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 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.

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.

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.

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!

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.

This resource suits Year 7 pupils who have just studied the Battle of Hastings and are about to embark on answering the question - why did William win and Harold lose? The cards have been split into four categories looking at why William won. Pupils can be given all the cards and can work out a 'theme' themselves e.g. William won because of Harold's bad luck or you can give them the themes and they then decide which card fits into each theme. There are four pages to this activity, with the theme on each page which you can cut out and give to the pupils or omit for the more able pupils to work out themselves. This exercise encourages the pupils to answer the question in a structured way rather than them simply telling the story of the Battle of Hastings which will limit the level they can achieve. After completing the card sorting activity pupils can then write four paragraphs with a clear opening statement for each paragraph which directly answers the question. They can then back up the statement with evidence/facts (as seen in the cards) and then in their own words explain why this resulted in a win for William. Pupils can be encouraged to do some further research to add more detail to their answers but by following this card sorting activity they have got a clear structure to follow.