Please have a browse around my resources suitable for students of History from Year 7-13. I have taught History for fifteen years, won the Guardian Award for Outstanding New Teacher in 2003 and worked as Head of Department for eight years. Resources suitable for Heads of History to be added in due course. Watch this space!
Please have a browse around my resources suitable for students of History from Year 7-13. I have taught History for fifteen years, won the Guardian Award for Outstanding New Teacher in 2003 and worked as Head of Department for eight years. Resources suitable for Heads of History to be added in due course. Watch this space!
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 would suit Year 7 pupils who are going to be examined on the Battle of Hastings for their summer exams.
It contains four clear paragraphs discussing the reasons why William won the Battle of Hastings. Each paragraph starts with a clear direct statement that answers the question. Each of these statements are backed up with examples. Each of the paragraphs end with an explanation which again, refers back to the question.
This can also be used to show pupils how to write an essay using the PEE plan (Point, Evidence/Examples, Explanation.
Please check out my other resources!
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.
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.
This exam has been written in the style of a GCSE paper. It comes in two sections.
Section A.COAL. 20 marks.
1-What does the source show about conditions in the coal mine.
2-Describe how coal was taken to the surface.
3-Explain why so many miners were killed down the mines.
4-Did conditions in the coal mines improve in the nineteenth century?
Section B: Conditions in the cotton mills. 25 marks.
1-What does source A show you about...
2-Use the information in source B and your own knowledge to explain...
3-How useful is source C to an historian studying...
4-Why do Sources D and E say different things about...
This is an excellent exam which is accessible to the majority of students. It gets progressively more difficult in both sections. Excellent for preparing students for GCSE style questions.
To what extent were Tudor Rebellions successful?
This is a great exemplar answer for AS or A Level students of Tudor History. It focuses on the military, social, economic, political and religious successes and failings of the rebellions.
The following rebellions are the focus of this answer: The Pilgrimage of Grace, Kett's rebellion, Wyatt's rebellion, the rebellion of the northern earls and Rhys ap Gruffydd.
Suitable for those following the WJEC specification.
It is written in an easy to learn format. Please browse around the other resources in my shop!
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 simple card sorting exercise helps pupils work out the causes of Tudor poverty and vagrancy. They have to group the cards together coming up with their own themes. Pupils could them be encouraged to place the themes they have come up with under categories such as 'political causes', 'religious causes' , 'economic causes' etc. Comes with a simple glossary. Suitable for Year 8 pupils as an exercise or even as revision. Could also be used with older students (Causes of Tudor Crime for GCSE or Causes of Tudor Poverty and Vagrancy for A Level) . Can be done in pairs or individually.
A selection of books are recommended for Year7 pupils through to Year 13 to encourage their love of History and reading. For display purposes. Pupils are encouraged to add their favourite historic-based books to the list. A simple addition to your efforts of improving literacy in History.
This PowerPoint is a pretty hefty piece of work. There are over 160 slides which contain all the information pupils need to study this unit of work. Within these 160 slides are a huge variety of class based activities that you can use to reinforce learning and get the pupils to think. There are also exam style questions included within the slides that you can give as classwork or homework. It compliments the Causes of Crime booklet that I also have for sale on here or it can be used alone.
A POWERPOINT PRESENTATION COVERING 50 SLIDES WITH A VARIETY OF QUOTES AND IMAGES LOOKING AT THE USE OF PROPAGANDE IN NAZI GERMANY. FILM, ARCHITECTURE, SPORT AND THE PRESS ARE SOME OF THE ITEMS LOOKED AT. SUITABLE FOR A LEVEL AND GCSE.
This is for GCSE students of the History of Crime, Policing and Punishment paper. This detailed information booklet covers the POLICING section only. It can be used to accompany the course or as a revision tool.
The specifications followed in the booklet are outlined below:
Key question: How were law and order enforced in Wales and England in the sixteenth and seventeenth centuries?
• The role of Tudor JPs
(importance of JPs; extent of their work; effectiveness)
• The role of constables and watchmen
•(parish constables and the extent of their work; watchmen: their work and their effectiveness)
Key Question: What were the main turning points in policing methods in Wales and England in the late eighteenth and the nineteenth centuries?
• The Bow Street Runners
(the Fielding brothers; establishment of the Runners; importance of the Runners)
The establishment of the Metropolitan Police
(Robert Peel and the 1829 Metropolitan Police Act – reasons and effectiveness)
Extension of police forces and early police specialisation
(The acts of 1835, 1839 and 1856; CID, photography and finger printing)
Key Question: How have policing methods developed in Wales and England in the twentieth and twenty first centuries?
Increased resources for the police
(transport developments; communication and increasing use of technology; training and recruitment changes, including women police)
Specialisation of police services
(development of specialist branches; development of CID, forensics, community relations, crime prevention)
Modern day problems for the police
(police use of weapons; increased powers of arrest and of questioning; pressures of red tape and more organised
criminals)
This is a detailed, colourful booklet with a wide range of sources included.
A detailed Scheme of Work for Years 7-9. The following points are focused on:
Topic
Key Question/Learning Objective
Teaching and Learning Activities
Resources
Assessment
Key Elements
Common Requirements
Hours
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)
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.
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.
The first resource is a simple tops and tails exercise testing children about the claimants to the English throne in 1066.
After teaching the pupils about the Battle of Hastings in a narrative style (albeit with a bit of maps and soldiers and dressing up!), I give the pupils a card sorting activity to do (which is the second part to the bundle) This helps to clarify the pupils' thinking about the actual causes of William's success and helps greatly, regardless of level, in helping pupils write an answer to the question in a structured, thematic way.
The third part of the bundle is a mark scheme for pupils to study before preparing their answers. It outlines a typical level 4, 6 and 8 response to the question and helps them understand what it is they need to do to achieve these levels. It can also be used by teachers when marking and moderating pupil work.
The final part of the bundle is a simple revision guide for pupils to follow before exams.
Pupils are encouraged throughout this topic to carry out independent research and to add their findings to their answer.
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.
