This outstanding resource is designed to get students decide what the causes and consequences of the Glorious Revolution. It is suitable for the full ability range and is a fun and interactive resource with which to engage your students. It can be uses as a starter, plenary or homework activity and should work alongside any main stream resource on this topic. When you purchase this resource you will be able to download a single page Microsoft Word Document, which contains instructions, a learning objectives, two activities, two heading cards labeled cause and consequence and eight information cards to be cut out and sorted underneath them. The aims and objectives are: Theme: Making of the UK Know: What were the causes and consequences of the Glorious Revolution? Understand: Why did James II become increasingly unpopular? Evaluate: How significant was the Glorious Revolution in 1688? WILF - What Am I Looking For? Identify and describe: What were the causes and consequences of the Glorious Revolution? Explain: Why did James I become increasingly unpopular and what impact did the revolution have on Catholics living in Britain? Analyse: Begin to make a judgement on the significance of the Glorious Revolution? This resource should appeal to a range of abilities and learning styles. It shouldn’t take more than 10 to 12 minutes for a middle ability class to cut out the cards and sort them. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This interactive card sort gets students to sort through a series of statements to help them assess the achievements and limitations of the Homestead Act of 1862. It can be used as either starter or plenary for a lesson on this topic and is a great way to activate the learning an appeal to multiple learning styles. I would recommend getting your students to peer and self assess their answers before sticking them into their books. When you purchase this resource you will receive a single page Microsoft Office Word document, which contains instructions, a learning objective, two heading cards and 16 statements on the Homestead Act of 1862. Once students have cut out the statements and sorted them, they can extend their understanding by then sorting the statements on both sides into their order of importance. I usually use this resource in preparation for an extended answer on ‘how far was the Homestead Act a success?’ It can also be used to stimulate a debate on the topic as well. The aims and objectives of this lesson are: Aims and Objectives: Theme: The American West Know: What were the terms of the Homestead Act of 1862? Understand: What were the achievements and limitations of the act? Evaluate: How far was the Homestead Act a success? WILF - What Am I Looking For? Identify and describe: What were the terms of the Homestead Act of 1862? Explain: What either the limitations or achievements of the Homestead Act of 1862? Analyse: Come to a balanced judgement on how far the Homestead Act of 1862 was a success? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great little resource is designed to get students to match the New Deal Alphabet Agency with the work that it did during the New Deal 1933 - 1939. This type of activity makes a great starter or plenary to any lesson on this topic. It could also be set as a piece of independent learning or homework, where students would be expected to research the answers and then match the cards and stick them into their books. Objective: What role did the Alphabet Agencies play in helping to put the USA back to work during the New Deal 1933 - 1939? Instruction: Cut out the cards below and match the Alphabet Agencies to the correct role that they played during the New Deal. If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

Should scientist be allowed to swap genes from one species to another? Should they be allowed to play God with nature in order to solve the problems caused by climate change, disease and defective genes? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against Genetic Modification or GM. . It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen fully editable statements that can sorted under them. I’ve also linked in two video clips to this page which are worthwhile watching with your students depending on their ability. The aims of this lesson / activity are: Theme: The Value of LIfe Know: What is Genetic Modification? Understand: What are the arguments for and against scientists being allowed to modify genes? Evaluate: Should scientist interfere with the laws of nature through genetic modification? WILF - What am I Looking For? Identify and describe - What is genetic modification and why are some people opposed to it? Explain - the arguments for and against using genetic modification? Analyze - Should scientist be allowed to use GM technologies to save or improve life? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This lesson has been designed to help students review and develop their understanding about the causes of the October Revolution in 1917, which saw the overthrow of the Provisional Government. It is aimed at 14 to 18 year olds who have already studied the topic and now need to develop their critical understanding of the links and connections between the different factors and their significance within the complex web of events leading up to the Bolshevik Revolution. When you purchase this resource, you will be able to download a 14 slide PowerPoint Presentation and an accompanying single page word document. The PowerPoint contains aims, objectives, starter, plenary, information slide, pictures, diagrams, tasks, activities, review triangle, and photocopy templates. I have also unloaded the PowerPoint in a PDF format, just in case you don’t have access to Microsoft Office. The Word document, which has also been uploaded as a PDF, contains instructions, aims, eight heading cards and twenty eight cards that need sorting or matching under them. Please see the detailed preview for more information. The aims and objectives of this lesson are: Theme: The Russian Revolution Know: What were the causes of the Russian Revolution in October 1917? Understand: What different factors caused the Bolshevik Revolution? Evaluate: Which were the most important causes of the October Revolution? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: The causes of the Russian Revolution in October 1917? Can You Explain: What different factors caused the Bolshevik Revolution? Can You Evaluate: Which were the most important causes? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Don’t forget to check out our dedicated You Tube Channel with over 600 free videos: @historyacademy Kind Regards Roy

This lesson on how the LGBTQ+ community responded to the Miners’ Strike was especially commissioned by the History Academy to help mark the 40th Anniversary in 2024. It looks at the problems facing the LGBTQ+ community during the 1980s, the start of the strike and the work of LGSM to help support Welsh pit communities, as well as how the NUM supported LGBTQ+ rights after the strike. This is very much an attempt to shine a light at an important piece of hidden history, which had a major impact on changing Modern Britain and eventually improving LGBTQ+ civil rights . This lesson is aimed at both KS4 and KS5, but if you are looking for a lighter touch for KS3, then check out our other resources on the Miners’ Strike covering not just LGBTQ+ but how other sections of British society reacted to the MIners’ Strike 1984 - 1985. When you purchase this lesson, you will be able to download an 18 slide PowerPoint and an accompanying three page worksheet. The PowerPoint contains aims, objectives, differentiated outcomes, starters, plenaries, historical sources, video clips, information slides, a heads and tails activity and series of questions which examine various aspects of both the strike and the LGBTQ+ experience during the 1980s. The accompanying three page worksheet mirrors the content and questions in the PowerPoint. Both resources have also been uploaded as PDFs, just in case you don’t have access to MIcrosoft Office. For more information, please see the sample preview. The aims and objectives of this lesson are: Theme: The Miners’ Strike 1984 - 1985 Know: How did the LGBTQ+ react to the Miners’ Strike? Understand: How much support was there for the miners? Evaluate: How significant was LGBTQ+ support for the miners? Skills: Source Analysis, Cause, Consequence, Change and Continuity. WILF – What Am I Looking For? Can You Describe: How did the LGBTQ+ react to the Miners’ Strike? Can You Explain: How much support there was for the miners? Can You Evaluate: How significant was LGBTQ+ support for the miners? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. If we made any mistakes, please do let us know via our school media channe Anyway, have fun and stay in touch via social media for the latest updates. Don’t forget to check out our dedicated You Tube Channel with over 600 free videos: @historyacademy We also have a dedicated YouTube Channel on the MIners’ Strike 1984: @MinersStrike1984 Kind Regards Roy

This fun and interactive market place activity looks at the different facts that contributed to the defeat of the Miners’ Strike in 1984 - 1985. It has been commissioned by the History Academy to help commemorate the 40th anniversary of one of the biggest turning points in Modern British History, which saw the smashing of the post war consensus. For whatever reason, society has chosen to collectively forget what happened during the Miners’ Strike as it raises uncomfortable issues about civil rights, policing and the arbitary nature of the government’s actions which have helped to create a North South Divide. Our series of lessons, which have been bundled together are at attempt to shine a light on this neglected and forgotten history. When you purchase this lesson you will be able to download a 32 slide PowerPoint which has been packed out with a wide range of tasks and activities for you to chose from to suit the full spectrum of learners. It includes aims, objectives, differentiated outcomes, starters, plenaries, historical sources, video clips, information slides, word searches, a heads and tails activity, a review triangle and follow up extended writing task, templates, model answers and a word search. Just for good measure we have also thrown in a knowledge quiz and have also uploaded a PDF version, just in case you don’t have access to Microsoft Office. The topics covered in the Market Place activity are NUM tactics, government tactics, economic pressure, divisions amongst the miners, media portrayal and lack of public support. For more information, please see the detailed preview or contact us via the The History Academy Facebook group. The aims and objectives of this lesson are: If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Don’t forget to check out our dedicated You Tube Channel with over 600 free videos: @historyacademy We also have a dedicated YouTube Channel on the MIners’ Strike 1984: @MinersStrike1984 Kind Regards Roy

This creative and innovative card sort has been designed to help students assess whether the ‘Reign of Terror’ during the French Revolution was necessary by sorting through both primary and secondary sources. Once this has been complete, students can then have a go at answering the question: How far do you agree that ‘The French Reign of Terror was dreadful, but necessary’? I would recommend that this resource should be used with either a core or advanced group as there is a lot of reading, which would be too much for a foundation group with low literacy skills. This resource makes a great starter or plenary to completed in pairs or groups. It can be cut up the students or placed into envelopes for use with several classes or even set as a piece of homework. Alternatively, your students could draw a table with the two headings ‘necessary’ or ‘not neccessary’ and list the sources under them. When you purchase this resource you will be able to download two documents. The first is a two page Word Document which includes aims, instructions, heading cards and sixteen primary and secondary sources to sorted under them. The second is a fifteen slide PowerPoint presentation which has been designed to help facilitate the lesson. It includes starters, plenaries, information slides, links to appropriate video clips and additional activities that could be used to support your students including tables and pupil feedback sheets. For more information, please see the detailed preview. The aims and objectives of the lesson are: Theme: The French Revolution Know: What was the ‘Reign of Terror?’ Understand: What are the arguments for and against the ‘Reign of Terror’? Evaluate: Was the ‘Reign of Terror’ necessary to save the revolution? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: What happened during the ‘Reign of Terror’? Explain: What are the arguments for and against the ‘Reign of Terror’? Analyse: Was the ‘Reign of Terror’ necessary to save the French Revolution? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

These beautifully designed timeline on Britain 1765 - 1900: Revolution, Protest & Reform was written in for the History Academy by the textbook author and artist Andrew Hill. This classroom display covers the themes of revolution, protest and reform in Britain 1765 - 1900. This is a versatile resource which can be printed off and used as the basis for a market place activity or kept in a folder and used for research by your gifted and talent students. It can also be used as a revision resource for students studying this topic at GCSE or A Level. Please see the preview slides for more information. When you purchase this resource you will be able to download a PowerPoint presentation that contains 62 slides covering the key events relating to revolution, protest and reform in the time frame of Britain 1765 - 1900. Each slide is designed to be printed off in A4 and includes information as well as a picture or diagram relating to the content. The document is open and can customised for your students. You can add, delete or rewrite slides to suit your course or the feel that you want to create in your classroom or corridor. The aims and objectives for this resource are: Theme: Britain 1765 - 1900 - Revolution, Protest and Reform Know: Why did people want change during the period 1765 - 1900? Understand: How did different groups protest and campaign for change? Evaluate: How successful were different groups at achieving the change they wanted? Skills: Collaboration, Cause, Consequence, Change & Continuity. WILF – What Am I Looking For? Identify & describe: Why did some people want change in the period 1765 - 1900? Explain: How did different groups protest and campaign for the change they wanted? Analyse: How successful were different groups at achieving the change that they wanted? If you are looking for similar resources then please check out our TES shop. These resources touch upon the womens campaign for the vote, but stops in 1900. This lesson can also be purchased at a discount as part of a bundled package. You can also but this resource as a bundled item or with a market place (gather & share) PP. If you would like to stay up to date with our latest offerings, then you can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee so that you can spend more time focusing on what really matters to you! Kind Regards Roy

The issue of adverting censorship continues to be a controversial. Should the federal or state governments have the power to control the media and promote an acceptable viewpoint? Should children be shielded from unhealthy attitudes, lifestyle choices and gender stereotypes? Should the majority have a right to limit freedom of expression and creativity of other groups? Is censorship of advertising good for the economy by promoting equality and a meritocracy or does it make people compliant and stop them from thinking for themselves? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against the use of censorship in the advertising industry through a simple card sort of some of the main arguments. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity or add additional ideas from the class discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted. The aims of this lesson / activity are: Theme: Rights and Freedoms Know: How are adverts censored and controlled by the government watchdogs? Understand: What are the arguments for and against censorship of the advertising media? Evaluate: How far should adverts be censored in a democratic society to promote equality? WILF - What am I Looking For? Identify and describe - How are adverts censored and controlled by the government watchdogs? Explain - the arguments for and against censorship of the advertising industry? Analyze -How far should adverts be censored in a democratic society to promote equality? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The debate on whether the government should nationalise certain parts of British Industry is a controversial topic. In the UK, public ownership has always been a tool to pick up the economic and social pieces after the private sector failed spectacularly. The 1945, the Labour government nationalised coal, the railways, and steel. But the main reason for state control over heavy industry was to rectify decades of deliberate under-investment by their owners. In other words, the taxpayer came to the rescue of private capital as in the case of the Banking Crisis in 2008. This outstanding resource is designed to help students sort through some of the arguments for and against both nationalisation and competition in the private sector. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted under them. The heading cards are labeled ‘Public Ownership is Good’ and ‘Privitisation is Better.’ However, these could easily be edited and labeled Arguments for Nationalisation’ and ‘Arguments Against’, depending upon the ability of your class. The main activity involves getting students to cut out the cards in lesson, sort them under the correct headings and then organise them into their most persuasive order before sticking sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at writing a speech or extended answer on the debate. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. The aims of this lesson / activity are: Theme: Economic Understanding Know:What is the difference between a nationalised and privitised industry? Understand: What are the arguments for and against nationalisations? Evaluate: Should the government nationalise parts of the British economy? WILF - What am I Looking For? Identify and describe - the difference between a nationalised and privitised industry? Explain - What are the arguments for and against nationalisations? Analyse -Should the government nationalise parts of the British economy? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This engaging and beautifully illustrated lesson has been designed to help students studying the problems faced by the Weimar Republic and how successfully it dealt with them from 1919 - 1923. It deals specifically with the problems of setting up a democratic republic, dealing with extremists and their putsches, coping with the aftermath of the Treaty of Versailles, the Ruhr Crisis and Hyperinflation. The lesson includes a number of activities which can be seen in the detailed preview. The main activity revolves around completing a table summary of each problem, what action was taken by the government and evaluating how successfully it was dealt with. Alternatively the relevant slides could be printed off, displayed in the walls or on tables whilst the students complete a gather and share or market place activity to summarise the information. When you purchase this resource you will be able to download a PowerPoint with nineteen slides. These include aims, objectives, differentiated outcomes, starters, plenaries, activities, thinking skills activities, animated diagrams,maps, pictures, templates and information slides. I am especially proud of animated diagrams that I have created to help explain the divisions of powers in the Weimar Constitution and how the Dawes Plan was designed to help both Germany and the Allies. I spent a considerable amount of time on these as it is vital that students understand their significance for later in the course. The PowerPoint also includes a homework activity, an extended writing task and a feedback task. The aims and objectives of the lesson are: Theme: Weimar Republic 1919 - 1923 Know: What problems faced the Weimar Republic in 1919 – 1923? Understand: What challenges faced the survival of democracy in Weimar Germany? Evaluate: How successfully did the Weimar Republic deal with these problems? Skills: Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: The key problems facing the Weimar Republic in 1919 - 1923? Explain: What challenges faced the survival of democracy in Weimar Germany? Analyse: How successfully did the Weimar Republic deal with these problems? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together, along with this one to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This fun and interactive lesson looks at the early origins of the trade union movement in Britain from the friendly societies in the 1780s to the formation of the GNCTU by Robert Owen in 1834. It also looks briefly at the impact of the French Revolution and the impact of the Anti-Combination Act, 1799, its repeal in 1824 and the follow up anti-strike laws as well as the Tolpuddle Martyrs. This lesson is pitched at a middle ability KS3 group but is also suitable for KS4 and is differentiated throughout with a wide range of tasks and activities for you to choose from. When you purchase this lesson you will be able to download a 22 slide PowerPoint Presentation which includes aims, objectives, starters, plenaries, templates for photocopying, tasks, activities, word searches, knowledge quizzes video links, information slides as well as historical sources. We have also uploaded the PowerPoint as PDFs, just in case you do not have access to Microsoft Office. In addition, we have also uploaded a worksheet and a wordsearch to work alongside the Powerpoint in both Word and as a PDF. Please look at the sample preview for further information. This lesson can also be purchased at a discount as part of a bundle on trade unionism. The aims and objectives of this lesson are: Theme: The History of Trade Unionism in Britain Know: What is a trade union and what role do they play in the work place? Understand: Why did Parliament outlaw the friendly societies? Evaluate: Why were the early trade unions set up? Skills: Compare & Contrast, Cause, Consequence & Collaboration WILF – What Am I Looking For? Can You Describe: The role played by trade unions in the workplace today? Can You Explain: Why did Parliament outlaw the friendly societies? Can You Evaluate: Why wee the early trade unions set up? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

Fox hunting has become for many an emotive issue with the views of the countryside and cities diverging other whether the sport is a cruel or natural past time. This resource aims to help students understand some of the key issues and help then come to a balanced conclusion on the morality of fox hunting. It be used alongside any main stream text book or video clip as a starter, mini plenary or a consolidation exercise. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted to help summarise the arguments for and against the ban being lifted. The aims of this lesson / activity are: Theme: Rights and Responsibilities Know: What is Fox hunting and why was it banned? Understand: What are the arguments for and against lifting the ban on Fox hunting? Evaluate: Should the hunting of all animals be banned or is fox hunting a special case? WILF - What am I Looking For? Identify and describe - What is Fox hunting and why was it banned? Explain - the arguments for and against lifting the ban on fox hunting? Analyse - If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

Is IVF a miracle of science or simply man interfering in the laws of nature and natural conception? If a couple are infertile is it the will of God or an illness which can be treated like any other infection or disease? Should women past their natural child bearing age or same sex couples be allowed to have children through IVF? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against IVF. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as eighteen fully editable statements that can sorted under them. I’ve also linked in three video clips to this page which are worthwhile watching with your students depending on their ability. The aims of this lesson / activity are: Theme: The Value of LIfe Know: What is IVF? Understand: What are the arguments for and against the use of IVF? Evaluate: Should scientist interfere with the laws of nature and natural conception through IVF? WILF - What am I Looking For? Identify and describe - What is IVF and why are some people opposed to it? Explain - the arguments for and against using IVF to help people become parents? Analyze - Should scientist interfere with the laws of nature and natural conception through IVF? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

We live in an age of government cut backs and competing claims for tax payer funding for social and health care. This outstanding resources has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against government funding for the arts. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order and then sick into their books before they have a go at the extended writing activity / discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as fourteen statements that can sorted under them. The aims of this lesson / activity are: Theme: Social, Moral, Spiritual and Cultural Education Know: How does the government fund the arts? Understand: What are the arguments for and against government funding of the arts? Evaluate: How far should the government fund the arts? WILF - What am I Looking For? Identify and describe - How does the government fund the arts? Explain - the arguments for and against government funding of the arts? Analyse - How far should the government fund the arts? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy