This is a card sorting resource for KS3 or KS4 students looking at the success of the evacuation process, Operation Pied Piper, in 1939. Students can sort the cards into: advantages for children, disadvantages for children, successes of the process, failures of the process. Alternatively, they can sort them into good/bad points. Further activities can sort the cards for priorities of positives and negatives. There is a differentiated resource for lower ability students. This can lead to a discussion activity or a piece of extended writing on the success of evacuation. I have in the past used it as the basis of an assessment on the success of evacuation.

A worksheet differentiated for the higher-, medium- and lower-ability students, containing reasons for the abolition of the slave trade, and slavery itself. Could be used as a card sort or a colour-coded worksheet. Students can decide which factors help to end the slave trade, slavery itself, or both. Students can sort for political, economic social and cultural reasons. Students are invited to make decisions on the most important 3 reasons at the end of the sorting. This can lead to lively debate.

This is a card sort designed to allow students to categorise and prioritise reasons that groups of people have migrated to Britain throughout history. They can also be arranged as a chronology exercise. There is a second version of the cards designed for less able students. The categorising task could be done as a venn diagram using the venn diagram template.

This is a card sort designed to allow students to categorise and prioritise reasons for the 1905 Revolution in Russia. There is a differentiated version for lower-ability students. More able students can use the cards to explain their thoughts on the most important reason for the Revolution. It could be done as a diamond 9 activity. It could also be done as a venn diagram using the template sheet. This is an ideal activity for preparing exam-class students for longer-answer exam questions. It allows discussion to develop as students explain their thoughts and defend them in front of their peers.

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 - in the short and long term, and apply their knowledge to a GCSE style essay question. The task could also be done as a diamond activity. This is an ideal activity for preparing students for longer-answer exam questions. It allows discussion to develop as students explain their thoughts and defend them in front of their peers.

This is a source based assessment in which students look at a source about King John, and decide how accurate it is. A writing frame and mark scheme is included. The mark scheme applies NC levels, but can easily be converted to GCSE-style grades.

This is a lesson for the events of the assassination and afterwards. Students can watch the clip and have a writing frame provided in the powerpoint to write an article. Key terms and people are explained in the powerpoint too. The second half is a card sort designed to allow students to understand what happened during and immediately after the assassination of Franz Ferdinand. Students arrange the cards into groups - what happened during and what happened immediately after the assassination. They can also be arranged as a chronology exercise. There is a differentiated version for less able students, and the very weak ones could be encouraged to match the country to the reaction… Students can pick out and explain 2 or 3 of the more significant of the events, which were important in the First World War breaking out, or the assassination itself.

This is a cut and stick activity. Students must decide which of the terms relate to war guilt, reparations, military restrictions and land. There is a differentiated version for lower ability students. Students then decide on the worst of the punishments, placing themselves in the position of Germany. Students are invited to consider the extent to which the terms of the treaty met the aims of the Big Three. This can lead to a piece of extended writing on which would be the worst aspect of the Treaty, or on comparing aspects of the treaty as per GCSE high–mark questions. Videos can be used to support learning.

This a lesson for KS3/4 Citizenship. Pupils initially have to make spider diagram on Doc 1 of what anti-social behaviour problems there are in society. More able students are invited to explain which are the most serious. With the diamond 9 ranking, higher ability students can use the ‘(H) Diamond 9’ sheet. They explain in the space provided why each of these examples is a problem. They can then make 3 separate arrangements (get students to sort first bullet point, then put them all back together, then sort second bullet point, then put them all back together, then sort third bullet point), of which problems: • Damage property • Make the community look unpleasant • Leave longer-term mental scars for victims (choose up to 5) Then arrange as a diamond 9 card sort. Lower ability students can use the differentiated version, and colour code these categories - some will fit into more than one category, then arrange as a diamond 9 card sort. With Doc 2, students match the people on the left hand side of the info sheet to the work that they do in the community. They should then explain how these people/groups might contribute to solving problems of anti-social behaviour. Potential answers in notes section of ppt slide 7, and can be printed to help lower-ability students. More able students are invited to explain which are the most useful people or groups.

This is a card sorting resource for KS4 students. I have used it with the new GCSE spec for US History. Students read examples of reasons why the Depression happened. They arrange them into the longer term causes and the stock market’s problems (make clear – or allow the more able to work out – that it was these mainly that led to Wall St crashing, and the longer term ones that made the crash turn to depression). They are then invited to prioritise the reasons in each of the two categories, and explain a judgement of the most important to do with longer term causes and the stock market’s problems.There is an exam-style question for the GCSE spec for US History at the bottom of the sheet. This can lead to a debate or piece of extended writing.

The worksheet is a card sort / Diamond 9 activity for students, with a differentiated version too. Students are invited to categories and prioritise the reasons that the American Revolution happened. Students should answer the question underneath the card sort, and then more able students can attempt the extension questions. This can lead to discussion / debate on why the revolution happened. The powerpoint contains objectives, key words, background information and a video and task on the course of the revolution. The worksheet forms part of the lesson as described on the ppt.

This is a resource to sort the advantages and disadvantages of migration to Britain, and invites students to prepare a debate on the issue. Students can decide which of these affect all, most, some or only a few migrants - and then decide which are the most important. Students can pair up as differentiation to prepare a debate on the good and bad points of migration.

This is a resource for KS3/4 students to be looking at the decisions to drop the atomic bombs in 1945. On the ‘bomb decisions’ sheet, students decide what they would do regarding the decisions on dropping thee bomb. As an extension, they can lace themselves in the position of Harry Truman and decide what he should have done. On the second sheet, differentiated for lower ability students, students firstly which of the points suggest that the dropping of the bombs was: • The right thing to do • The wrong thing to do They then choose their opinions on what were the best reasons for and against dropping he bomb. As an extension, the more able students can write a letter explaining their views fully. This can lead to a debate or a piece of extended writing. It has also been used in the past as a resource to prepare for an assessment.

A resource where students look at the various effects of the slave trade on Britain. The powerpoint has a series of slides that can be used as discussion points about the buildings / street names / people involved / statues, with notes added on street names. Card sort alternatively can be done as a diamond 9 or a highlighting / categorising activity. It can stimulate lively discussion or a written up piece. Research and vocab-building task added too.

This is a KS3 resource for the character of Charles II. Students decide whether or not they would have liked him. As a starter, they brainstorm the qualities of a good king. they can explain positive and negative aspects of his personality by highlighting information sheets, differentiated for higher and lower ability students. Key words are provided in the powerpoint. This can lead to a debate in class - split them to defend / attack Charles’ personality - and/or a piece of extended writing on whether he was a good / bad character. Different writing frames are included in the powerpoint. My classes love it every year. YouTube clip supports lesson as a way in.

This is a card sorting resource on the development of Britain’s rule from the 1750s to 1947. There is a differentiated resource for lower ability students. Students are invited to sort the cards into categories: a) violence/war b) peaceful protest c) political power / government. Lower ability students can look at what was violent / non-violent. They then place the cards into chronological order, and can use the timeline to indicate where Britain’s rule was secure or weak. More able students can be challenged to decide how strong or weak each event showed British rule to be. Students can then answer the following questions on British India: 1. What event showed that British power was at its strongest? Why? 2. What event showed that British power was at its weakest, before 1947? Why? 3. What do you suggest about British rule in India over the years? Think of rise and fall of power. Why do you think that this was? This can lead to a class debate or piece of extended writing.

This is an activity for GCSE students. They should arrange the events into chronological order - it can be done as a card sort, cut and stick or a numbering exercise. AS an extension they then have a series of questions to answer to explain and justify their thoughts on the Japanese invasion and the lack of adequate response of the League. This is an excellent resource to stimulate debate of the Japanese and the League.

This is a card sort designed to allow students to arrange uses of the rainforest, and problems caused by humans. There is a differentiated sheet for lower-ability students. They can explain judgments on the best and most damaging uses.. More able students can come up with ways that the rainforest can be better used.

This is a revision resource for GCSE students. Students are presented with 10 events / issues surrounding the League in the 1920s. they are invited to analyse the strength or otherwise of the League in addressing these issues. There are hints to help the weaker students contained on the powerpoint slides, as well as an introduction /refresher to the Article 10 of the covenant. As an extension, students decide whether the league’s ‘successes’ were worth much in the bigger picture, by deciding how well the League contained bigger / smaller countries’ ambitions. This can lead to debate or a variety of extended writing tasks.