PLC BUNDLE - AQA GCSE Ancient History: The Persian Empire, 559–465 BC; From Tyranny to Democracy, 546–483 BC; Athens in the Age of Pericles, 462–429 BC; Alexander the Great, 356–323 BC; The foundations of Rome: from kingship to republic, 753–440 BC; Hannibal and the Second Punic War, 218–201 BC; Cleopatra: Rome and Egypt, 69–30 BC; Britannia: from conquest to province, AD 43–c.84 . [Includes 4 Different Formats]

This download includes 8 (x4=32) Personal Learning Checklists for GCSE Ancient History (AQA Specification) and covers the topics of:

- The Persian Empire, 559–465 BC
- From Tyranny to Democracy, 546–483 BC
- Athens in the Age of Pericles, 462–429 BC
- Alexander the Great, 356–323 BC
- The foundations of Rome - from kingship to republic, 753–440 BC
- Hannibal and the Second Punic War, 218–201 BC
- Cleopatra - Rome and Egypt, 69–30 BC
- Britannia - from conquest to province, AD 43–c.84.

The download includes 4 different versions of PLCs for you to choose from! Each with slightly different reflection/target-setting activities.This means you can give students the PLC at different points in the year without it being too repetitive and boring for them.

A single-slide PowerPoint is included: if you wish you can copy and paste this slide into your lesson, it contains instructions (and a timer) for your students).

This double-sided A4 worksheet is great for:
-Revision lessons
-AfL
-Fostering teacher-student dialogue
-Directed Individual Reflection Time (DIRT)
-Exam preparation

This is an ideal tool for your students to help them keep track of their learning, and help you monitor the classes strengths and weaknesses. It serves as a highly efficient form of self-assessment.

The first side is a PLC with two ways for the student to rate confidence for each of the sub-topics and the second side features
other useful measures that allow teachers to gauge a student's confidence and reflective abilities.

The worksheet:

-Allows the student to see clearly what they need to know for the exam.
-Allows the student to communicate to their teacher how they can be best helped.
-Gets the student to analyse their progress in relation to their target grade.
-Encourages students to reflect in a structured manner on their necessary revision focusses.
-Gets students to establish both a revision and an exam technique focus.