Hero image

Anna jordan's Shop

Average Rating4.51
(based on 944 reviews)

10 BALL GAMES: SUBVERSIVE TEACHING IN 21ST CENTURY. We innovate, constantly. We see the extraordinary in the everyday. We know that real education is about feeding the soul, not just passing exams. We sometimes see children with problems, we don't see children as problems. We re-draw the boundaries of the possible. We survive, despite the slings and arrows of outrageous policy. Freely sharing resources gives us time to do these things. Please help yourself, and play on.

187Uploads

786k+Views

486k+Downloads

10 BALL GAMES: SUBVERSIVE TEACHING IN 21ST CENTURY. We innovate, constantly. We see the extraordinary in the everyday. We know that real education is about feeding the soul, not just passing exams. We sometimes see children with problems, we don't see children as problems. We re-draw the boundaries of the possible. We survive, despite the slings and arrows of outrageous policy. Freely sharing resources gives us time to do these things. Please help yourself, and play on.
How to write an essay
annajordanannajordan

How to write an essay

(21)
How I help students write essays, from KS3 to 6th form. I've tried to make it as much a step by step guide as I can. It is quite detailed, but has examples to clarify.
Appeasing HItler
annajordanannajordan

Appeasing HItler

(18)
Varied tasks that introduce students to the reasons for appeasement and the impact of appeasement on Hitler’s foreign policy. Easily adaptable, and teacher notes included
Winning the war and losing the peace
annajordanannajordan

Winning the war and losing the peace

(2)
Students use (differentiated) set of cards provided to investigate the consequences of World War I. They use this information to create a circles diagram to explore how the war was won, but the peace was lost. Notes provided about how to construct the diagram.
Life in the Trenches
annajordanannajordan

Life in the Trenches

(10)
60 minute carousel: 6 x 10(ish) minute activities. All could be used as standalone activities, however. Objective is to introduce students to range of key information- what the trenches were like, the difference between the German and English, casualty rates, weaponry, who fought in the trenches, war at sea - without labouring over 'life in the trenches'
Henry VIII and English Reformation
annajordanannajordan

Henry VIII and English Reformation

(3)
Complete notes (basically like a textbook) for AS students. It is written as a chronological account, building in key debates. The reason for chronological rather than thematic focus is because the course has been taught in discrete sections and this is designed to bring it all together. It is not the final, proofed draft and some of the footnoting still needs to be done, but I thought I would upload it in case anyone finds it useful for the imminent exams. I'll post a revised copy when it is complete.
Russia GCSE
annajordanannajordan

Russia GCSE

(17)
Full resources with teachers notes for teaching Lenin and Stalin’s Government. First activity in Stalin pack is adapted for GCSE from an A-level Thinking History activity.
Henry VIII and the English Reformation
annajordanannajordan

Henry VIII and the English Reformation

(7)
Set of student notes covering main aspects of this period for AS course 7 sets of notes: Background to the Reformation Kings great matter break and royal supremacy dissolution of monasteries other religious reforms opposition to the reformation how far was england protestant by 1547
Y8 SOW Unit 4 - What makes protest effective?
annajordanannajordan

Y8 SOW Unit 4 - What makes protest effective?

(7)
4th half termly unit in Y8 scheme of work, looking at variety of different protests. Designed to prompt students to see effective protest as context specific. assessment is drawing of political cartoon and writing the accompanying interpretation - GCSE style
Short Term Causes of WW1
annajordanannajordan

Short Term Causes of WW1

(13)
This is a differentiated homework or unit plenary literacy activity. Students link the events that led to the outbreak of war with arrows, writing appropriate connectives on the arrows to explain the relationship. In the first version, the story is broken down into two halves to make it more accessible. Students should link the white boxes first and then try and link the dark boxes and join the two halves of the story together. The 2nd version is more complex as no indication of chronology is provided. the third version is more complex still as vital parts of the story are removed.
Y8 Unit 3 SOW: Terrorist or Freedom Fighter?
annajordanannajordan

Y8 Unit 3 SOW: Terrorist or Freedom Fighter?

(17)
Title: Whats the difference between a terrorist and a freedom fighter? Uses EISW as content. Half a term’s work. Assessment built in with AFL worksheet Please leave a comment if you use this resource, or email me if you can think of any improvements! Thanks
World War I GCSE key info summary
annajordanannajordan

World War I GCSE key info summary

(5)
Written for my higher ability GCSE group instead of a textbook. Covers causes (in some depth owing to a discussion the students were having about 'what was missing&' from the textbook accounts), course and armistice. Includes OCR spec overview and key questions from past papers. Useful for revision and also for teachers teaching this topic for the first time.
Wolsey
annajordanannajordan

Wolsey

(6)
Activities and notes for teaching Wolsey (written as part of the English Reformation unit but could be used more widely). Teacher notes included.
Elizabeth A2 Notes
annajordanannajordan

Elizabeth A2 Notes

(14)
Framework of notes for A2 students on ELizabethan Foreign Policy and on the religious settlement. Activity on the religious settlement notes - students are provided with key arguments and have to substantiate, explain and analyse as appropriate, using pages 1-13 of the handout.
League of Nations Strengths & Weaknesses
annajordanannajordan

League of Nations Strengths & Weaknesses

(4)
This exercise is designed to introduce students to the strengths &weaknesses of the structure, membership and powers of the LON. It is also designed to reinforce essay planning techniques. It is fairly straightforward. It starts off as a card sort of strengths and weaknesses. Students then have to categorise into the 3 areas, add an explanation to the description. It can be done as ICT or paper exercise. Assertions for the paragraphs and a conclusion can be added also to extend into total essay plan.