A simple resource to assess pupil knowledge and understanding of the aims and objectives of a lesson.

An effective resource to assess pupil knowledge and understanding as to why Britain built an empire. Pupils must first categorise the various examples into the factor wheel. They then must give 5 of the most important SPEAR reasons. Extended writing activity linked with the NC levels at the end.

A simple resources to assess pupils' knowledge of a specific individual (history, fiction etc.)

A simple resource for pupils to show their knowledge and understanding of the key names/words/terms etc associated with a specific topic.

A simple resource to assess the knowledge of pupils (either as an exit ticket of Homework activity).

A simple resource to be used as an exit ticket (or quick homework task) to assess how concise pupils can be with their knowledge.

An historical enquiry into what really happened to the Princes in theTower. Pupils have to sift through 5 pieces of evidence (which tend to contradict in places) and work out what really happened to the Princes in the Tower.. There is also an activity to assess pupil understanding of source reliability and utility. The end product is to write a report about 1. What they think happened to the Princes, and 2. How useful and reliable were the 5 selected sources for the enquiry. Enjoy!

An historical enquiry into what really happened to Wat Tyler in June 1381. Pupils have to sift through 7 pieces of evidence (which tend to contradict in places) and work out what really happened to Tyler in Smithfield. There is also an activity to assess pupil understanding of source reliability and utility. The end product is to write a report about 1. What they think happened to Wat Tyler, and 2. How useful and reliable were the 7 selected sources for the enquiry. Enjoy!

A simple, yet effective resource, looking at the little known history of the mercenary Owain Lawgoch. Chronology task, knowledge and understanding task and an activity to get pupils to design a memorial to one of Wales' Sons of Prophecy (Mab Darogan)

A simple categorisation task asking pupils to work out what Charles I did to annoy Parliament, and what Parliament did to annoy Charles the first. Ppt is self explanatory. Pupils then form an opinion on who was mainly to blame. Enjoy!

Paint a portrait of Elizabeth I. Examples of original paintings and their meanings found on the ppt. Success criteria for portrait and meaning/symbolism provided. Will you please the Queen? Or will it be a case of "off with your head"?

An interesting group activity on the options available to Elizabeth when dealing with the threat of her cousin, Mary, Queen of Scots. (Enough for 2 lessons). Each group (ideally no more than 3 pupils) are allocated 2 Thinking Hats (slide 4-5) and have to approach the issue of how to deal effectively with Mary (firstly in 1567). The coloured hats give each pupil a specific role within the group. All required printable sheets are found within the ppt (e.g. slide 8 is the colourless version of the group sheet, but keep the coloured version projected to guide them and slides 4-5 have the Thinking Hats and need cutting up for the pupils etc.) The ppt will then ask pupils to consider what Elizabeth should do in 1587 one Mary's involvement in the Babbington Plot was uncovered (slides 10-14). The last slide will give pupils the opportunity to give their opinion (based on their conclusion to slide 14). Was observed using the first part of this resource, and got an excellent as it covered so many bases! Enjoy.

An interesting group activity on the aims and objectives of the Big Three at Versailles. Each group (ideally no more than 3 pupils) represents one of the Big Three. Group members are allocated 2 Thinking Hats (last slide) and have to approach the issue of how to punish Germany from the perspective of their individual (Wilson, Lloyd George or Clemenceau), but also from the specific roles provided by their coloured hats. All required printable sheets are found within the ppt (e.g. slide 3 will need to b cut up into three, slide 9 is the colourless version of the group sheet, but keep the coloured version projected to guide them and slide 10 have the Thinking Hats and need cutting up for the pupils etc.) Was observed for this lesson, and got an excellent as it covered so many bases! Enjoy.

A two lesson activity (including homework): Pupils are to consider (from a list of 18) which individual was the greatest Victorian. They have to consider how their contributions and achievements impacted Victorian life and if their achievements still impact us today. The list of 18 Victorians covers politicians, activists, reformers, nurses, novelists, inventors, scientists, explorers etc. I may have included names you don't agree with, and may have omitted names you think should have been included (if so let me know in the comments). The end task is a creative (organisation and communication) task, whereby pupils have to design a commemorative plate for their chosen Victorian. They also have to write a brief biography, indicating the short-term and long-term impacts of their achievements. You'll need paper plates! Enjoy!

Three resources (one for Yrs7, 8 and 9) to aid teachers in assessing specific reading strands within the LNF. The documents have coloured boxes (easily removed when purchased) which refer to the following methodology: Year 7: Red Box – Element (Locating, selecting and using information) > Aspect (Reading strategies) > assess the quality and reliability of information on web pages, considering its origins and verifying accuracy. Green Box – Element (Responding to what has been read) > Aspect (Comprehension) > read with concentration texts, on screen and on paper, that are new to them, and understand the information in them and select the main points from texts. Purple box – Element (Responding to what has been read) >Aspect (Response and analysis) > distinguish between facts, theories and opinions and evaluate the content, presentation and appeal of a text. Year 8: Red Box – Element (Locating, selecting and using information) > Aspect (Reading strategies) > be selective about which internet sources to download or quote depending on their reliability and relevance . Green Box – Element (Responding to what has been read) > Aspect (Comprehension) > read with concentration texts, on-screen and on paper, that are new to them, understand the information in them and locate and selectively use additional information and evidence from different sources. Purple box – Element (Responding to what has been read) >Aspect (Response and analysis) > identify different views of a topic and any areas of agreement and contradiction and evaluate texts in terms of quality and level of interest. Year 9: Red Box – Element (Locating, selecting and using information) > Aspect (Reading strategies) > make full but selective use of the internet to update, broaden and deepen understanding of information, ideas and issues. Green Box – Element (Responding to what has been read) > Aspect (Comprehension) > read with concentration texts, on-screen and on paper, that are new to them, and understand the information in them, and follow up and use additional material in texts to extend understanding.

Introducing Year 7 pupils to the concept of interpretations. This simple resource gets pupils to look at two differing interpretations of William the Conqueror and select evidence that could back up both opinions. Extended tasks gets pupils to consider how background influences and purpose can also impact on interpretations. Task is designed to assist pupils in attaining L5/L6 in interpretations of history (follow the ppt slide with the two colums and copy/complete tasks. Enjoy.