A resource designed to accompany the delivery of Key Question 1 (causes of war over time). This resources covers 3 wars/conflict caused by the desire for territory: *Llywelyn ap Gruffydd *The Edwardian Conquest of Wales *Edward I and Scotland

A resource designed to accompany the delivery of Key Question 1 (causes of war over time). This resources covers 3 religious themed wars/conflict: *The Crusades *The Armada *The Troubles (also links to political).

An A level resource looking at the different forms of opposition to Mussolini's regime, and a look into the factors that brought about his downfall in 1943.

Pupils sift through the information to categorise into different categories: *Custer to blame *Superiors to blame *Subordinates to blame *Sioux deserved victory

A resource looking at the reasons for Scotland's victory over the English in 1314. Differentiated tasks.

A selection of resources on the Cold War in Europe from 1945-1960s. Topics include: *Marshall Aid, Berlin Blockade *West German rearmament in the 1950s *Hungary and Czechoslovakia

A selection of resources looking at the development of the integration movement between 1945-1989. Covers: *reasons for integration *economic integration *military integration *political integration Possible exam questions included.

An activity for lower ability pupils to consider the similarities and differences between the religious practices of the Sioux and modern Christians.

An activity for lower ability pupils to design a totem pole. Pupils then analyse the meaning of the totem pole.

A ICT task to look at the roles of different individuals within the Sioux camp. Aimed at lower ability pupils.

An activity for lower ability pupils looking at the Push/Pull factors for migration onto the Plains.

A Venn diagram activity to assess whether Elizabeth achieved a Middle Way in her Religious Settlement. Quick assessment to check pupil understanding of the changing religious scene between Henry VII and Mary I.

A video and comprehension task looking at the punishments Germany received at Versailles. Works with any textbook/worksheet you may use. Peer assessment task included.

How did Edward I conquer Wales? An organisation and communication task for pupils to describe the methods Edward used to conquer Wales (between 1283 and 1301), and explain how those methods would have worked. LNF - handwriting task Animated emoji plenary included.

My book shelf essay approach to help students ensure a synoptic approach is attempted for essay questions where a period of 40 or so years is expected to be covered. This selection includes example questions for Section B for Concept and Perspective 1,3 and 4. They have proved popular and useful to my students, and gets them to ensure that their answers aren't limited to a smaller period. Enjoy!

A selection of essay planners (flow charts) to get students to plan responses for possible Section A questions in the Unit 1 Europe exam. All questions are designed to cover a period of c.7 to c.15 years (as suggested in the specification). Concept and Perspective 1 to 4 are included. These have proved popular with many of my students. Enjoy!

A Welsh historical murder mystery. Pupils consider whether there had been a plot to murder Llywelyn during the Anglo-Welsh War of 1282. Pupils sift through possible suspects.

A resource using strands of the LNF to develop persuasive writing in History. Pupils look at the different SPEAR reasons for volunteering in the summer of 1914, and use their knowledge to write a speech for David Lloyd George to encourage the audience at the National Eisteddfod in Bangor (1915) to join up. Success criteria for persuasive writing included. Peer assessed task.

A simple comprehension resource looking at the causes, course and resolution of the Troubles, 1920-1998. Pupils to elicit information and consider the most important parts of the narrative, and create a 12 scene cartoon strip.

A simple comprehension resource looking at the causes of the Wars of Independence from the death of Alexander III to the Battle of Dunbar. Pupils to elicit information and consider the most important parts of the narrative, and create a 12 scene cartoon strip.