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This is a resource for Year 9 students. They are presented with 4 categories of why the atomic bombs were dropped. They are invited to highlight evidence for each of these 4 categories. They are then invited to judge which was the most justifiable reason, with evidence and explanation, and then the least justifiable. Hyperlinked clip is from BBC documentary on dropping the bomb

This is a resource which I use with lower-ability students. It is glued to the inside cover of their exercise book. Each lesson on the AQA Conflict and Tension 1919-39 course is summarised in 3 key points. I tell my students that the rest of the lesson builds around these 3 key points. This allows them to have clarity on what the essential points to take away from lessons are. Students who have engaged with these properly have seen their grades improve.

This is a resource which I use with lower-ability students. It is glued to the inside cover of their exercise book. Each lesson on the AQA America course is summarised in 3 key points. I tell my students that the rest of the lesson builds around these 3 key points. This allows them to have clarity on what the essential points to take away from lessons are. Students who have engaged with these properly have seen their grades improve.

This is a resource which I use with lower-ability students. It is glued to the inside cover of their exercise book. Each lesson on the AQA Elizabeth course is summarised in 3 key points. I tell my students that the rest of the lesson builds around these 3 key points. This allows them to have clarity on what the essential points to take away from lessons are. Students who have engaged with these properly have seen their grades improve.

This is a resource that allows students to have a glossary of the key terms associated with the Hardwick Hall unit. My classes have them glued to the inside cover of their AQA resource pack.

Thus is a guided reading activity to look at the Ridofi, Throckmorton and Babington plots. Teacher reads the events to students. Students write up a summary of the plot and decide the extent to which Mary was guilty of plotting. they make reasons for their judgement. This can lead to debate or extended writing on whether Mary was guilt of treasons.

This is a sorting resource to analyse the roles of characters other than Bess of Hardwick, who were influential in the design of Hardwick Hall. Students can rank them from 1-6, or make a very / fairly / less / least diamond 6 activity. This can lead to extended writing or a debate.

This is a resource for GCSE students. I use it on the AQA course, but it can doubtless be used on others. Students arrange characters into chronological order, and explain the reasons that they are significant. This can be done as a role play, by cutting up the required number of cards and handing them out, and as a cut and stick / card sort. Cards can be arranged on the table sheet if you like - blow it up to A3 - or by drawing the table into their book. This can lead to debate and extended writing on the importance of individuals and factors.

A resource to revise the circumnavigation of the world. Students need the AQA workbooklet. Powerpoint slides introduce the reasons the Elizabeth wanted to promote the circumnavigation, and reasons that Drake was chosen to lead the circumnavigation - his knowledge of portoleon charts, astrolabes etc, and his forceful personality. Diamond ranking activities come in more and less detailed forms. Students can explain and rank the consequences. This can lead to an extended writing activity at the end.

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 4 Citizenship. Students are invited to distinguish between civil and criminal law (definitions are provided) and complete a table using an interactive decision-making process whereby issues are flashed on and of the powerpoint using animations. Answers are in the powerpoint. There is a run-down of the different courts that try disfferent crimes - mgistrates, crown and youth courts, and a video and written/dicussion activity on the role of the CPS. The final aspect of the lesson takes recent examples of breaches of law 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 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.

Students complete diamond 9 card sorting activity on the reasons why voting is important. Students can decide on the key reason(s) and give their own explanation. This can lead on to or be receded by class discussion.

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 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 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.

A resource where students look at the various effects of the slave trade on Britain. The powerpoint has a series of slides that can be used as discussion points about the buildings / street names / people involved / statues, with notes added on street names. Card sort alternatively can be done as a diamond 9 or a highlighting / categorising activity. It can stimulate lively discussion or a written up piece. Research and vocab-building task added too.

This is a resource for KS3. Students discuss what would go into a town charter and why these things would be wanted by townspeople. Students take on the role of a freeman in a Medieval town. There are 7 different people, they do not all need to be used. Students must read through the information on their character, and then decide what their priorities are for what goes into the charter. A debate can then happen where each freeman plays a role in deciding what goes into the charter. I would suggest having strict rules where each person speak for a fixed period of time with no interruption, and the allotted character writing the charter. This can lead to a piece of extended writing. There are differentiated version of both activities.

Thus is a resource of KS4. Students watch the YouTube link and can discuss the effects of the fear of communism. The link contains use of a term now considered racist. Students then make a diamond 9 on the different effects of McCarthyism. This can lead to extended writing or a debate.

A resource for KS4. Firstly, students watch the YouTube link and answer questions about the Red Scare. Secondly, students decide whether the Red Scare was justified or not, by marking different pieces of evidence. This can lead to a PEE paragraph or debate.