In 2003, the British government introduced a comprehensive National Literacy Strategy that included Key Stage 3 (KS3) History. However, since that time, there has been a notable lack of ongoing advice and guidance from the government on this crucial area. This resource aims to provide teachers with some effective literacy strategies utilized by the authors at the History Academy, consolidating our free resources on this vital topic. We were motivated to develop this CPD resource in response to numerous requests for support from our younger colleagues, to whom we dedicate this training. The literacy strategies presented in this PowerPoint are derived from our extensive, hands-on classroom experience in teaching history, particularly in challenging school environments. These strategies have been tried and tested on the front line, and while they are effective, we encourage you to adapt them to meet the specific needs of your school context. This free resource can be used in a departmental meeting or as a self study guide. When you download it, you will be able to access a PowerPoint presentation with 42 slides and which contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, writing frames, video and free resource links to the TES. I have also included the original N/C guidance documents. The literacy strategies covered are: Snowballing Writing Frames Humanities Literacy Mats PEE / PEEL Modelling Oracy The aims and objectives of this training are: Theme: Literacy Know: What different literacy strategies can we use in the history classroom? Understand: How do these help to raise achievement? Evaluate: What strategies will work within my school context? Skills: Literacy, SMSC & Collaboration WILF – What Am I Looking For? Can You Describe: A range of different literacy strategies? Can You Explain: How these can be used to help raise achievement? Can You Evaluate: What strategies will work within my school context? If you like this resource, then why not check out our others on similar topics in our TES shop. You can also follow ‘The History Academy’ on Instagram, X , 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 YouTube Channel with over 600 free videos: @historyacademy Kind Regards Roy

This unit is designed to allow students to investigate the Norman invasion and build upon the source skills that students began to develop in the introductory module. The first three units looks at why the Romans, Saxons, Vikings and the Normans have invaded Britain. From a geographical point of view Britain has always been a rich country because of our temperate climate. This allows farmers to produce up to three crops per year, unlike our European counterparts. This makes Britain a rich prize for any War Lord. It is important to stress that British society was multicultural by 1066 as emphased by the place names activity. Units 4 to 7 deal specifically with the Norman Conquest and are primarily focused on the key question, why did William win the Battle of Hastings. Each unit is carefully crafted to get students to write a PEE’d / PEEL’d paragraph addressing the key question. Students must be trained up into peer / self assessing their answers. This package of resources includes all the PowerPoints and worksheets that I use with this scheme of work. They are sold separately on this site, so to buy them all together at a discount price is a real bargain! In terms of differentiation, the aims, objectives, outcomes and starters allow for students to access at different levels. The worksheets include DART strategies, missing word, true and false statements etc. as well as high end questions. Feel free to adapt to suit the needs of your students.

This unit is designed to build upon the previous module by examining in depth the history of Conisbrough Castle. It will allow students to look at the strategic decisions that were taken to site the castle, its impact on the local area as well as to look in detail at how it was built and aspects of everyday medieval life. This module is also designed to fulfil the requirements of the new KS3 National Curriculum order for history by doing a depth study of an aspect of local history. However, it should be noted that all the modules that are taught at KS3 are in some way linked back to local history as well as contextualised with references to the modern world. The main resources for this module have been developed over the years by the history department in cooperation with the Mexborough Heritage Society, the Ivanhoe Trust, English Heritage and Becta. In 2001 the Virtual Tour of Conisbrough Castle was given a national teaching award by Becta for the innovative use of ICT. I have also included all the relevant lesson resources that are mentioned in the scheme of work as well as my award winning booklet on Conisbrough Castle, which has embedded a wide range of differentiated activities. My students always enjoy this module which centers on a unique grade 1 listed building which is a world heritage site. Check out the videos on You Tube of Conisbrough Castle. I have included some of my own video clips taken on my phone. Kind Regards Roy

This unit is designed to allow students to investigate how William consolidated his control of Britain after the Norman invasion. It starts by looking at the 'Harrying of the North' by William and how he ruthlessness wiped out all opposition to his rule. The second unit looks at how he rewarded his supporters and tightened his control by introducing the Feudal System. Whilst studying this unit it is important to emphases the importance of doing 'homage' and taking the 'oath of allegiance' as William placed considerable importance on this aspect. His key justification for the Norman invasion was his claim that King Harold was an oath breaker and that his victory was a vindication of the just by God. The fourth unit looks at the Domesday Book and how land and wealth was distributed. Please make sure you point how to your students how much land and wealth was given to the Church as the Pope had supported his invasion. The final two units look at the roles played by different types of castles in helping William consulate his control. This resource is best used alongside the Heinemann History series which is referred to in the scheme of work. It represents excellent value as I have included all the relevant lesson resources along with two literacy mats to help students write a persuasive letter to their local Lord explaining why they should replace the Motte and Bailey Castle with a Square Keep Castle. This work makes an excellent display and assessment work, especially if students age their work with tea bags or coffee. All my students have thoroughly enjoyed this scheme of work as it lends itself to memorable educational moments that will last them a lifetime. Kind Regards Roy

This card sort resource is designed to help students understand the arguments for and against women having the vote in 1900. Once students have cut out and sorted the statements they can they organize them into one of two graphic organizers that I have provided in the worksheet. The final task gets them to pick the top five arguments and gets them to write a speech either for or against which can then be peer assessed. You may wish to also download my persuasive literacy writing mat. I would advise printing off the statements on A4, whilst printing off the pro and con organizer on A3. The aims and objectives for the this lesson are: Theme: Women's Suffrage 1900 - 1918 Know: What were the arguments for and against women having the vote in 1900? Understand: What were the arguments for and against women having the vote? Evaluate: Why was it difficult for women's suffrage movements to make progress in the 1900? WILF: What and I Looking For? Identify: Some of the arguments for and against women having the vote in 1900? Describe: Some of the arguments for and against women having the vote in 1900? Analyse: Why was it difficult for women's suffrage movements to make progress? 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 with excellent resource and stay in touch on social media. Kind Regards Roy

This literacy mat can be printed off back to back in A3 colour and laminated to use with your students in lesson to help them structure their work using the correct sentence starters and connectives. The literacy mat also includes guidance on spelling, punctuation, structuring paragraphs using PEE and PEEL as well as the correct then, their and they're. This is a must have resource for any teacher. The idea of a 'mat' is UK idea where you stick or place a resource like this one on the desks of your students to help them structure their work and avoid common mistakes. Please note, it might be an idea to run this resource through your own US spell checker to avoid any common errors. E.g. we spell words like colour and neighbours slightly differently to you guys across the pond. I have posted this resource at a low price as I believe that it is a must have - give it and go and enjoy. It will impress your principle. In terms of PEE, I always get me students to structure their paragraphs using either PEE or PEEL which stands for Point - Examples - Explain - Link. If you would like to know more then get in touch. 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 resource is designed to help both KS3 and KS4 students understand Hitler's foreign policy aims. It can be used both as a teaching and a revision resource. The worksheet contains all the key information students need to know about the different aims about Hitler's foreign policy. They are then expected to complete a summary exercise to demonstrate their understanding. 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 unit of study is designed to deal with issues relating to Healthy Eating and obesity and aims to build up student knowledge that may exist from their knowledge of health campaigns, Jamie Oliver impact, and School initiatives. Assessment Opportunities Self assessment: Lesson 1 Human Barometer score Lesson 2 Countdown anagrams score End of module evaluation assessment log book. Peer Assessment: Lesson 3 Student presentation of their healthy meal. Lesson 5 Showcase of Video produced via Oscar ceremony Lesson 6 Fashion model showcase End of module evaluation assessment log book. Teacher Assessment: Lesson 1-4 Homework tasks End of module evaluation assessment log book. f you like this resource then why not check out our other resources on similar topics in our 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 YouTube Channel with over 600 free videos: @historyacademy Kind Regards Roy

This resource is designed to help students revise and prepare for the OCR exam on Votes for women 1890 - 1916. However, it could easily be adapted to suit another exam board with a few tweaks, The information and activities included in this pack could also be used to teach the topic at either KS3 or KS4. Resources Included: Comprehensive Revision Notes Exam style source questions for the OCR with pupil mark schemes Interactivities such as Venn diagrams comparing the different reasons women wanted the vote and pro and con organisers on suffragette tactics and how far women benefitted from the FWW 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 resource is designed for both KS3 and KS4. Students sort out a series of events under the headings of ripping up the Treaty of Versailles, Lebensraum, Defeat Communism and Other Factors that helped Hitler. Once this is complete the students then use the linking cards to match up different factors to extend their knowledge and understanding Instructions: 1. Sort the cards under their correct headings. 2. Copy or stick them into your exercise book or a piece of A3 paper. 3. Feedback to a class discussion. 4. Use the linking cards to match up 12 factors, copy them into your book and then explain how they are linked. 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 resource can be used both as a class and revision guide to help students studying why support for the Nazis increased from 1923 - 1932. The first section looks at how the Beer Hall Putsch and Hitler's trial launched his political career, whist the second section looks at the impact of the Great Depression on increasing support for the Nazis. The third section allows students to study several key sources to help them analyse why the German people started voting for the Nazis. These activity section at the end of this resource is designed to help students summarise their learning. and discussions. The worksheet is provided as a word document and can be easily adapted to suit your students. The text level would support the able at KS3 and middle ability at KS4.

This outstanding lesson has been designed to help students assess the causes of the English Civil War by evaluating the decisions made by James and Charles I and how they affected their popularity. This popular lesson has been repeatedly graded as outstanding by Ofsted, LEA Consultants and SLT as it’s a fun and engaging way to develop students critical higher order thinking skills. This lesson is suitable for the full ability range. Once students have worked their way through a selection of starters that you can chose from, they complete the living graph or continuum exercise. They can then colour code the information cards as either economic, religious or political causes. This is then consolidated by a thinking skills review triangle activity to decide which factor was the most important. Once these tasks have been completed, the final result could be used for an assessment or for an extended writing task. When you purchase this resource you will be able to download a two page word document which contains the information cards and a twelve slide PowerPoint. The PowerPoint is designed to help facilitate the lesson and contains aims, objectives, differentiated outcomes, starters, plenaries, templates, tasks and activities. I have also included a lesson plan. Ideally, the continuum should be printed on A3 paper. For more detailed information, please see the detailed preview. The aims and objectives of this lesson are: Theme: Causes of the English Civil War Know: Why did James and Charles I become increasingly unpopular over time? Understand: What roles did politics, economics and religion play in causing the Civil War? Evaluate: Which factor was the most important? Skills: Cause, Consequence, Change & Continuity. WILF - What Am I Looking For? Identify and describe: Why did James and Charles I fall out with Parliament? Explain: What roles did politics, economics and religion play in causing the Civil War? Analyse: Which factor was the most important? If you want to stay up to date about new resources and receive regular updates or even chat about how to use some of these resources, then follow ‘The History Academy’ on Twitter, Facebook, YouTube and Google Plus. Our aim is to provide cheap and affordable teaching resources for the price of a good cup of coffee or a happy meal so that you can spend more time with the people who matter. Kind Regards Roy

This resource can be used both as a class and revision guide to help students studying why support for the Nazis increased from 1923 - 1932. With the more able it would make a great homework activity. The first section looks at how the Beer Hall Putsch and Hitler's trial launched his political career, whist the second section looks at the impact of the Great Depression on increasing support for the Nazis. The third section allows students to study several key sources to help them analyse why the German people started voting for the Nazis. These activity section at the end of this resource is designed to help students summarise their learning. and discussions. The worksheet is provided as a word document and can be easily adapted to suit your students. Please run it through a US spell checker as this resource was originally designed for use in British schools. 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 resources are designed to help students research and understand the impact of the Second World War on women in Britain. It includes a PowerPoint with the aims and objectives, sources and the activities listed below There are several good video clips that can be used with this activity. I would recommend the BBC's History File the Home Front / Women. Aims & Objectives: You will learn: Theme: What impact did the Second World War have on Britain? Know: What roles did women play in the Second World War? Understand: Why it was necessary to recruit women into the armed services? Evaluate: How important was the role played by women during the 2WW? Skills: Cause, Consequence, Evaluation and Judgement. What Am I Looking For this lesson? L4 = Describe - the different roles played by women during the 2WW L5 = Explain - why it was necessary to recruit women into the armed services? L6 = Analyse - how important was the role played by women during the 2WW? Tasks & Activities Task 1: Make notes from the video clip about the role women played during the Second World War Task 2: Feedback results into a class spider graph Task 3: Divide into groups and using the textbooks and laptops research the role that women played during the Second World War Task 4: Produce a presentation with no more than 5 PP slides describing the role that women played in the area that you have looked at with your group. Task 5: Peer assess each groups work giving marks for effort, content and delivery. 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

These outstanding resources have been designed to help students studying why women in Britain wanted the vote in 1900. They have been designed to suit a range of abilities and include a variety of tasks that can be easily adapted. When you purchase this resource you will receive a PointPoint presentation which includes the aims, objectives, starters, plenaries and activities which drive the lesson. You will also be able to download a worksheet which will work along side the presentation and a card sort on arguments for and against women having the vote. There are a total of eight activities built into this lesson including a snowballing starter of the key words, a collaborative exercise around the sister suffragette video, source questions with support, a Venn diagram comparing and contrasting why both rich and poor women wanted the vote and finally a persuasive speech activity along with a writing frame support and peer and self assessment activity sheets. Please see previews. The aims and objectives of this lesson are: Aims and Objectives: Know: Why did women want the vote? Understand: Why different social groups wanted the vote for women? Evaluate: Why did the women’s movement split into two groups? What am I looking For? Describe: Why some women wanted the vote? Explain: Why different social groups wanted the vote? Analyse: Begin to form a judgment on why the women’s movement split? 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

The aim of this activity is to get students to sort through a series of key turning points in the history of black people from 1865 to 1970 and assess how far their changed their status and position within US society. It can be used as an introduction or as a plenary exercise. I’ve included two resources, a PowerPoint with the aims. objectives, outcomes of the lesson and the living graph templates and a word file that includes two pages of cards that can be cut out for the activity. I would recommend printing off the living graph templates on A3, but they also work on A4. Please note that I have created two living graphs spanning the periods 1865 - 1940 & 1945 to 1970. This suits they way in which we approach the topic, however you can easily adapt and edit the template as well as the cards to suit your own curriculum. Please note this resource was originally designed for use in a British school so it is always advisable to run it through a US spell checker :-) If you would like some other resources on these topics then please check out my revision cards or dingbats on US Civil Rights or my revision booklets. Theme: Civil Rights in the USA 1865 – 1985 Know: What were the key turning points the US Civil Rights of Black people? Understand: How did the status and position of black people change? Evaluate: How far did the status and position of black people change? What Am I Look For - WILF Identify & Describe : What were the key turning points in US Black Civil Rights 1865 – 1970? Explain: Why did the legal and social status and position of black people change? Analyse: How far did the status and position of black people improve for the better 1865 - 1970? 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 outstanding lesson looks at one of Britain’s first attempts to recycle or salvage resources during the Second World War. It is part of a series of lessons that I have created on the Home Front that can be either downloaded separately or as a discounted bundle. The lesson materials are suitable for the full range of ability. When you purchase these resources you will be able to download a three page worksheet with the key information, sources and tasks, one of which includes a SEN missing word activity. You will also be able to download an accompanying Point Point with the aims, objectives, differentiated outcomes, starters, plenaries, information slides, historical sources, relevant video clips and extension exercises to work along aide the activities on the worksheet. The aims and objectives of this lesson are: Theme: The Home Front Know: Why did the government introduce a salvage campaign? Understand: What impact did the wartime shortages have on Britain? Evaluate: How successful was Britain’s first recycling campaign? Skills: Source Analysis, Cause, Consequence & Collaboration WILF – What Am I Looking For? Identify & describe: Why did the government introduce a salvage campaign? Explain: What impact did wartime shortages have on Britain? Analyse: How successful was Britain’s first recycling campaign? 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

These literacy cards are designed to be cut out or used as worksheet or writing frame to help students write a report . As with all the resources in these series, it is a must have, as it’s simple and it works. Have fun and check out some of my other resources in this series. When you download this resource, you will be able access a a full editable 7 page Word document with sentence starters to help students ‘report’ in a piece of extended writing. The resource is designed to take them through the various stages of constructing a ‘report’ from the introduction to the conclusion. For your convenience, I have also uploaded this file as a PDF. If you like this resource then why not check out our other resources on other areas of writing from recount, explain, discuss, debate, persuade, speculate and many more. 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 YouTube Channel with over 600 free videos: @historyacademy Kind Regards Roy

This resource is designed to get students to plan the route of two possible Roman roads and then assess which route is best based upon the criteria that the Romans would have used. It is both a problem solving and a literacy exercise as students are asked to write a formal letter or report to the Emperor to explain their ideal choice. When you purchase this resource you will be able to download a PowerPoint which includes all the instructions and key resources, as well as a formal letter template and a set of literacy cards to help your students write their letter. This is bargain as you would normally have to pay separately for each of these outstanding resources, which can be easily customised for your students. This activity would be an excellent follow up exercise to my worksheet on Roman Roads. The activities involve some straight forward question and answers and a consolidation exercise which gets students to map out and label the Roman Roads in Britain. Once you have successfully completed these activities, why not check out my problem solving and literacy resources on planning a Roman Road? If you like these resources why not check the rest in my TES shop or 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

The aim of this activity is to get students to sort through a series of key turning points in the history of black people from 1865 to 1970 and assess how far their changed their status and position within US society. It can be used as an introduction or as a plenary exercise. I’ve included two resources, a PowerPoint with the aims. objectives, outcomes of the lesson and the living graph templates and a word file that includes two pages of cards that can be cut out for the activity. I would recommend printing off the living graph templates on A3, but they also work on A4. Please note that I have created two living graphs spanning the periods 1865 - 1940 & 1945 to 1970. This suits they way in which we approach the topic, however you can easily adapt and edit the template as well as the cards to suit your own curriculum. I would suggest that students fold the cards in half before sticking them to the graph. If you would like some other resources on these topics then please check out my revision cards or dingbats on US Civil Rights or my revision booklets. Theme: Civil Rights in the USA 1865 – 1985 Know: What were the key turning points the US Civil Rights of Black people? Understand: How did the status and position of black people change? Evaluate: How far did the status and position of black people change? What Am I Look For - WILF Identify & Describe : What were the key turning points in US Black Civil Rights 1865 – 1970? Explain: Why did the legal and social status and position of black people change? Analyse: How far did the status and position of black people improve for the better 1865 - 1970? 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