This is a card sort designed to allow students to categorise reasons that Mussolini conducted the invasion of Abyssinia. 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.

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. More able students can explain which was the most significant of the achievements, in the short and long term. 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 card sort designed to allow students to categorise reasons that the League of Nations failed to stop the invasion of Abyssinia. It can be done as a venn diagram using the second sheet, or as a diamond 9. Categories for a diamond 9 could include: Self interest of members Failure of sanctions Inability to make decisions Others More able student can explain which was the most significant of the consequences, in the short and long term. They are encouraged to give their thoughts on the role of the League and its weakness. 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.

An assessment for Key Stage 3 students 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 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.

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 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.