This was delivered as part of the NTP tutoring that has gone on in school. It will last longer than one hour. It does not cover all of the course but does get students to apply their learning and practice exam technique.

An emergency revision wheel that is completed with the key facts for students. Good for those students who are on the Grade 4 borderline or as a quick reference for all students so that they can be actively tested. Would also be useful for students at the beginning of the course as an overview. Should be photocopied A3 size.

This is a lesson that looks at the impact of railways during the Industrial Revolution

A fully differentiated lesson resource investigating the gunpowder plot. Includes self-assessed starter task that links with previous learning on James I as well as plenty of opportunities to listen and present to the rest of the class with their findings.

This resource includes question stems that have been simplified for KS3 students. The questions are based on the AQA GCSE History course but can easily be adapted for centres offering other exam board courses. Each question relates to a Key Learning Intention (KLI). Each question slide has: success criteria suggested writing frame mark scheme that covers those working a pre levels, working towards, working at and working beyond Each slide is written using student friendly language so can be used as a student, peer or teacher assessment tool. Mark schemes can be adapted to suit however your school assesses at KS3.

This is an optional activity that can be used to assess the contribution and successes/failures of four Tudor monarchs (you can adapt to include Edward VI and Lady Jane Grey if you have covered this in class). This could be used as an assessment opportunity or as revision for an assessment on the Tudors. Differentiated resources and information is included. The assessment is peer assessed.

This is a fully differentiated and resourced lesson looking at the impact of Oliver Cromwell. Core tasks for lower attainers provide structure and scaffolding to form an opinion about Oliver Cromwell supported by evidence. Challenge and Aspire tasks for middle and higher attainers allow students to look at the debate surrounding the statue of Oliver Cromwell and whether or not it should be removed. Success criteria is provided for challenge and aspire tasks so that students can self or peer assess. There is also an exemplar answer that they can compare their response to. There is a link provided to the clip from the History of Parliament ‘Who was Oliver Cromwell?’. This is not referenced in the lesson but could be used to add further contextual knowledge.

This is a lesson resource that delves into the interpretations of James I. It is fully differentiated and allows assessment either through analysing sources or through an essay style question. Answers are provided for either teacher, peer or student assessment and a WAGOLL (What A Good One Looks Like) is provided for the essay style question.

Three differentiated lessons and materials to teach the Historic Environment component of Elizabethan England 1568-1603. It is designed to be taught after learning about the Northern rebellion and other Catholic threats, Mary, Queen of Scots and the ‘Golden Age’ (fashion for building stately homes). Lesson One - An introduction to the Historic Environment Site Study 2023 Lesson Two (people)- Who is connected with Sheffield Manor Lodge? Lesson Three (place and purpose) - Where is it located and what are the site features? Lesson Four - How to answer the HE question. This includes a generic mark scheme, exemplar answers from AQA on Speke Hall to get students using the mark scheme, a group task that gets students to work together to answer a possible question and two possible question ideas for students to be assessed on. Also includes a medium term plan for students to self-assess their understanding as they move through the lessons.

Fully resourced and differentiated lesson that looks at the Triangular Trade and Middle Passage.

A huge time saver when assessing, marking and providing feedback. The resource includes: questions divided into nine different historical skills differentiated question stems for years 7, 8 and 9 gateway questions for enabling easy transition to AQA GCSE History than can be adapted for other exam boards success criteria for answering the question suggested writing frames student friendly mark schemes ready-made detailed feedback for each skill and year group

A lesson that looks at a number of changes during the Industrial Revolution that then assesses students on their ability to evaluate the change.

A final lesson on the theme of the Industrial Revolution. Challenges students to assess change over time. Fully resourced lesson with assessment and student friendly mark scheme.

A literacy activity (VIPERS) introduces students to the Industrial Revolution. This is followed by a lesson on the new inventions of the Industrial Revolution, a team work exercise and then a peer/self assessed essay on the significance.

Why did Sheffield stink? This lesson looks at th problems Sheffield (and man other) industrial towns faced. It is assessed via a letter writing activity to the MP of Sheffield at the time and also includes a WAGOLL so that students can improve their work or that of their peers.

A fully resourced and adapted lesson that covers an introduction to Galen, leading into a study of the causes, prevention and treatment of illness during the Middle Ages. No textbook needed. Video links included. Exam assessment practice with opportunity for self/peer or teacher assessment.

A fully resourced and differentiated lesson that looks into society during the English Civil War with reasons Parliament were able to win. This is an overview of the time period and can be used as an introduction to the topic if you teach it in greater depth.

A fully differentiated resource studying the execution of Charles I. Allows source analysis as well as writing and debate about both sides of the argument. Highlights career skills an provides a WAGOLL (What A Good One Looks Like) for self/peer assessment of work.