AN INFORMATION BOOKLET FOR GCSE STUDENTS OF CRIME, POLICING AND PUNISHMENT. THIS BOOKLET CAN BE USED AS A GUIDE TO THE COURSE AND AS A REVISION TOOL. THIS INFORMATION BOOKLET COVERS THE CAUSES OF CRIME ONLY. THE SPECIFICATION FOLLOWED IS DETAILED BELOW: • Key Question One: What were the main causes and types of crime in Wales and England in the sixteenth and seventeenth centuries? • The problem of vagrancy • (causes e.g.: poverty, rural depopulation, unemployment; able-bodied poor and deserving poor; rogues and vagabonds) • • The challenge of heresy (causes e.g.: changes in religion and religious opposition; attitudes to heretics) • • Dealing with treason (definition of treason; a study of the Gunpowder Plot) • Key Question 2: How did types of crime and their causes change in Wales and England in the eighteenth and nineteenth centuries? • • Increase in smuggling (reasons for the increase in smuggling; smugglers and excise men; attitudes towards smuggling) • • Highway robbery (issues involving stagecoach travel; lack of law enforcement; highwaymen and footpads) • • The impact of industrialisation (social and economic change; the development of large towns; examples of unrest leading to crime: Luddism, Swing and Rebecca Riots) • Key Question Three: Why have there been new causes and types of crime in Wales and England in the twentieth and twenty first centuries? • The rise of transport crime (development of the motor car; creation of new crimes such as: car theft, drink driving, traffic offences) • • The rise of computer crime (computer fraud; stealing from bank accounts; hacking; viruses; identity theft, etc.) • • The trend towards violent crime (IRA bombings; football hooliganism; global terrorism; drugs crime; gun and knife crime)

THIS POWERPOINT PRESENTATION CAN BE USED WITH GCSE STUDENTS LEARNING ABOUT THE HISTORY OF POLICING. THIS UNIT OF WORK WAS WRITTEN FOLLOWING THE WJEC SPECIFICATIONS BUT CAN BE USED WITH OTHER EXAM BOARDS. IT CONTAINS INFORMATION, SOURCE WORK, VIDEO FOOTAGE, ROLE PLAY, WRITTEN ACTIVITIES (BASED ON GCSE STYLE QUESTIONS) AND PAIR WORK. IT CONTAINS OVER 100 SLIDES WITH ALL THE INFORMATION THE PUPILS NEED TO KNOW FOR THE ENTIRE UNIT. PLEASE SEE THE ACCOMPANYING INFORMATION BOOKLET FOR SALE ON THIS SITE PLUS THE TEST QUESTIONS AND ANSWERS (WHICH HELP CONDENSE ALL THE KNOWLEDGE).

This information booklet is useful for students studying the WJEC GCSE History of Popular Movements 1815-1848. This particular booklet looks at the themes as outlined below. The growth of Radicalism, 1815-1822 Key questions: What problems did England and Wales face in 1815? • Political and economic problems in 1815 (the post-war situation; demobilised soldiers; the Corn Laws; the demand for parliamentary reform) • Social issues in 1815 (growing working-class dissatisfaction; the beginning of Radicalism) In what ways did people protest? •The importance of the Spa Fields Riot, 1816 (causes, events and effects) • The importance of the 'March of the Blanketeers', 1817 (causes, events and effects) • The importance of the St Peter's Field Massacre,1819 (causes, events and results; the role of 'Orator' Hunt) How did the government react to popular protest at this time? • Government action against popular protest (agent provocateurs; suspension of habeas corpus; repression; the Six Acts) • The importance of the Cato Street Conspiracy, 1820 (the plot; government tactics; execution of the conspirators)

A TEST BASED ON THE GROWTH OF RADICALISM 1815-1822. THE ANSWERS ARE PROVIDED IN BULLET FORM SO THAT THE PUPILS CAN USE THEM AS A REVISION GUIDE OR FOR MARKING EACH OTHERS' WORK. 1 What were the causes of post war discontent? (15) 2 What is a radical? (1) 3 Why was William Cobbett important? (2) 4 Give three reasons why the Spa Fields Meetings was important. (3) 5 Who were the Blanketeers, what did they protest about and how did they protest? (3) 6 What happened at the Peterloo ‘Massacre’ or Saint Peter’s Fields? (3) 7 List the four methods the government used to repress the radicals and reformers. (5) 8 Describe the Cato Street Conspiracy. (4) 9 What were the Six Acts or Gag Acts? (6) 10 Why did the government react so harshly? (4) 11 Did the growth of Radicalism 1815-22 benefit working people? (7) PLEASE SEE INFORMATION BOOKLET ON THE GROWTH OF RADICALISM FOR SALE ON THIS SITE ALSO.

Mark scheme/success criteria for the Battle of Hastings essay: Why did the Normans win and the English lose the Battle of Hastings? This resource is very helpful to hand to pupils before completing the above essay question. It describes a typical Level 2,4, 6 and 8 using the key elements of history in relation to the essay question. Pupils (and parents) will see exactly what they need to do to achieve each of the levels and the differences between each level. This is also very helpful when moderating pupil work.

THIS IS FOR GCSE STUDENTS STUDYING THE HISTORY OF CRIME, POLICING AND PUNISHMENT. THIS TEST COVERS THE CAUSES OF CRIME FROM THE TUDOR PERIOD TO PRESENT DAY. THE 30 QUESTIONS WITH AVAILABLE MARKS IN BRACKETS ARE ACCOMPANIED WITH ALL THE ANSWERS IN BULLET POINT FORM. THIS IS REALLY USEFUL TO GIVE TO THE STUDENTS AFTER COMPLETING THE UNIT ON CAUSES OF CRIME AND FOR THEM TO LEARN PRIOR TO THEIR EXAM.

KS3 History: Success criteria/mark scheme for essay title: How important was the life of a monk? This resource is very helpful to hand to pupils before completing the above essay question in Year 7. The typical Level 2,4,6 and 8 response is shown in relation to the question using the key elements. Pupils and parents can clearly see what they have to do to get the highest level by comparing the different responses. Also useful when moderating.

A very useful resource to give to Year 8 pupils before completing a project on Henry VIII. 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 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.

WHAT WERE CONDITIONS LIKE IN THE FACTORY? 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 very useful resource to give to Year 8 pupils before completing the above task. 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 guide to hand to Year 8 pupils who are completing a project investigating why Mary, Queen of Scots was executed. Written in a question format with advice on key words expected to be used and some source analysis tips.

What were the conditions like in the trenches during WWI? 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 simple tops and tails exercise looking at the four individuals involved in the drama that followed the death of Edward the Confessor and their statements revealing why they think they should be the next king. The four individuals on this activity are Tostig, Harold, Harald and William. Can be used as part of a lesson or given as a revision exercise.

WHEN PUPILS JOIN MY CLASS IN YEAR 7, I ASK THEM TO INTRDUCE THEMSELVES TO ME AND TO TELL ME SOMETHING INTERESTING ABOUT THEMSELVES. THIS IS A GOOD WAY OF GETTING TO KNOW THE CLASS. AFTER THIS I TELL THE PUPILS THAT I DON'T ACTUALLY BELIEVE ANYTHING THAT THEY HAVE TOLD ME. THEIR HOMEWORK IS TO BRING IN A SHOE BOX OF EVIDENCE (A WIDE VARIETY) IN THE NEXT LESSON TO PROVE AS MANY THINGS ABOUT THEMSELVES AS POSSIBLE. WHEN THE NEXT LESSON COMES ALONG, ASK THE PUPILS TO HAND THEIR BOX TO SOMEONE IN THE CLASS THAT THEY DON'T KNOW THAT WELL. THAT PERSON THEN HAS TO FIND OUT ALL THEY CAN ABOUT THE PERSON USING THE EVIDENCE ALONE. IF TIME ALLOWS YOU CAN ASK THE PUPILS TO ATTEMPT TO PUT THE EVIDENCE INTO CHRONOLOGICAL ORDER. THIS THEN LEADS ON NICELY TO DISCUSSING THE PROBLEMS WITH SOME EVIDENCE. PUPILS THEN COMPLETE THIS WORKSHEET. BRING YOUR OWN BOX IN TOO! PUPILS LOVE THIS ACTIVITY!

As part of the moderating process I had to send off the History Department's moderated work to the WJEC for KS3. These are the examples of pupils' work that I sent off which showed our moderation of their work which assessed chronology. These were all passed as being very good examples of the different levels of chronology. This resource shows four pieces of work carried out by children based on the question 'How and why have public health measures changed from 1348 to 1911?' We have a Level 4,5,6 and 7. This would be a great resource to share during a departmental meeting. Ask your department to give each piece of work a level based on the level descriptors. This could also be shared with pupils before carrying out another task which assess chronology. An excellent Assessment for Learning technique.

This simple card sorting exercise helps pupils work out the causes of Tudor poverty and vagrancy. They have to group the cards together coming up with their own themes. Pupils could them be encouraged to place the themes they have come up with under categories such as 'political causes', 'religious causes' , 'economic causes' etc. Comes with a simple glossary. Suitable for Year 8 pupils as an exercise or even as revision. Could also be used with older students (Causes of Tudor Crime for GCSE or Causes of Tudor Poverty and Vagrancy for A Level) . Can be done in pairs or individually.

Teach this after discussing the causes of the breakdown in relations between England and Spain in 1588 to Year 8 pupils. This activity should be taught before looking in detail at the battle plan of the Spanish. Cut out the cards and encourage the pupils to put them into the categories that are mentioned in the resource. Pupils can then carry out the simple activity which follows which focuses on numeracy. The task comes with a glossary. It finishes with pupils having to come up with their own strategy for destroying the Spanish. Pupils absolutely love doing this task. It is aimed for lower ability Year 8 pupils but I used to give it to all levels of ability before looking at the plans of the Spanish and then the failure of the Armada.

Some notes to accompany the essential reading around the threat posed by Rhys ap Gruffydd to the Tudor Dynasty. (By essential reading I mean the work by Ralph Griffiths and W Llewelyn on the subject). The notes also include some tasks that I put to my A level students.

A SET OF NOTES FOR YEAR 8 PUPILS. THE FOLLOWING TOPICS ARE THE FOCUS OF THIS GUIDE: THE WIVES OF HENRY VIII THE CLOSURE OF THE MONASTERIES AND THE PILGRIMAGE OF GRACE THE DIFFERENCES BETWEEN A CATHOLIC AND PROTESTANST CHURCH AND REASONS FOR THE DIFFERENCES MARY QUEEN OF SCOTS BRIEF NOTES ON THE SPANISH ARMADA THESE NOTES ARE IN THE FORMAT I HANDED THEM TO MY PUPILS. YOU MAY WANT TO ADJUST OR ADD TO THEM IN ACCORDANCE WITH YOUR OWN EXAM PAPER.