THIS 15 PAGE INFORMATION BOOKLET IS IDEAL FOR STUDENTS OF GCSE HISTORY LEARNING ABOUT THE IMPACT OF EVACUATION ON THE HOMEFRONT DURING WORLD WAR TWO. THE BOOKLET GIVES THE BACKGROUND TO THE OUTBREAK OF WAR, THE PROCESS OF EVACUATION, THE POSITIVE AND NEGATIVE EXPERIENCES OF EVACUATION FOR THE HOSTS AND THE EVACUEES THEMSELVES. THE BOOKLET ENDS WITH A BRIEF LOOK AT THE LONG TERM IMPACT EVACUATION HAD ON BRITISH SOCIETY. THERE ARE A VARIETY OF SOURCES FOR STUDENTS TO LOOK AT. THIS WAS WRITTEN TO ACCOMPANY THE WJEC CONTROLLED ASSESSMENT BUT CAN BE USED AS A UNIT OF WORK ON ITS OWN. IT COMES WITH A RECOMMENDED READING LIST.

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.

A sheet that I used as a Head of History to monitor the books in the History Department. Simple and straight forward.

When pupils ask 'What's a Level 4 Mrs Williams?' I would simply refer to this on my wall display and I would also place a smaller version in their books (this comes with the resource too). Also handy to point out to parents on parents evening who would ask things like 'What does a Level 4 mean in History and how does my son get to a Level 5?' This also benefited the non-specialist teaching staff in the department who were told they had to teach history. With their time limited, they found that this was a useful resource to refer to when assessing pupil work.

KS3 Curriculum Model – How is the Subject Area Organised/Delivered? (Includes PoS Requirements). THIS RESOURCE MIGHT BE USEFUL TO HEADS OF DEPARTMENT WRITING THEIR HISTORY DEPARTMENT HANDBOOK AND FOCUSING ON THE ABOVE THEME.

This has been taken from my History Department Handbook and discusses what the History Department did in terms of monitoring. Whilst this has been written with reference to the department that I was head of, it may be useful to those just starting out as Heads of Department as a point of reference. It discusses Results Lesson Observations Pupil books Student Evaluation Forms

Factors inhibiting the growth of Welsh National Consciousness Factors promoting Welsh National Consciousness/ attitudes at the start of our period 1868-70 Factors Promoting Growth of National Consciousness in the rest of the period (1868 onwards)

A SET OF NOTES USEFUL FOR A LEVEL HISTORY WNC 1868 ONWARDS - Did the Conservatives contribute towards the promotion of a Welsh National Consciousness? - Did the Liberals contribute towards developing a Welsh National Consciousness? - The contribution of the ‘Welsh Party’ (politicians supporting and campaigning specifically for Welsh issues).

A LEVEL HISTORY:The Role of Cultural, Social and Institutional Factors in Promoting a Welsh National Consciousness. A set of notes useful for revision.

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

A Level History: Welsh and 19th century education. A set of notes useful for revision.

A LEVEL HISTORY: WJEC. FOCUS ON WELSH HISTORY/POLITICS/SOCIETY. THIS DETAILED POWERPOINT (13 SLIDES) COULD BE GIVEN OUT AS A SET OF NOTES FOR YOUR STUDENTS. TOPICS COVERED: Political idealism of organised labour How strong was political ideology in developing a working class movement? The role of political factors in creating a working class movement The role of social factors in developing a working class movement The role of economic factors in creating a working class movement Success of organised labour Failings of the working class movements: what they hadn’t achieved by 1914 Conclusion

A SIMPLE RESOURCE TO DETERMINE HOW PUPILS FIND YOUR TEACHING!

HAND THIS OUT TO TEACHERS IN YOUR HISTORY DEPARTMENT. AS SOON AS THEY HAVE ANY CONCERNS REGARDING THE PROGRESS OF A PUPIL THEY FILL IN ONE OF THESE FORMS. THIS CAN BE PASSED ON TO YOU TO TAKE ACTION AND CAN BE SHARED WITH HEADS OF YEAR.

OVER TWENTY PAGES OF GCSE HISTORY OF SPORT SOURCE STYLE QUESTIONS ONLY. GREAT TO HAND TO STUDENTS IN PREPARATION FOR THE EXAMS.

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.

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 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.