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.

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 suiting those studying WJEC A Level History and Tudor Rebellion. A brief reminder looking at how the rebellion of Rhys ap Gruffydd was a success and then a look at the limitations of the rebellion. May help with the revision of the rebellion.

SIX SIDES OF NOTES DISCUSSING THE EVENTS OF THE CUBAN MISSILE CRISIS, THE ROLE OF INDIVIDUALS AND THE CONSEQUENCES. SUITABLE FOR GCSE STUDENTS OF HISTORY.

A simple activity to analyse the success of the Weimar Republic 1924-1929. Pupils are encouraged to think thematically and group the cards in to three themes and then split the themes into groups which identify whether the years were a success or not. They can then order the cards within these themed groups into chronological order. Takes about twenty minutes.

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.

Section A (compulsory) is based on the history of sport. Section B is based on the history of entertainment. Section C is based on the history of holidays.

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.

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

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

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

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)