Two useful handouts for the new Popular Culture and the Witch Craze unit from OCR. The first is a summary diagram of developments in Christian doctrine that had an impact on the witch hunts; the second is a summary of contemporary ideas (of elites) concerning witchcraft. These resources need to be used in conjunction with other handouts and worksheets. This resource is intended to be used as part of a much larger bundle for this unit. See my shop for more details.

Brief PowerPoint presentation on geological time to be used alongside the Geog.1 text book for Year 7 pupils (although, it could be adapted for a Science lesson on evolution). Students are asked to define 'eon' and 'era' and use their traffic light pages in their planners to answer questions on a timeline digram (found in the text book). I've also included a lesson plan.

Resources relating to a Year 7 Geography lesson on sketch maps. Included alongside the lesson plan is a PowerPoint presentation. Students have to review the features of a map using the coloured pages in their books and sketch maps are then introduced. As an activity/homework, students create their own sketch maps of a theme park, adding in various symbols and making it visually appealing/informative. I printed off a couple of maps of Alton Towers/Thorpe Park to pass around the class (as shown on the PowerPoint), so students could see the level of detail (or lack of it) they needed.

A gap fill exercise (with answers) on the Great Plague of 1665. This resource is relevant to the new AQA GCSE specification on Restoration England, 1660-1685; however, it could be adapted for KS3 or A Level. Students will learn about the perceived (and actual) causes of the plague and will explore the methods used by government, apothecaries and everyday people to cure it. They can then go away and learn about the impact that the plague had on London and England as a whole.

An example of an 8 mark interpretation question from the new AQA GCSE specification. I have found a still from a drama series about the Great Fire and have created a suitable question. This is the type of source that may be used in the exam. The image is labelled with possible areas for discussion within the answer and I have included pointers as to how to answer these sorts of questions. Students should be given the image on its own (first page of the resource) and should be encouraged to highlight areas of interest. The second page of the resource can then be put on the board and an answer can be constructed as a class.

A one-page fact file on Sir Christopher Wren to be used as part of the new AQA GCSE topic: Restoration England, 1660-1685. This resource is intended to supplement the information in the Hodder text book. A lesson/homework activity could be to set comprehension questions based on the fact file or to ask students to find out more information using the internet. Another idea is to split the room into two and have a debate as to who had a greater impact on Restoration culture, Wren or Robert Hooke (see other fact file). This is not intended to be comprehensive; it is simply a succinct summary for students that need to be stretched beyond the information in the text book. (All images have been sourced from WikiCommons and are open access)

A worksheet focusing on the Great Fire of 1666, to be used in conjunction with the Hodder text book for this new AQA GCSE unit. Students must first identify the 6 factors that caused the fire to spread, based on 6 images. They must then answer questions and complete a gap fill exercise. This is a useful starter activity or could be given as homework. It should lead on nicely to discussions about the impact of the fire and how effectively it was dealt with. Parallels can start to be made between the fire of 1666 and the plague of 1665 (which is something this worksheet begins to touch on).

A one-page fact file on Robert Hooke to be used as part of the new AQA GCSE topic: Restoration England, 1660-1685. This resource is intended to supplement the information in the Hodder text book. A lesson/homework activity could be to set comprehension questions based on the fact file or to ask students to find out more information using the internet. Another idea is to split the room into two and have a debate as to who had a greater impact on Restoration culture, Hooke or Sir Christopher Wren (see other fact file). This is not intended to be comprehensive; it is simply a succinct summary for students that need to be stretched beyond the information in the text book. (All images have been sourced from WikiCommons and are open access)

A skeleton to be used alongside the Hodder text book for this unit of the new AQA GCSE. This is a great activity that can be set for prep, with students having to condense the notes from the text book on to one page. This can then be used for revision nearer the exam. Alternatively, divide the class into groups and have each group research one of the subheadings (for homework?) then feedback to the class, with everyone taking down notes.

Detailed handout on Elizabeth's relationship with Scotland during her reign. Also included is a map of Europe that highlights the religious state of Europe at this time. This is a concise handout that will be useful for all students studying the Later Tudor period and Elizabeth I. It is perfect as an alternative to the text book, particularly for revision. Please rate and comment, as all feedback is appreciated. Please also see my other resources of Elizabethan foreign policy and her reign as a whole.

Detailed handout on Elizabeth's relationship with Spain during her reign. Also included is a map of Europe that highlights the religious state of Europe at this time. This is a concise handout that will be useful for all students studying the Later Tudor period and Elizabeth I. It is perfect as an alternative to the text book, particularly for revision. Please rate and comment, as all feedback is appreciated. Please also see my other resources of Elizabethan foreign policy and her reign as a whole.

Detailed handouts on religious opposition facing Elizabeth I, most notably Presbyterians, Jesuits, recusants and Seminary Priests. This fits in perfectly with any A Level course covering Elizabeth's reign, for example OCR's Later Tudors unit, and would be ideal as a alternative to the hefty text book. Please also see my other resources on this topic.

Detailed handout on Elizabeth's relationship with Scotland during her reign. Also included is a map of Europe that highlights the religious state of Europe at this time. This is a concise handout that will be useful for all students studying the Later Tudor period and Elizabeth I. It is perfect as an alternative to the text book, particularly for revision. Please rate and comment, as all feedback is appreciated. Please also see my other resources of Elizabethan foreign policy and her reign as a whole.

Enclosed in this resource pack are 5 ‘Historical Emoji’ display sheets and 5 corresponding descriptions. Every fortnight (or monthly), simply put up a new ‘Historical Emoji’ on a display board and have your students try to guess the event using the guess sheets. I staple a plastic wallet with the blank guess sheets and an envelope (or similar) to the display board for the completed forms. After the deadline (usually a week), simply put up the corresponding description sheet to reveal the answer. I also put up a note identifying the winners, who each receive a merit. This then stays up for a week before I move on to the next ‘Historical Emoji’. It’s a great way to engage the pupils in some of the key events in history and if the task is a little easy, I award the merits to the pupils who offer the most detail, e.g. dates, names, countries etc. The obvious issue with this display is the fact that it needs to be updated; however, you could change this to a monthly rotation if that is easier. I find that if all the sheets are printed off beforehand, it actually only takes 5-10minutes to switch the display around. By changing it so frequently the board certainly becomes a destination in the school and I often have pupils asking me about the display. N.B. Some of the emojis are a little tongue-in-cheek and I do not mean to be insensitive to past tragedies. These are used purely as historical events. All images can be found on WikiCommons. *** TAKE A LOOK AT PACKS 1 & 3 FOR MORE EMOJI FUN! - BUY THE WHOLE SET FOR JUST £10!***

Enclosed in this resource pack are 5 ‘Historical Emoji’ display sheets and 5 corresponding descriptions. Every fortnight (or monthly), simply put up a new ‘Historical Emoji’ on a display board and have your students try to guess the event using the guess sheets. I staple a plastic wallet with the blank guess sheets and an envelope (or similar) to the display board for the completed forms. After the deadline (usually a week), simply put up the corresponding description sheet to reveal the answer. I also put up a note identifying the winners, who each receive a merit. This then stays up for a week before I move on to the next ‘Historical Emoji’. It’s a great way to engage the pupils in some of the key events in history and if the task is a little easy, I award the merits to the pupils who offer the most detail, e.g. dates, names, countries etc. The obvious issue with this display is the fact that it needs to be updated; however, you could change this to a monthly rotation if that is easier. I find that if all the sheets are printed off beforehand, it actually only takes 5-10minutes to switch the display around. By changing it so frequently the board certainly becomes a destination in the school and I often have pupils asking me about the display. N.B. Some of the emojis are a little tongue-in-cheek and I do not mean to be insensitive to past tragedies. These are used purely as historical events. All images can be found on WikiCommons. *** TAKE A LOOK AT PACKS 1 & 2 FOR MORE EMOJI FUN! - BUY THE WHOLE SET FOR JUST £10!***

A three-part source-based worksheet to support teaching of the new AQA GCSE topic: Restoration England, 1660-1685. Students have to study each of the three sources and answer the questions underneath. Questions range from simple comprehension to ones that will get them thinking about the conspiracy. A prior knowledge of the Popish Plot is necessary for this resource, so it is perhaps best used as the main lesson activity once the topic has been introduced. Answers have been supplied on a separate document. To further stretch students, a homework task could be to set a 'how convincing...' question from the new exam on one of the three sources.

This resource is intended to be used as part of a much larger bundle for this unit. See my shop for more details. A collection of 3 revision sheets on the differences in popular culture. The three topics are: geographical differences, class differences and gender differences. Students will discover how 'popular culture' was not necessarily one distinct phenomenon and that it was experienced in different ways by different people.

This content is relevant for the new OCR unit on Popular Culture and the Witch Craze. Using the Access to History text book (or their notes, if being used as a revision exercise) students make notes on the legal process surrounding witchcraft accusations. The first sheet relates to the process in Continental Europe, with the second worksheet being relevant to England. Students can then compare the two processes and suggest reasons why more people were accused/executed for witchcraft on the continent. This resource is intended to be used as part of a much larger bundle for this unit. See my shop for more details.

This resource is intended to be used as part of a much larger bundle for this unit. See my shop for more details. This worksheet is intended for use with the OCR unit: Popular Culture and the Witchcraze; however, it could be adapted to suit any A Level exam board. This resource gives an overview of the trend in witchcraft persecution across the 16th century in England. All content is derived from the Access to History textbook and from wider research. Individual cases are cited as well as key dates.