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.

Mark scheme/success criteria: How did Harold Godwin really die? A very useful resource to give to Year 7 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.

Mark scheme/success criteria for the Spanish Armada essay: Why did the Armada fail? Hand this resource to pupils before completing the above essay question. The resource looks at a typical Level 2,4,6 and 8 response to the question by looking at the key elements and level descriptors. Pupils can identify the differences between the levels and then know what they have to do in order to achieve the highest level. An excellent Assessment for Learning technique and great for moderating within the department.

Mark scheme/success criteria for Manor essay: Was life always very hard for the peasants on the manor? The nature of the question allows pupils to identify, describe, explain and evaluate - allowing them to reach the highest level. 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 fantastic Assessment for Learning tool.

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

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 the task I set for the Year 7 pupils studying castles. The nature of the task allows each pupil the opportunity to reach the highest level. You must carry out a project describing a local castle. Explain why it was built. Evaluate how important new weapons were on its design and use. This resource is very helpful to hand to pupils before completing the above task. 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.

A SIMPLE ACTIVITY BASED ON EARLY POLICING. THE ROLE OF THE JP, CONSTABLE AND WATCHMAN ARE READ OUT BY PUPILS (IN COSTUME PREFERABLY). THE CLASS LISTENS THEN COMPLETES A SIMPLE TOP AND TAIL EXERCISE. ADDS A BIT OF FUN AND VARIETY TO YOUR LESSON. PLEASE SEE ALL MY OTHER RESOURCES ON GCSE CAUSES OF CRIME AND POLICING METHODS.