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.

This is a resource for Key Stage 4 Citizenship. Students are invited to discuss human rights and then the responsibilities that come with those rights. There is a run-down what constitutes international crime, and a video to support this, and a run-down of the ICC and Rome Statute. There is a diamond 9 or categorising (choose) activity for the ICC’s impact. The final aspect of the lesson is a double-sided worksheet. The first side takes recent examples of breaches of International criminal law and invites students to explain what they feel about what happened in each case. The second side takes occasions when the ICC did not intervene; students are invited to explain why the ICC did not intervene. Answers as to what really happened are in the powerpoint. Students can fill in the final section on their thoughts afterwards.

This is a resource for Key Stage 3 Citizenship. Students are invited to discuss human rights and then the responsibilities that come with those rights. The worksheet links these rights with the precious rights of UK citizens; students are invited to make a key and highlight which rights link to which precious liberties. The second half of the lesson takes recent examples of breaches of human rights and invites students to explain what they think should have happened in each case. Answers as to what really happened are in the powerpoint. There is a teacher notes document to help delivery as well.

This is a resource for Key Stage 3 Citizenship. I use it at the end of a module about criminal / civil law, court and anti-social behaviours. Students are invited to discuss human rights and then the responsibilities that come with those rights. The worksheet takes recent examples of how people have been irresponsible and to decide who is at fault, what would have been better and what should happen next. Answers as to what really happened are in the powerpoint. There is a teacher notes document to help delivery as well.

This is a lesson for KS4 Citizenship. Students are invited to think of actions that citizens can take to benefit their communities, the UK government and its recent cuts to aid, and the work of charities. These can both lead to class discussion or written up pieces. Students than can complete card sorting activity on the types of things that citizens can do. There is an extended writing task at the end of the lesson.

A resource for KS3. The PowerPoint has a starter activity to detail the qualities of a good king, and a YouTube link to Disney’s Prince John. Students decide in gthe Word doc whether King John was good, bad or unlucky, by marking different pieces of evidence. This can lead to a PEE paragraph, which is scaffolded in the Powerpoint. The powerpoint then goes on to detail the Magna Carta. Students read through key terms and then make decisions. A written homework from the point of view of a baron is added near the end of the ppt.

A powerpoint designed to allow students to look for reasons that the slave trade, and slavery, ended. The powerpoint is differentiated for higher and lower abilities, and the higher ppt has a task to explain why some people liked slavery. Part of the powerpoint is about Wilberforce and Equiano, students have to match their achievements - these are listed. 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. There is a Venn diagram template as an option too. 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. There is a research homework task with a vocab builder questions added.

This is a card sort for GCSE History. Pupils look at the reasons that there was poverty in Tudor times. They need to know the key words at the start of the presentation. They have a number of tasks which they can be invited to complete, to sort which were: 1. Long-term causes / Short-term causes 2. To do with money To do with foreign wars or trade To do with natural factors (poor harvests, disease) To do with other things 3. Most important 1-2 Quite important 4-5 Less important 4-5 Least important 1-2 Students can then explain why they have given the level of importance to some of the reasons. This can lead to debate or an exam Q.

A cut and stick activity which leads to a piece of judgemental writing on the daily life and work of enslaved people. There are differentiated versions for higher and lower ability students. Students match up point of slave life to the evidence surrounding it. They stick each matched point and piece of evidence into the table. They then give their own explanation, such as ‘This was cruel because…’ The evidence table will need to be blown up to A3 so that there is enough space for the cards to fit into it. Students can categorise and prioritise the different aspects of life, into areas such as social life, work and others. Homework vocab-building task also included.

This is a resource to introduce topic on slavery. Students explore David Hume’s view on Africa why he and the British were wrong to label the continent barbaric. The card sort can be dome as a diamond 9 or higlighting / categorising activity. Lively discussion or extended writing can follow.

This is a literacy task for Year 9 pupils to look at punctuation. They must add punctuation and capital letters where appropriate. The topic is the First World War.

This is a sample paragraph to supply students doing the SHP controlled assessment question on Quarry Bank Mill. Students are invited to read through the answers, and highlight what is done well in each They will find that the second question is far more thorough than the first, as it compares the importance of factors to the site / context and then to other factors. They can label on the second page where this happens.

This is a diamond 9 card sort to categorise and prioritise the reasons that the KKK were a menace to black Americans. As an extension, you can challenge students to explain the more / less serious reasons, and there is a further extension question for more able students. This can lead to a class discussion. Categories could include, but not be limited to, violence, non-violenmce and ceremonies.