EFFECTIVE QUESTIONING AND ASSESSMENT FOR LEARNING

I created this activity for pupils who lived in the Mynydd Mawr area of south west Wales, near Llanelli. Whilst this was an excellent activity to do with the pupils from this area, it could be used for anyone studying the impact of coal. There are activities included which encourage pupils to think and communicate. I also took the pupils to the Big Pit as part of this investigation. If you like this activity please review my work!

This is for GCSE students revising for their Crime, Policing and Punishment paper. There are two exemplar answers here. The first one answers the following style question: How far have causes of crime changed from Tudor times to the present day? [10] How far have causes of crime stayed the same from Tudor times to the present day? [10] The second answers the following style question: Have methods of policing and combating crime always been successful from Tudor times to the present day? [10] How successful have methods of combating crime been form Tudor times to present day? (10)

This six page document is useful for Heads of History Departments who need to describe how key skills are being developed in their subject. Topics covered include: THINKING SKILLS AND PROBLEM SOLVING DEVELOPING COMMUNICATION ORACY READING WRITING WORKING WITH OTHERS NUMBER IMPROVING OWN LEARNING AND PERFORMANCE This resource has been made for my own department but may be helpful to use as a guide to those Heads of Department who are updating their handbooks or preparing for an Ofsted Inspection!

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.

Look at the following two sources. How do the sources disagree with each other about how the Armada failed? Explain how they might have come to their decision. (5) An excellent opportunity to develop source interpretation techniques for Year 8 pupils studying the Spanish Armada. Prepares them for GCSE and PISA style questions.

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 8 pupils before completing the interpretation task on Bloody Mary (to be added). 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.

WHO OR WHAT WAS RESPONSIBLE FOR THE GREAT LOSS OF LIFE AT THE BATTLE OF THE SOMME? 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.