Please have a browse around my resources suitable for students of History from Year 7-13. I have taught History for fifteen years, won the Guardian Award for Outstanding New Teacher in 2003 and worked as Head of Department for eight years. Resources suitable for Heads of History to be added in due course. Watch this space!
Please have a browse around my resources suitable for students of History from Year 7-13. I have taught History for fifteen years, won the Guardian Award for Outstanding New Teacher in 2003 and worked as Head of Department for eight years. Resources suitable for Heads of History to be added in due course. Watch this space!
KS3 Curriculum Model – How is the Subject Area Organised/Delivered? (Includes PoS Requirements).
THIS RESOURCE MIGHT BE USEFUL TO HEADS OF DEPARTMENT WRITING THEIR HISTORY DEPARTMENT HANDBOOK AND FOCUSING ON THE ABOVE THEME.
This has been taken from my History Department Handbook and discusses what the History Department did in terms of monitoring. Whilst this has been written with reference to the department that I was head of, it may be useful to those just starting out as Heads of Department as a point of reference. It discusses
Results
Lesson Observations
Pupil books
Student Evaluation Forms
A SET OF NOTES USEFUL FOR A LEVEL HISTORY WNC 1868 ONWARDS
- Did the Conservatives contribute towards the promotion of a Welsh National Consciousness?
- Did the Liberals contribute towards developing a Welsh National Consciousness?
- The contribution of the ‘Welsh Party’ (politicians supporting and campaigning specifically for Welsh issues).
A SIMPLE ACTIVITY BASED ON EARLY POLICING. THE ROLE OF THE JP, CONSTABLE AND WATCHMAN ARE READ OUT BY PUPILS (IN COSTUME PREFERABLY). THE CLASS LISTENS THEN COMPLETES A SIMPLE TOP AND TAIL EXERCISE. ADDS A BIT OF FUN AND VARIETY TO YOUR LESSON.
PLEASE SEE ALL MY OTHER RESOURCES ON GCSE CAUSES OF CRIME AND POLICING METHODS.
A LEVEL HISTORY:The Role of Cultural, Social and Institutional Factors in Promoting a Welsh National Consciousness. A set of notes useful for revision.
HAND THIS OUT TO TEACHERS IN YOUR HISTORY DEPARTMENT. AS SOON AS THEY HAVE ANY CONCERNS REGARDING THE PROGRESS OF A PUPIL THEY FILL IN ONE OF THESE FORMS. THIS CAN BE PASSED ON TO YOU TO TAKE ACTION AND CAN BE SHARED WITH HEADS OF YEAR.
A TEST BASED ON THE GROWTH OF RADICALISM 1815-1822. THE ANSWERS ARE PROVIDED IN BULLET FORM SO THAT THE PUPILS CAN USE THEM AS A REVISION GUIDE OR FOR MARKING EACH OTHERS' WORK.
1 What were the causes of post war discontent? (15)
2 What is a radical? (1)
3 Why was William Cobbett important? (2)
4 Give three reasons why the Spa Fields Meetings was important. (3)
5 Who were the Blanketeers, what did they protest about and how did they protest? (3)
6 What happened at the Peterloo ‘Massacre’ or Saint Peter’s Fields? (3)
7 List the four methods the government used to repress the radicals and reformers. (5)
8 Describe the Cato Street Conspiracy. (4)
9 What were the Six Acts or Gag Acts? (6)
10 Why did the government react so harshly? (4)
11 Did the growth of Radicalism 1815-22 benefit working people? (7)
PLEASE SEE INFORMATION BOOKLET ON THE GROWTH OF RADICALISM FOR SALE ON THIS SITE ALSO.
A LEVEL HISTORY: WJEC. FOCUS ON WELSH HISTORY/POLITICS/SOCIETY.
THIS DETAILED POWERPOINT (13 SLIDES) COULD BE GIVEN OUT AS A SET OF NOTES FOR YOUR STUDENTS. TOPICS COVERED:
Political idealism of organised labour
How strong was political ideology in developing a working class movement?
The role of political factors in creating a working class movement
The role of social factors in developing a working class movement
The role of economic factors in creating a working class movement
Success of organised labour
Failings of the working class movements: what they hadn’t achieved by 1914
Conclusion
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.
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 six page document is useful for Heads of History Departments who need to describe how key skills are being developed in their subject. Topics covered include:
THINKING SKILLS AND PROBLEM SOLVING
DEVELOPING COMMUNICATION
ORACY
READING
WRITING
WORKING WITH OTHERS
NUMBER
IMPROVING OWN LEARNING AND PERFORMANCE
This resource has been made for my own department but may be helpful to use as a guide to those Heads of Department who are updating their handbooks or preparing for an Ofsted Inspection!
Section A (compulsory) is based on the history of sport.
Section B is based on the history of entertainment.
Section C is based on the history of holidays.
Factors inhibiting the growth of Welsh National Consciousness
Factors promoting Welsh National Consciousness/ attitudes at the start of our period 1868-70
Factors Promoting Growth of National Consciousness in the rest of the period (1868 onwards)
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.
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.
A Level History: The Growth of Welsh National Consciousness: The Fall of the Conservatives
A set of notes useful for revision covering:
- Conservatism was uniquely identified with Englishness.
- Conservatism was identified with Wales’ enemies – the ‘unholy trinity’ of the brewer, the squire and the bishop.
- Conservative arguments against Disestablishment and Disendowment
- Positive impact of Conservatives
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.