Causes and Consequences Cards: Free Printable Game for Year 8

Causes and Consequences Cards is a free printable game for Year 8 (ages 12 to 13), in Key Stage 3. Match the cause to its result. It comes from the Mini Minds Hub, a growing library of free printables from Jaques of London, the British games and toy company that has been making games for families since 1795.

It is two A4 pages. Page 1 is the activity for children. Page 2 is for the grown-up: it has notes on how to use the sheet, help for children who find it hard, a stretch idea, and the answers. Print it at home or in the classroom. Black and white printing works well.

What is on the sheet

This game includes cards to cut out and use.

A look at what children will meet:

• Cause: Many workers died in the Black Death
• Cause: The printing press arrived in Europe
• Cause: Factories were built in towns
• Cause: Railways spread across Britain
• Cause: Sewers were built in cities
• Cause: Many families moved to find work
• Result: Workers were scarce so could ask for higher pay
• Result: Books became cheaper and more people learned to read
• Result: Many families moved from the countryside to the towns
• Result: People and goods travelled faster and further
• Result: Fewer people caught diseases like cholera
• Result: Towns grew bigger and more crowded

Who this is for

Year 8 (ages 12 to 13) in Key Stage 3.

Key Stage 3 covers Years 7 to 9, ages 11 to 14. Learners are moving from remembering facts to applying them, so tasks that ask for a reason or a method are worth more than quick answers. Use it at home, in class, on a rainy afternoon or at a family gathering.

What children practise

• Cause and effect
• Reasoning
• Explaining

Child links historical causes to consequences and explains the link.

Learning focus and curriculum link

Subject: History. Key stage: Key Stage 3. It supports the subject at this level through short, focused practice.

This sheet is a practice and play activity. It supports classroom learning and is not a replacement for it.

How to use it

1. Print both pages. Page 1 is for the child. Keep page 2 for the grown-up.
2. Players: 2 to 4. Play time: about 20 minutes. Cut the cards out first.
3. Work through the activity together the first time. Talk about each choice.
4. Check against the notes on page 2 and the answers.
5. Come back to it another day. Repeating a familiar activity builds confidence.

If it feels too hard

Give a hint by saying which card words match, such as workers or books.

To stretch confident children

Add your own cause and consequence pair and ask others to link it.

Make it a game

Play for points: one for a correct link and one for a clear reason.

Tips for parents and teachers

• Read the rules out loud together before you start, so everyone plays the same game.
• Take turns being the person who reads or checks. It builds listening as well as knowledge.
• Keep rounds short. Two quick games beat one long one.

A screen-free history activity for Year 8

Children spend a lot of time on screens. This is a screen-free history activity that needs only paper and a pencil. It works as quiet time after school, a rainy day activity, a holiday boredom buster or a calm moment before bed. Screen-free learning gives eyes a rest and gets children talking, thinking and writing by hand.

Free history resources for teachers

Teachers can use this game as a starter, a plenary, an early finisher task, a supply teacher resource, a homework task or a table activity. It needs no preparation beyond printing. The learning focus and skills are listed above so you can match it to your planning, and page 2 gives support and stretch ideas for mixed ability groups.

History ideas for parents at home

You do not need to be a teacher to use this. Read the sheet through, sit with your child for the first go and let them lead. Short bursts of ten to fifteen minutes work better than long sessions. If you are looking for free history worksheets for Year 8, or simple home learning for the weekend or school holidays, this is a good place to start.

Home education and tutoring

Home educators and tutors can print this as part of a wider history plan. It pairs well with books, outdoor play and everyday talk. Because the sheet is free and printable, you can use it again for brothers and sisters or for revision a few weeks later.

Why it helps children learn

Hands-on, paper based activities slow learning down in a good way. Children read carefully, think before they answer and see their own progress on the page. Games and challenges add a reason to keep going. That mix of play and practice is why printable activities like this are popular with parents, teachers and home educators.

What children will be able to do

• I can link a cause to a consequence.
• I can explain why one event led to another.
• I can tell the difference between a cause and a consequence.

Check it worked

Ask these when the sheet is finished. Listen for the reasoning, not just the answer.

1. Which card is the cause and which is the consequence?
2. How are these two events linked?
3. What else might have happened if the cause had been different?

More like this

• Ancient Greek Gods
• Ancient Olympics
• Greek Alphabet Card
• History of Christmas Timeline

Why causes and consequences matter

History is not only a list of dates. It asks why things happened and what followed. The cards in this game give six causes and six results, such as the Black Death, the printing press, factories, railways and sewers. Players match each cause to its result and explain the link.

The national curriculum for England treats this as central. Its aims say pupils should "understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses".

The Ofsted research review of history, published on gov.uk, lists cause and consequence among the main second-order concepts in common use by history teachers in England, and says they figure in the national curriculum for history. Our own view: matching a cause to a result is a first step, and saying why is the harder part. The game asks for both: one point for a correct link and one for a clear reason.

What the research says children find hard

We did not find a study of Year 8 pupils playing a card-matching game on causes and consequences that we could open and check. So we are not quoting any figure for that. The Ofsted history review does say some things about how pupils handle cause and consequence.

• Consequences are harder than they look. The review says that for pupils to discern, summarise, characterise or classify consequences of an event or development is very challenging. It also says enquiry questions about consequences are less common in history teachers' practice in England than enquiry questions on causation.
• Knowledge comes first. The review says this work is unlikely to be worthwhile or successful unless pupils are working with broad, secure knowledge of pertinent developments in the period.
• Reasoning from closeness in time. The review gives an example of pupils claiming that the assassination of Franz Ferdinand was the most important cause of the First World War because it was the closest in time to the outbreak of the events they have studied. The review says that pupils who reason in this way may build misconceptions about how historians form arguments about causation.
• Predicting can be a way in. The review says pupils might prepare for analysis of consequence by formulating simple hypotheses about the likely impact of a major event, and then be given the opportunity to test those hypotheses as they gain further knowledge.

These are claims in a research review about history teaching. The review does not test this game.

What Year 8 children are expected to learn

The national curriculum for England sets out one Key Stage 3 history programme. It says pupils should "identify significant events, make connections, draw contrasts, and analyse trends within periods and over long arcs of time". They should also "create relevant, structured and evidentially supported accounts in response" to historically valid enquiries.

The programme lists areas of study. Two examples on the list link to the cards. Under the development of Church, state and society in Medieval Britain 1066 to 1509, one example is "the Black Death and its social and economic impact". Under ideas, political power, industry and empire for Britain 1745 to 1901, one example is "Britain as the first industrial nation", followed by a note about its impact on society.

We should be clear. The printing press, railways and sewers are not named in that list of examples, though the list says the examples are non-statutory and "could include" the items named. The curriculum mentions "Renaissance and Reformation in Europe" as a possible example. The cards are our choices for a game. They are not a curriculum checklist.

Why a game can help

We want to be straight about this. We did not find a study of a cause and consequence card game that we could open. We are not going to say it raises marks.

What we can offer is reasoning from the sources above. Our suggestion: a card game is a quick way to make players say a link out loud, and then hear whether others agree. The Ofsted review says pupils might form simple hypotheses about likely impact and then test them as they gain knowledge. In the game, a player can say "I think this card follows from that one because...", and the table can test it. The page 2 stretch idea is to add your own cause and consequence pair and ask others to link it. That asks players to build a link, not only spot one.

The game does not replace a history lesson. The review says that without secure knowledge, this kind of analysis is unlikely to work well. So the best use is after a topic has been taught.

How to get the most out of Causes and Consequences Cards

1. Cut out the cards first. The page says to do this before you start.
2. Read the rules aloud. The page 2 tips suggest reading the rules out loud together so everyone plays the same game.
3. Lay out the causes. Spread out the cause cards and keep the results in a pile.
4. Link and explain. A player picks a result, chooses a cause and says why they go together.
5. Challenge politely. Our suggestion: anyone may ask "Could it link to another card?"
6. Score as suggested. The page suggests one point for a correct link and one for a clear reason.
7. Take turns checking. The page suggests taking turns being the person who reads or checks. Keep rounds short. Two quick games beat one long one.

Common mistakes, and what to say

These are our own suggestions for conversations, with one point from the Ofsted review noted.

• Matching by words only. The page 2 hint says to look for words that match, such as workers or books. Our suggestion: after a match by words, ask "What actually changed in people's lives?"
• Treating one cause as the whole story. The Ofsted example of the Franz Ferdinand claim shows how a pupil may choose the most recent event. Say: "Was there anything earlier that made this possible?"
• Treating the result as the end. Our suggestion: ask "What did this lead to next?" One result can become the cause of another.
• Judging by today's world. Our suggestion: ask "How would people at the time have seen it?"
• Stating a link without evidence. Say: "What do you know that shows it?" The Ofsted review ties good analysis to secure knowledge of the period.

Why teachers matter to us

We are a games company, and we have been making games for families since 1795. A printable does not replace a teacher, and history is a good example. Our own view: a teacher chooses the story, builds the knowledge and asks the question that makes a pupil think again. A 2011 interim report for the Sutton Trust looked at how much teachers affect pupil achievement. It found that in one year with a very effective maths teacher, pupils gain 40% more learning than with a poorly performing maths teacher. That is a finding about maths teachers, not history. We cite it because it shows how large the gap between teachers can be.

The same report said that for poor pupils the difference between a good teacher and a bad teacher is a whole year's learning, and that paper qualifications and similar details, such as teaching experience, degrees and certification, explain less than 8% of teacher quality. A University of Bristol paper (CMPO 09/212) linked over 7,000 pupils in England to their teachers and found considerable variability in teacher effectiveness. We are grateful to the history teachers who bring the past to life.

A caution on the Sutton Trust figures: the report draws on US studies as well as English ones. The 40% compares a very effective teacher (at the 84th percentile) with a poorly performing one (at the 16th percentile). The figure that paper credentials explain less than 8% of teacher quality comes from US research. We use them as pointers, not as a promise about any one child.

Why education matters to us

We think the past is easier to talk about over a table. Jaques of London has been making games for families since 1795, and we like games that start that kind of talk. The Mini Minds Hub is our way of carrying that on. It is free, screen-free, and simple enough for a parent at a kitchen table to use alongside a teacher in a classroom.

Causes and Consequences Cards: 20 questions and answers

1. What is the difference between a cause and a consequence?

Our own plain-English gloss: a cause is something that helped make an event happen. A consequence is something that followed from it.

2. Which curriculum phrase covers this?

The aims include understanding "continuity and change, cause and consequence, similarity, difference and significance".

3. Does the curriculum name the Black Death?

Yes. Its Medieval Britain examples include "the Black Death and its social and economic impact". The examples are non-statutory.

4. Does it name the Industrial Revolution?

It lists "Britain as the first industrial nation" as an example under Britain 1745 to 1901, and adds a note about its impact on society.

5. Are the printing press, railways and sewers in the curriculum?

They are not named in the examples we read. The curriculum mentions "Renaissance and Reformation in Europe". The cards are our choices for the game.

6. Can one card link to more than one other card?

Some can seem to. Our advice: accept any link if the player gives a clear reason, then check page 2 for the intended pairs.

7. How should I score a link with a weak reason?

The page suggests a point for the correct link and a point for a clear reason. Our suggestion: give the first and ask for a better reason before awarding the second.

8. Why do the cards need a reason, not only a match?

The curriculum aims mention using these concepts to "make connections" and "create their own structured accounts". Our own view: a reason is the start of an account.

9. Why are consequences harder than causes?

The Ofsted history review says that to discern, summarise, characterise or classify consequences is very challenging. It also notes that questions on consequences are less common in teachers' practice than questions on causation.

10. What is the Franz Ferdinand example in the Ofsted review?

It describes a pupil claiming that the assassination was the most important cause of the First World War because it was the closest in time to the outbreak of the events they had studied. The review says pupils who reason in this way may build misconceptions about causation.

11. How can we use a hypothesis in the game?

The review says pupils might form simple hypotheses about the likely impact of a major event, and test them as they gain knowledge. Our suggestion: before turning a result card over, say what you think it will link to, then check.

12. What background should a player have?

The review says that analysing consequences is unlikely to work unless pupils have broad, secure knowledge of the period. Our advice: play after a topic has been taught, not before.

13. What does the hint on page 2 mean?

It suggests saying which card words match, such as workers or books. It is a nudge for a stuck player, not an answer.

14. How do I add my own pair?

The stretch idea on page 2 is to add your own cause and consequence pair and ask others to link it. Our suggestion: pick a topic your pupil has studied.

15. Can we play with only two players?

Yes. The page says 2 to 4 players. Our suggestion: with two, take turns to link and to check.

16. How long does a round take?

The page says about 20 minutes. Its tip is that two quick games beat one long one.

17. Who should check the answers?

The page suggests taking turns being the person who reads or checks.

18. Is the game a good revision tool?

It can help a player rehearse links out loud. We found no study showing it improves exam results, and we do not claim that.

19. How can I turn a link into a written answer?

Our suggestion: write one sentence in the form "Because X happened, Y followed, because..." The curriculum asks pupils to create "relevant, structured and evidentially supported accounts".

20. Is this a replacement for a history lesson?

No. A Sutton Trust interim report found that in one year with a very effective maths teacher, pupils gain 40% more learning than with a poorly performing one. It is about maths, and we cite it to show how much teachers matter.

Sources

1. Department for Education, National curriculum in England: history programmes of study: gov.uk.
2. Ofsted, Research review series: history (2021): gov.uk.
3. Sutton Trust, Improving the impact of teachers on pupil achievement in the UK, interim findings (2011): dera.ioe.ac.uk.
4. Slater, Davies and Burgess, University of Bristol CMPO Working Paper 09/212 (2009): bristol.ac.uk.

Frequently asked questions

What age is Causes and Consequences Cards for?

It is written for Year 8 (ages 12 to 13), in Key Stage 3.

What will children practise?

Child links historical causes to consequences and explains the link.

How do I use it?

Players: 2 to 4. Play time: about 20 minutes. Cut the cards out first.

What if it feels too hard?

Give a hint by saying which card words match, such as workers or books.

Is it free?

Yes. It is free to print for home and classroom use.

Is Causes and Consequences Cards suitable for teachers to use in class?

Yes. Teachers can use it as a starter, plenary, early finisher task, homework or table activity. It needs no preparation beyond printing.

Is this a screen-free activity?

Yes. It is a screen-free printable that needs only paper and a pencil, so it works well for quiet time, rainy days and school holidays.

Can I use it for home education?

Yes. Home educators and tutors can use it on its own or as part of a wider plan. It is free to print again for brothers, sisters or revision.

How long does it take?

Most children finish page 1 in 10 to 20 minutes. The notes on page 2 suggest ways to make it shorter or longer.

Do I need to print in colour?

No. It prints well in black and white on plain A4 paper.

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