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WHAT WERE CONDITIONS LIKE IN THE FACTORY? A very useful resource to give to Year 9 pupils before completing an essay on the above question. A typical level 2,4,6 and 8 response is given in the resource. Pupils can identify the differences between the level descriptions and then will know what they have to do to get the top level. Useful when moderating too. An excellent Assessment for Learning technique.

WHO OR WHAT WAS RESPONSIBLE FOR THE GREAT LOSS OF LIFE AT THE BATTLE OF THE SOMME? A very useful resource to give to Year 9 pupils before completing an essay on the above question. A typical level 2,4,6 and 8 response is given in the resource. Pupils can identify the differences between the level descriptions and then will know what they have to do to get the top level. Useful when moderating too. An excellent Assessment for Learning technique.

A very useful resource to give to Year 8 pupils before completing the above task. A typical level 2,4,6 and 8 response is given in the resource. Pupils can identify the differences between the level descriptions and then will know what they have to do to get the top level. Useful when moderating too. An excellent Assessment for Learning technique.

A guide to hand to Year 8 pupils who are completing a project investigating why Mary, Queen of Scots was executed. Written in a question format with advice on key words expected to be used and some source analysis tips.

What were the conditions like in the trenches during WWI? A very useful resource to give to Year 9 pupils before completing an essay on the above question. A typical level 2,4,6 and 8 response is given in the resource. Pupils can identify the differences between the level descriptions and then will know what they have to do to get the top level. Useful when moderating too. An excellent Assessment for Learning technique.

A simple tops and tails exercise looking at the four individuals involved in the drama that followed the death of Edward the Confessor and their statements revealing why they think they should be the next king. The four individuals on this activity are Tostig, Harold, Harald and William. Can be used as part of a lesson or given as a revision exercise.

WHEN PUPILS JOIN MY CLASS IN YEAR 7, I ASK THEM TO INTRDUCE THEMSELVES TO ME AND TO TELL ME SOMETHING INTERESTING ABOUT THEMSELVES. THIS IS A GOOD WAY OF GETTING TO KNOW THE CLASS. AFTER THIS I TELL THE PUPILS THAT I DON'T ACTUALLY BELIEVE ANYTHING THAT THEY HAVE TOLD ME. THEIR HOMEWORK IS TO BRING IN A SHOE BOX OF EVIDENCE (A WIDE VARIETY) IN THE NEXT LESSON TO PROVE AS MANY THINGS ABOUT THEMSELVES AS POSSIBLE. WHEN THE NEXT LESSON COMES ALONG, ASK THE PUPILS TO HAND THEIR BOX TO SOMEONE IN THE CLASS THAT THEY DON'T KNOW THAT WELL. THAT PERSON THEN HAS TO FIND OUT ALL THEY CAN ABOUT THE PERSON USING THE EVIDENCE ALONE. IF TIME ALLOWS YOU CAN ASK THE PUPILS TO ATTEMPT TO PUT THE EVIDENCE INTO CHRONOLOGICAL ORDER. THIS THEN LEADS ON NICELY TO DISCUSSING THE PROBLEMS WITH SOME EVIDENCE. PUPILS THEN COMPLETE THIS WORKSHEET. BRING YOUR OWN BOX IN TOO! PUPILS LOVE THIS ACTIVITY!

As part of the moderating process I had to send off the History Department's moderated work to the WJEC for KS3. These are the examples of pupils' work that I sent off which showed our moderation of their work which assessed chronology. These were all passed as being very good examples of the different levels of chronology. This resource shows four pieces of work carried out by children based on the question 'How and why have public health measures changed from 1348 to 1911?' We have a Level 4,5,6 and 7. This would be a great resource to share during a departmental meeting. Ask your department to give each piece of work a level based on the level descriptors. This could also be shared with pupils before carrying out another task which assess chronology. An excellent Assessment for Learning technique.

This simple card sorting exercise helps pupils work out the causes of Tudor poverty and vagrancy. They have to group the cards together coming up with their own themes. Pupils could them be encouraged to place the themes they have come up with under categories such as 'political causes', 'religious causes' , 'economic causes' etc. Comes with a simple glossary. Suitable for Year 8 pupils as an exercise or even as revision. Could also be used with older students (Causes of Tudor Crime for GCSE or Causes of Tudor Poverty and Vagrancy for A Level) . Can be done in pairs or individually.

Teach this after discussing the causes of the breakdown in relations between England and Spain in 1588 to Year 8 pupils. This activity should be taught before looking in detail at the battle plan of the Spanish. Cut out the cards and encourage the pupils to put them into the categories that are mentioned in the resource. Pupils can then carry out the simple activity which follows which focuses on numeracy. The task comes with a glossary. It finishes with pupils having to come up with their own strategy for destroying the Spanish. Pupils absolutely love doing this task. It is aimed for lower ability Year 8 pupils but I used to give it to all levels of ability before looking at the plans of the Spanish and then the failure of the Armada.

Some notes to accompany the essential reading around the threat posed by Rhys ap Gruffydd to the Tudor Dynasty. (By essential reading I mean the work by Ralph Griffiths and W Llewelyn on the subject). The notes also include some tasks that I put to my A level students.

A SET OF NOTES FOR YEAR 8 PUPILS. THE FOLLOWING TOPICS ARE THE FOCUS OF THIS GUIDE: THE WIVES OF HENRY VIII THE CLOSURE OF THE MONASTERIES AND THE PILGRIMAGE OF GRACE THE DIFFERENCES BETWEEN A CATHOLIC AND PROTESTANST CHURCH AND REASONS FOR THE DIFFERENCES MARY QUEEN OF SCOTS BRIEF NOTES ON THE SPANISH ARMADA THESE NOTES ARE IN THE FORMAT I HANDED THEM TO MY PUPILS. YOU MAY WANT TO ADJUST OR ADD TO THEM IN ACCORDANCE WITH YOUR OWN EXAM PAPER.

Some notes suiting those studying WJEC A Level History and Tudor Rebellion. A brief reminder looking at how the rebellion of Rhys ap Gruffydd was a success and then a look at the limitations of the rebellion. May help with the revision of the rebellion.

This exam has been written in the style of a GCSE paper. It comes in two sections. Section A.COAL. 20 marks. 1-What does the source show about conditions in the coal mine. 2-Describe how coal was taken to the surface. 3-Explain why so many miners were killed down the mines. 4-Did conditions in the coal mines improve in the nineteenth century? Section B: Conditions in the cotton mills. 25 marks. 1-What does source A show you about... 2-Use the information in source B and your own knowledge to explain... 3-How useful is source C to an historian studying... 4-Why do Sources D and E say different things about... This is an excellent exam which is accessible to the majority of students. It gets progressively more difficult in both sections. Excellent for preparing students for GCSE style questions.

SIX SIDES OF NOTES DISCUSSING THE EVENTS OF THE CUBAN MISSILE CRISIS, THE ROLE OF INDIVIDUALS AND THE CONSEQUENCES. SUITABLE FOR GCSE STUDENTS OF HISTORY.

A simple activity to analyse the success of the Weimar Republic 1924-1929. Pupils are encouraged to think thematically and group the cards in to three themes and then split the themes into groups which identify whether the years were a success or not. They can then order the cards within these themed groups into chronological order. Takes about twenty minutes.

This PowerPoint is a pretty hefty piece of work. There are over 160 slides which contain all the information pupils need to study this unit of work. Within these 160 slides are a huge variety of class based activities that you can use to reinforce learning and get the pupils to think. There are also exam style questions included within the slides that you can give as classwork or homework. It compliments the Causes of Crime booklet that I also have for sale on here or it can be used alone.

This resource suits Year 7 pupils who have just studied the Battle of Hastings and are about to embark on answering the question - why did William win and Harold lose? The cards have been split into four categories looking at why William won. Pupils can be given all the cards and can work out a 'theme' themselves e.g. William won because of Harold's bad luck or you can give them the themes and they then decide which card fits into each theme. There are four pages to this activity, with the theme on each page which you can cut out and give to the pupils or omit for the more able pupils to work out themselves. This exercise encourages the pupils to answer the question in a structured way rather than them simply telling the story of the Battle of Hastings which will limit the level they can achieve. After completing the card sorting activity pupils can then write four paragraphs with a clear opening statement for each paragraph which directly answers the question. They can then back up the statement with evidence/facts (as seen in the cards) and then in their own words explain why this resulted in a win for William. Pupils can be encouraged to do some further research to add more detail to their answers but by following this card sorting activity they have got a clear structure to follow.