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.

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.

Planning sheets to help with the 16 mark question. All time periods are covered with the possible different topics that could be asked. Could be structured for lower attainers so that parts of the table are completed.

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 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.

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.

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.