This sorting activity is designed to give students confidence in their knowledge of the different plots against Elizabeth. It was designed as a response to an exam question which showed my students got very easily mixed up between the different plots and tended to give the same description of each plot. It could be used as a stand alone activity or as a review lesson after covering the plots in more detail. There are a range of extension tasks to ensure that this resource can be used for a whole, or even a double lesson if the examination questions are incorporated. The questions are based on the Edexcel GCSE but could be adapted to other specifications. In order to answer the 12 and 16 mark questions, the students would need access to more detailed information. I have included the solution so this lesson can be delivered by non specialists.

A self-contained and active double lesson on Education in the Elizabethan Era which includes subject content and examination questions. It includes an examination question support sheet and a teacher solution ideal for non-specialists. This resource has the appropriate content needed for the Tudor Edexcel GCSE unit on the Early Elizabethan England 1558-1588. There are some active tasks which involve students sorting statements into the most appropriate category. They are then encouraged to think about how/why education changed and for whom by doing a Venn Diagram. Finally, I have created 3 mock examination questions to cover each of the 4, 12 and 16 mark types which are in the exam. The worksheet should give them the knowledge they need to answer the questions. There is also a support sheet which includes a few exemplar paragraphs to model how they should answer each question, as well as some additional hints.

This is a worksheet designed primarily for the new Edexcel GCSE, but it can be adapted for other exam boards. The worksheet has a range of activities attached to it and could be used as a whole lesson. It begins as a chronology activity, and then pupils are asked to colour code the sheet according to a range of factors. To develop their thinking skills for higher ability students, they can make links between different factors. The evidence they have explored is then used to construct an examination style question. There is also an answer sheet provided for non specialists.

This is a cut and sort activity, with solution included, aimed at supporting students with the 8 mark consequences question. It was designed to support my students who were having difficulty differentiating between causes, events and consequences. At times they were identifying either events or causes and wrongly including them as consequences. At the same time as developing this key skill, the resource will help boost student knowledge of most of the key events needed for the GCSE. The students cut the cards out, sort them into groups of 3 and organise them in order of cause-event-consequence for each set. Once they have completed this they have to match the set to the appropriate 8 mark examination style question. To stretch them, they can then be asked to come up with a second consequence of their own (and even then match other question types to the topic as an extension task). The students can work individually or in pairs/groups.

A simple but accessible resource on Population Growth. The focus is a local study on Birmingham but this can be used to demonstrate the general principles of population growth. A fully resourced and differentiated lesson to stretch and challenge. The powerpoint has a snappy picture starter (including notes on how to use). There is a card sort activity. The first use will require either class teacher or students to cut out, but once this has been done and cards kept in an envelope, this activity can be re-used. The differentiated activity sheet makes this an observation friendly activity. All students start with a chronology sorting activity, and then select their own activities (or teacher directed) which are based on blooms taxonomy. This stretches and challenges. A simple plenary requires ALL students to engage by holding up a card to match up to a selected category. Ideal for KS3 history. Please review!