Please have a browse around my resources suitable for students of History from Year 7-13. I have taught History for fifteen years, won the Guardian Award for Outstanding New Teacher in 2003 and worked as Head of Department for eight years. Resources suitable for Heads of History to be added in due course. Watch this space!
Please have a browse around my resources suitable for students of History from Year 7-13. I have taught History for fifteen years, won the Guardian Award for Outstanding New Teacher in 2003 and worked as Head of Department for eight years. Resources suitable for Heads of History to be added in due course. Watch this space!
This would suit Year 7 pupils who are going to be examined on the Battle of Hastings for their summer exams.
It contains four clear paragraphs discussing the reasons why William won the Battle of Hastings. Each paragraph starts with a clear direct statement that answers the question. Each of these statements are backed up with examples. Each of the paragraphs end with an explanation which again, refers back to the question.
This can also be used to show pupils how to write an essay using the PEE plan (Point, Evidence/Examples, Explanation.
Please check out my other resources!
Look at the following two sources. How do the sources disagree with each other about how the Armada failed? Explain how they might have come to their decision. (5)
An excellent opportunity to develop source interpretation techniques for Year 8 pupils studying the Spanish Armada. Prepares them for GCSE and PISA style questions.
To what extent were Tudor Rebellions successful?
This is a great exemplar answer for AS or A Level students of Tudor History. It focuses on the military, social, economic, political and religious successes and failings of the rebellions.
The following rebellions are the focus of this answer: The Pilgrimage of Grace, Kett's rebellion, Wyatt's rebellion, the rebellion of the northern earls and Rhys ap Gruffydd.
Suitable for those following the WJEC specification.
It is written in an easy to learn format. Please browse around the other resources in my shop!
A selection of books are recommended for Year7 pupils through to Year 13 to encourage their love of History and reading. For display purposes. Pupils are encouraged to add their favourite historic-based books to the list. A simple addition to your efforts of improving literacy in History.
Download, print and cut up the cards. The students need to identify whether the Pilgrimage of Grace was a success or failure. They sort the cards into these two categories in pairs. They then have to split the cards up within the success/failure categories into themes of their choice e.g. political, military etc. This activity encourages the students to think thematically and prepares them for answering essay style questions.
A card sorting activity suitable for A Level Tudor History students.
Simply download the resource, print and cut the cards out!
Students have to read through the cards and categorise the causes of the Pilgrimage of Grace into themes of their choice. A great activity which encourages the students to think thematically rather than narratively.
This is a great resource for Year 7 students preparing for their end of year exam. Topics covered include:
MEASURING TIME
THE YEAR OF THE THREE KINGS
WHY WILLIAM WON THE BATTLE OF HASTINGS (EXEMPLAR ESSAY ANSWER)
THE BAYEAUX TAPESTRY/HOW DID HAROLD GODWIN DIE?
THE DEVELOPMENT OF CASTLES
THE MEDIEVAL CHURCH
MONKS AND MONASTERIES
THE MANOR
A PEASANT'S LIFE
This resource is colourful and detailed.
This is for GCSE students revising for their Crime, Policing and Punishment paper. There are two exemplar answers here. The first one answers the following style question:
How far have causes of crime changed from Tudor times to the present day? [10]
How far have causes of crime stayed the same from Tudor times to the present day? [10]
The second answers the following style question:
Have methods of policing and combating crime always
been successful from Tudor times to the present day? [10]
How successful have methods of combating crime been form Tudor times to present day? (10)
A very useful resource to give to Year 8 pupils before completing the interpretation task on Bloody Mary (to be added). A typical level 2,4,6 and 8 response is given in the resource. Pupils can identify the differences between the level descriptions and then will know what they have to do to get the top level. Useful when moderating too. An excellent Assessment for Learning technique.
WHO OR WHAT WAS RESPONSIBLE FOR THE GREAT LOSS OF LIFE AT THE BATTLE OF THE SOMME?
A very useful resource to give to Year 9 pupils before completing an essay on the above question. A typical level 2,4,6 and 8 response is given in the resource. Pupils can identify the differences between the level descriptions and then will know what they have to do to get the top level. Useful when moderating too. An excellent Assessment for Learning technique.
A POWERPOINT PRESENTATION COVERING 50 SLIDES WITH A VARIETY OF QUOTES AND IMAGES LOOKING AT THE USE OF PROPAGANDE IN NAZI GERMANY. FILM, ARCHITECTURE, SPORT AND THE PRESS ARE SOME OF THE ITEMS LOOKED AT. SUITABLE FOR A LEVEL AND GCSE.
Everything you need to teach this unit is here. The PowerPoint presentation covers the entire unit with class based activities built in. Pupils can take home the information booklet and use it for their revision (and if they miss lessons they can always use it to catch up). There is a test for them to complete which is based on knowledge and understanding only. This test also contains all the answers if they want to learn these off by heart. I also have an exemplar answer of the extended question in the WJEC papers which they can learn. I've also thrown in a group work card sorting exercise for pupils to compete if time allows -this can also be used in Year 8 when teaching poverty and vagrancy, and at A level.
This is for GCSE students of the History of Crime, Policing and Punishment paper. This detailed information booklet covers the POLICING section only. It can be used to accompany the course or as a revision tool.
The specifications followed in the booklet are outlined below:
Key question: How were law and order enforced in Wales and England in the sixteenth and seventeenth centuries?
• The role of Tudor JPs
(importance of JPs; extent of their work; effectiveness)
• The role of constables and watchmen
•(parish constables and the extent of their work; watchmen: their work and their effectiveness)
Key Question: What were the main turning points in policing methods in Wales and England in the late eighteenth and the nineteenth centuries?
• The Bow Street Runners
(the Fielding brothers; establishment of the Runners; importance of the Runners)
The establishment of the Metropolitan Police
(Robert Peel and the 1829 Metropolitan Police Act – reasons and effectiveness)
Extension of police forces and early police specialisation
(The acts of 1835, 1839 and 1856; CID, photography and finger printing)
Key Question: How have policing methods developed in Wales and England in the twentieth and twenty first centuries?
Increased resources for the police
(transport developments; communication and increasing use of technology; training and recruitment changes, including women police)
Specialisation of police services
(development of specialist branches; development of CID, forensics, community relations, crime prevention)
Modern day problems for the police
(police use of weapons; increased powers of arrest and of questioning; pressures of red tape and more organised
criminals)
This is a detailed, colourful booklet with a wide range of sources included.
A Level History: The Growth of Welsh National Consciousness: The Fall of the Conservatives
A set of notes useful for revision covering:
- Conservatism was uniquely identified with Englishness.
- Conservatism was identified with Wales’ enemies – the ‘unholy trinity’ of the brewer, the squire and the bishop.
- Conservative arguments against Disestablishment and Disendowment
- Positive impact of Conservatives
THIS RESOURCE HAS BEEN PRODUCED FOR YEARS 7-9. IT IS A BOOKLET THAT EACH PUPIL RECEIVES IN YEAR 7 AND SEES THEM THROUGH TO YEAR 9. EACH LESSON THAT IS TAUGHT FROM YEARS 7-9 IS COVERED HERE WITH A SIMPLE KEY QUESTION IN A LIST FORM(THESE KEY QUESTIONS FOLLOW THE SCHEME OF WORK (Also for sale)). NEXT TO EACH KEY QUESTION ARE THREE COLOMNS WHICH PUPILS TICK TO SHOW WHETHER THEY HAVE UNDERSTOOD A TOPIC FULLY, NOT AT ALL OR ONLY PARTIALLY. THEY FILL THIS IN AFTER COMPLETION OF EACH TOPIC. THIS WORKS ON A NUMBER OF LEVELS - PARENTS AND PUPILS CAN SEE WHERE THEY ARE IN THE SCHEME OF WORK AND CAN DO EXTRA RESEARCH AROUND TOPICS IN ADVANCE - OR CATCH UP IF THEY HAVE BEEN ABSENT. IT ALSO ALLOWS THE CHILD TO TELL YOU DISCREETLY WHETHER THEY HAVE UNDERSTOOD A TOPIC OR NOT. THIS HELPS YOU HELP THEM. IF MANY PUPILS ARE SHOWING THAT THEY HAVEN'T UNDERSTOOD THE SAME TOPIC THEN THIS HIGHLIGHTS TO YOU THAT MAYBE YOU NEED TO APPROACH THAT TOPIC DIFFERENTLY NEXT TIME.
ON EACH PAGE THERE IS ALSO A BOX CALLED 'LANGUAGE FOR LEARNING' WHICH INCLUDES ALL THE KEY WORDS THAT PUPILS WILL BE EXPECTED TO UNDERSTAND AFTER FINISHING THE TOPICS.
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
IT TOOK A CONSIDERABLE AMOUNT OF TIME TO PRODUCE THESE BOOKLETS BUT THE BENEFITS GAINED ARE IMMEASURABLE. THESE BOOKLETS WERE COMMENDED BY OFSTED INSPECTORS AS GOOD PRACTICE.
Please note that at the start of each Year Booklet I would place a photocopied timeline so pupils could see what period they would be covering over the year. As I use a photocopy, these timelines are not included.
This six page document is useful for Heads of History Departments who need to describe how key skills are being developed in their subject. Topics covered include:
THINKING SKILLS AND PROBLEM SOLVING
DEVELOPING COMMUNICATION
ORACY
READING
WRITING
WORKING WITH OTHERS
NUMBER
IMPROVING OWN LEARNING AND PERFORMANCE
This resource has been made for my own department but may be helpful to use as a guide to those Heads of Department who are updating their handbooks or preparing for an Ofsted Inspection!
I created this activity for pupils who lived in the Mynydd Mawr area of south west Wales, near Llanelli. Whilst this was an excellent activity to do with the pupils from this area, it could be used for anyone studying the impact of coal. There are activities included which encourage pupils to think and communicate. I also took the pupils to the Big Pit as part of this investigation. If you like this activity please review my work!
