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.

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 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.

An emergency revision wheel that is completed with the key facts for students. Good for those students who are on the Grade 4 borderline or as a quick reference for all students so that they can be actively tested. Would also be useful for students at the beginning of the course as an overview. Should be photocopied A3 size.

These homework activities are to introduce a breadth and depth of knowledge that is unachievable in the classroom alone. These activities are particularly useful for those in more remote areas where it is not as easy or accessible to visit places of cultural interest or, where there is a lack of diversity within the community. Activities cover: Classical civilisations Women’s history LGBTQ+ history Black history South Asian history East and South East Asian history

An overview of the Industrial Revolution course with adapted learning objectives for each lesson.

Looks at the lead up to, the events and consequences of the Peterloo Massacre of 1819. Can be a stand alone investigation or as part of a unit on the Industrial Revolution. Includes a literacy activity that gets students to analyse sources and a historical interpretation.

A postcard to be sent home to parents/carers to support parental engagement and participation

An MTP that allows students to assess their learning as they complete each lesson.

KLIs for assessing different attainment levels

AQA GCSE History Paper 1. The presentation provides the question number, the assessment objectives followed by a simple overview of how to achieve low, mid and high marks. This provides students with a useful overview. *If you are an examiner and would like to suggest any improvements and/or amendments then please let me know.

AQA GCSE History Paper 2. The presentation provides the question number, the assessment objectives followed by a simple overview of how to achieve low, mid and high marks. This provides students with a useful overview. *If you are an examiner and would like to suggest any improvements and/or amendments then please let me know.

This is a resource designed to introduce sources H and I from the resource pack produced by the exam board. Students can struggle with reading lengthy and complicated sources so ‘Write like an historian’ has been introduced to get students to familiarise themselves with parts of the text, look for new words and define what they mean as well as then summarising the text in their own words. The activity can be carried out individually, in pairs or in groups. Students could also use collaborative reading strategies such as reciprocal reading to further break down the text. I would recommend blowing the handouts up to A3 to allow annotation and questions as students go through the text.

This resource is a literacy tool designed to enable students to break down an unfamiliar text and encourage them to ‘write like an historian’. The source used is an article from the Smithsonian Magazine, ‘See Charles I’s Stained Execution Shirt’. The article provides useful information about the execution of Charles I.

A presentation with eight ideas for retrieval practice. Teachers can edit the presentation to suit their topic. Also works to aid with revision.

A presentation with some generic documents designed to save teacher time: Marking and assessment sheet that can be used for self, peer or adapted for teacher assessment and feedback. Step-by-step instructions for students to check literacy and presentation. The teacher would design a WAGOLL sheet (What A Good One Looks Like) to enable students to identify www/ebi before they write a feedback response. A sheet designed to help foster independent learning when completing a task. A book check list for students to complete before handing in book for marking. Whole class marking feedback. This has saved me hours marking and the feedback I get is so much better. Instructions on using reciprocal reading in history (can be adapted for other subjects)

Two ideas to scaffold group planning for a question.

As it is almost impossible to cover breadth at KS3, I have designed these cultural capital homework tasks. Women’s history captures different time periods to give students a more in-depth look of the lives of women. This resource is free. I have also designed others, just look at my shop to find out more.