Evaluate: What impact did these solutions have on the Homesteaders, the environment and the Native Americans? Skills: Cause, Consequence, Change, Continuity & Source Evaluation. WILF – What Am I Looking For? Identify and describe: What problems did the Homesteaders have to overcome in order to survive? Explain: Did they try and solve these problems? Analyze: begin to make an overall judgement on how successful the Homesteaders were at settling on the Great Plains and at what cost? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great resource looks at the development of cattle ranching and the key exam question on why cattlemen decided to drive their herds north? I've pitched the text level at lower to middle ability but the challenge of the final thinking skills review triangle is sufficient to stretch the more able. The PowerPoint includes information slides on the background to cattle ranching and the long drives as well as information on: The Impact of the American Civil War 1861-1865 Increased demand for beef in the East The actions of Goodnight and Loving The building of the railroads The actions of Joseph McCoy There are two core activities, a snowballing starter of the key words for the lesson and a thinking skills review triangle activity linked to a past paper question. As always, this resource can be easily edited and is designed to be used along side any main stream text book on this topic. The resource can also be uploaded to a virtual learning environment and set as a homework The learning objectives are: Theme: The American West Know: How did cattle ranching develop in the American West? Understand: Why did cattlemen drive their herds north? Evaluate: Which factor was the most important? WILF: What Am I Looking For? Identify & describe: Why cattle ranching developed in the American West? Explain: Why cattlemen drove their herds north? Analyse: Begin to come to a judgement on which factor was the most important? If you like this resource, then please check out some of my others in this series. Kind Regards Roy

This great resource is designed to help students understand the reasons for the development and then decline of Cattle Ranching in the American West. The aims and objectives are: Theme: The American West Know: How did cattle ranching decline in the American West? Understand: What factors contributed to cattle ranching success and decline? Evaluate: Why did cattle ranching decline in the American West? WILF: What Am I Looking For? Identify and describe: Why cattle ranching developed and then declined? Explain: What factors helped cattle ranching to develop and then decline? Analyse: Begin to come to a judgement on which factors were the most important? The resources come in the form of a PowerPoint and a card sort with a separate answer sheet. There are five activities in this lesson which are aimed for students of all abilities. Activity 1 is a snowballing starter using the keywords. Full instructions included. Activity 2 is a review activity designed to test students prior knowledge. They are given 5 factors why the cattle industry developed and are then expected to write a sentence explaining why they think it would help it to develop. Activity 3, builds upon Activity 2 by getting students to improve their answers in (purple pen) after having reviewed 5 slides explaining why the cattle industry developed. I have built some additional discussion questions into these slides to help students connect their learning with some of the reasons why the industry later declines. Activities 4 - 7, deal with the decline of the industry. Activity 4 is a summary exercise, whilst Activity 5 is a card sort. Once students have reviewed the information, they are expected to sort the cards to create 5 PEE's paragraphs explaining why Cattle Ranching declined. I have supplied a colour coded answer sheet to display onto the IWB to help students review their answers. Activity 6, is a past paper question with built in structure and support on 'The disastrous winter of 1886-87 was the most important reason for the end of the open range’. How far do you agree with this statement? The final activity provides students with an AFL student mark scheme to help them peer assess their answers. As with all my resources, they are produced to a high standard and are designed to be interactive. Have fun and if you like this lesson, check out some of my other resource bundles. Kind Regards Roy

This great activity is designed to help students understand how various inventions and ideas helped to solve the problems facing coal miners 1750 - 1900. Students are given five problem cards such as low wages, choke damp, fire damp, flooding and collapsing roofs. They then have to match at least two solutions to each problem. I've also included an extension exercise to get students to create a key to help them identify which problems came earlier or later in the period. If you like this resource then you will love my worksheet on coal mining problems which can be used to accompany this card sort. It is available as a joint discounted package. Kind Regards Roy

This great graphic organiser can be used with your A Level and GCSE students to help them assess two different interpretations of history. The headings that I have included are Accepted View / Revisionist View. So for example, I might give my students two books or articles to look at on why the slave trade was abolished. One might argue that it was down to the role of white abolitionists, whilst the other might look at black resistance. The Judgement box at the bottom is designed to get students to evaluate which interpretation they agree with. This resource is best printed off on A3. Its simple, but it delivers great results. Kind Regards Roy

This simple but effective graphic organiser is critical tool for teachers struggling to get their students to understand the difference between the low level narrative (story telling) and higher level analysis note taking and ultimately essay writing. I would recommend modelling how to use this resource on the IWB or to help weaker students by putting in sub headings. So for example, if I was looking at why women got the vote, I might have the different stages in the narrative section where students could record the key facts. I would then challenge them to explain why these events / facts were important and to write them up in the analysis section. Another good use of this amazing tool is to get students to review another students essay or a journal article. Very quickly those students who are stuck at the borderline between a 'D' and a 'C' will quickly understand the difference between narrative and analysis and so aid them in making more effective notes and writing better essays. Kind Regards Roy

This great graphic organiser is designed to help develop students thinking and source analysis skills. Simply paste a copy of the source in the middle of the graphic organise and get your students to complete analyse the source by answering the questions in the squares. As students work their way from the inside out, they will identify what they can learn from the source and consider key issues such as origin, nature and purpose, which have been carefully structured and sequenced to reflect the increasing levels of difficult. Kind Regards Roy

This highly adaptable revision guide with a past paper question and assessment for learning pupil mark scheme is must have for anyone studying the causes of the Second World War. The first page includes all the key facts students need to know about German rearmament and why Britain and France failed to stop Germany. The second page includes two activities, a summary table why Germany was able to rearm 1933 - 1939 and a discussion / extended writing activity which aims to assess how successful was Germany's attempts to rearm in comparison to the rest of the world by 1939. The third page includes an optional OCR source based question on why the disarmament conference failed, whilst page four contains the pupil mark scheme and writing frame for the question. The resource is provided in word so it can be easily adapted to suit your students. It can be used as part of a lesson or a piece of homework for students studying this topic or as revision guide. Aims and Objectives Theme: Causes of the Second World War Know: How did Germany rearm 1933 - 1939? Understand: Why were Britain and France unable to stop Germany rearming? Evaluate: How successfully was German rearmament 1933 - 1939? WILF Identify: How big did German armed forces grow between 1933 - 1939? Explain: why did Britain and France fail to stop Germany? Analyse: How successful was German rearmament from 1933 - 1939? Kind Regards Roy

This outstanding resource is an old favourite of mine and was downloaded over 70,000 times on the schoolhistory.co.uk website. This new and updated versions comes with some great new activities. The aims and objectives of this lesson are: Theme: What were the consequences of the break with Rome? Know: What did people believe about how to get to Heaven or Hell? Understand: Why were people prepared to die for their beliefs? Evaluate: What was the most important reason? WILF: What Am I Looking For? Identify & describe: What did people believe about Heaven & Hell? Explain: Why people were prepared to die for their beliefs? Analyse: Begin to come to a judgement on the consequences of the Break with Rome on religious beliefs in Britain? This resource includes six activities and one assessment task with a pupil friendly assessment for learning mark scheme with next steps feedback. Activity 1 is designed a snowballing starter using all the key words. Full instructions included. The first part of the lesson looks at what people believed in the 16th Century and explains the different Catholic and Protestant views of how they believed Christians could get their souls cleaned in the 16th Century. This part of the lesson links in well with my lesson on the reformation or why was there religious conflict in the 16th & 17th Centuries. Activity 2 is designed to build upon what students have learnt in the first two slides through a source analysis of image of Hell / Purgatory, which can be completed in groups / pairs. Activity 3 is a feedback activity linked to Activity 2 with an opportunity to mark / improve their answers with purple pen. This is followed up the class discussion in Activity 4 around with a predictive discussion around why people were prepared to die for their beliefs linked to their ideas of Heave and Hell. Activity 5 focuses around the St. Bartholomew's Day Massacre in Paris in 1572 to provide students with a comparison with what was happening in England at this time. I have included some great sound effects to accompany these slides - please see the instructions at the end for unzipping the presentation. Activity 6 is a consolidation exercise which asks the question who was the bloodiest Tudor. I have included statistics and links to video clips to help extend the learning here. The final task is an extended piece of writing and includes an AFL blooms pupil mark scheme on the question 'Why were people willing to die for their beliefs in the 16th Century? ' I've also included some advice for students on how to structure their answers. These slides could be printed of for the less able students. I have uploaded the same lesson twice. The zipped version includes all the sound effects. Kind Regards Roy

This excellent resource looks at the history of coal mining in Britain during the 18th and 19th centuries. It focuses on several themes including the problems that the miners faced, the solutions that they came up with and the impact of the steam engine on revolutionising the coal industry. The aims and objectives are: Theme: How did the steam engine revolutionise industry? Know: What changes took place in the coal mining industry 1750 - 1850? Understand: How the new methods increased coal production? Evaluate: How did the steam engine revolutionise mining production? Skills: Cause, Consequence, Significance, Evaluation and Judgement. What Am I Looking For this lesson? L3 Identify = the changes that took place in the coal mining industry. L4 Describe = the changes that took place in the coal mining industry. L5 Explain = how the new machinery and steam engines improved coal production? L6 Analyse = form a judgement how far the steam engine revolutionized coal production? The worksheet is divided up into two lessons and includes differentiated activities designed to suit the needs of lower and middle ability students. Have fun and if you want to pay a little more you could purchase my PowerPoint and card sort that could be used to accompany this lesson. These contain additional activities and award winning oral history interviews with coal miners in Doncaster. Kind Regards Roy

These tried and tested resources look at one of the most amazing feats of the modern age, the building of the railways in Victorian Britain. The accomplishment of the navvies, often overlooked in history, rivals that of the pyramid builders and those who built the Great Wall of China. This resource is part of a series that have been written on the Transport Revolution. It follows on from the birth of the railways, but can be sued a stand alone resource. The PowerPoint is design to support the worksheet, but can be used independently. The activities are designed to appeal to a wide range of learners. There are five activities in the PowerPoint including, a snowballing starter of the key words, a class debate, heads and tails, labelling exercise and a word search. The worksheet on the other hand includes traditional questions to develop students understanding of the question along with some additional DART strategies such true and false statements and the word search activity that is in the PP. The aims and objectives are: Theme: Transport Revolution 1750 - 1900 Know: What problems faced engineers whilst building the railways? Understand: How did engineers overcome the shape of the land? Evaluate: Why did the railways rapidly grow from 1850 – 1900? Skills: Cause, Consequence, Significance and Source Analysis WILF: What Am I Looking For? Identify & describe: how railway engineers built the railways? Explain: How railway engineers overcame the shape of the land? Analyse: Begin to come to a judgement on why the railways expanded rapidly between 1850 – 1900? The PowerPoint also includes some links to some amazing videos on You Tube. Please remember that the PP must be in show mode in order for the hyperlink to work. Anyway, have fun with this lesson. My students always love it. Its fully customisable as everything in provided in Microsoft documents. You may want to include some local examples of viaducts, cuttings, embankments if you want to contextualise the learning to your local environment. Kind Regards Roy