This resource includes question stems that have been simplified for KS3 students. The questions are based on the AQA GCSE History course but can easily be adapted for centres offering other exam board courses. Each question relates to a Key Learning Intention (KLI). Each question slide has: success criteria suggested writing frame mark scheme that covers those working a pre levels, working towards, working at and working beyond Each slide is written using student friendly language so can be used as a student, peer or teacher assessment tool. Mark schemes can be adapted to suit however your school assesses at KS3.

Fully differentiated lesson resource with starter and assessment opportunities. Starts by a recall session on previous learning. Students then investigate the reasons for a witch-craze before going onto study and analyse source material. This is followed by a study of the Pendle witch trials. A peer assessed assessment is differentiated into three tasks with success criteria provide for each. The lesson can be adapted and changed as needed for your learners.

This is an optional activity that can be used to assess the contribution and successes/failures of four Tudor monarchs (you can adapt to include Edward VI and Lady Jane Grey if you have covered this in class). This could be used as an assessment opportunity or as revision for an assessment on the Tudors. Differentiated resources and information is included. The assessment is peer assessed.

A fully differentiated lesson with resources to teach about the reasons for the Glorious Revolution and the consequences of it. Part of a series of lessons on the Stuarts.

This is a lesson resource that delves into the interpretations of James I. It is fully differentiated and allows assessment either through analysing sources or through an essay style question. Answers are provided for either teacher, peer or student assessment and a WAGOLL (What A Good One Looks Like) is provided for the essay style question.

Three differentiated lessons and materials to teach the Historic Environment component of Elizabethan England 1568-1603. It is designed to be taught after learning about the Northern rebellion and other Catholic threats, Mary, Queen of Scots and the ‘Golden Age’ (fashion for building stately homes). Lesson One - An introduction to the Historic Environment Site Study 2023 Lesson Two (people)- Who is connected with Sheffield Manor Lodge? Lesson Three (place and purpose) - Where is it located and what are the site features? Lesson Four - How to answer the HE question. This includes a generic mark scheme, exemplar answers from AQA on Speke Hall to get students using the mark scheme, a group task that gets students to work together to answer a possible question and two possible question ideas for students to be assessed on. Also includes a medium term plan for students to self-assess their understanding as they move through the lessons.

These are a series of question stems based on AQA GCSE History. They provide success criteria, writing frames and student friendly mark schemes. There are different question stems and mark schemes for each year group. These link with my other GCSE ‘How to’ guides. This will enables familiarity with question styles prior to starting GCSE History. The question stems could easily be adapted for those schools taking Edexcel GCSE History.

A lesson that looks at a number of changes during the Industrial Revolution that then assesses students on their ability to evaluate the change.

Seven sessions on the Tudors that are timed to last 8-10 lessons. They contain starters (including source and interpretation starters in preparation for GCSE History) along with assessments (both teacher and student). Assessments include success criteria for students and a medium term plan for them to assess their progress throughout the series of lessons. Fully differentiated materials throughout. Lesson One - Was Henry VII a gangster? Lesson Two - What was the Reformation? Lesson Three - What problems did Henry VIII face? Lesson Four - What was the impact of the dissolution of the monasteries? Lesson Five - How Bloody was Mary I? Lesson Six - How did Elizabeth deal with the problem of Mary, Queen of Scots? Lesson Seven - Why did the English defeat the Spanish Armada? There will be a seperate and optional final lesson for students to assess the strengths and weaknesses of the Tudor monarchs.

A final lesson on the theme of the Industrial Revolution. Challenges students to assess change over time. Fully resourced lesson with assessment and student friendly mark scheme.

A literacy activity (VIPERS) introduces students to the Industrial Revolution. This is followed by a lesson on the new inventions of the Industrial Revolution, a team work exercise and then a peer/self assessed essay on the significance.

A comparison of two fictional characters but based on real evidence. It compares the factory in New Lanark with factory conditions for children in Manchester. Provides the opportunity for assessment with a mark scheme.

Why did Sheffield stink? This lesson looks at th problems Sheffield (and man other) industrial towns faced. It is assessed via a letter writing activity to the MP of Sheffield at the time and also includes a WAGOLL so that students can improve their work or that of their peers.

A third session on the Conflict and Tension tutoring programme. Covers a revision sheet, three quick source practice questions and in-depth look at a 16 marker.

A fully resourced and adapted lesson that covers an introduction to Galen, leading into a study of the causes, prevention and treatment of illness during the Middle Ages. No textbook needed. Video links included. Exam assessment practice with opportunity for self/peer or teacher assessment.

A fully differentiated resource studying the execution of Charles I. Allows source analysis as well as writing and debate about both sides of the argument. Highlights career skills an provides a WAGOLL (What A Good One Looks Like) for self/peer assessment of work.

This lesson is an overview, learning about the origins of the British Empire in preparation for a topic on the slave trade. It could also be used as an introduction to a topic on Empire.

A literacy based activity to introduce students to some of the key terms they will use in history.