Source Analysis Table GSCE (PREVIEW IS ONLY A SECTION) What is this: a source analysis table that I developed to allow GCSE students to briefly and easily analyse sources - I usually pair this with an A3 sheet of sources. Printing: best printed out double sided (flip long edge) with the instructions on the other side so students can just curl up the bottom to see the instructions. There are accompanying slides to use with this resource which I may post at a later date. Curriculum: the current descriptions are based on the GCSE Medicine through time module, however it can easily be adapted for other modules e.g. Germany. Delivery: two choices about how the resource can be deployed in lessons: All students try to complete the whole table for X amount of sources - this will definitely require a model done together in class and prior knowledge, however will work well towards the end of a GCSE module or for Trench Medicine. A group work resource with students being given a ‘colour’ at the start of the lesson or prior to this in order to facilitate differentiation - purple (content) being the easiest to handle moving up to blue nature) being the most difficult. In either scenario it’s important to stress that full sentences are not needed but they must add explanation.

Source Analysis Table KS3 (PREVIEW IS ONLY A SECTION) What is this: a source analysis table that I developed to allow KS3 students to briefly and easily analyse sources - I usually pair this with an A3 sheet of sources. The skills featured are based on those used at GCSE but with the absence of Nature, which is a difficult concept for a KS3 student. I will post a GCSE level version of this table also. Printing: best printed out double sided (flip long edge) with the instructions on the other side so students can just curl up the bottom to see the instructions. There are accompanying slides to use with this resource which I may post at a later date. Curriculum: the current descriptions are based on a Year 7 topic about Castles and required prior knowledge of analysing and picking out elements of sources. However, the resource can be adapted to suit any topic. Delivery: two choices about how the resource can be deployed in lessons: All students try to complete the whole table for X amount of sources - this will definitely require a model done together in class and prior knowledge. This was originally developed as a group work resource with students being given a ‘colour’ at the start of the lesson or prior to this in order to facilitate differentiation - purple (content) being the easiest to handle moving up to blue (reliability) being the most difficult. In either scenario it’s important to stress that full sentences are not needed but they must add explanation. For example, they can’t just write ‘yes’ in the reliability section, they must state why or why not.

Crusades Timeline Template (PREVIEW IS ONLY A SECTION) What is this: a template resource that students can use to produce a summary of the main events of the Crusades. Printing: just page one. Curriculum: designed to be used with KS3 students studying the Crusades, however this could easily work in conjunction with a GCSE module on the Crusades, perhaps as a revision activity focusing on chronology. Delivery: Step 1 - create/locate information on the Crusades, this could be from a textbook or other online source that students can access. Step 2 - students use this to generate a summary. Step 3 - higher ability students can also complete the activities in the boxes above and below the named Crusade.

GCSE History Marking Feedback Template (PREVIEW IS ONLY A SECTION) What is this: a marking template that students/teachers can use to enable high quality feedback. Printing: print on coloured paper to ensure this is visible for students to look back on as well as any look books done by your school. The colour may already be decided by your school. Curriculum: this should be used after an end of topic written assessment e.g. a practise exam question. The relevant mark scheme should be inserted in the space on the top half (I could not insert due to copyright restrictions). For KS3 I usually use a simplified version of a mark scheme, ideally one used department-wide. Delivery: Step 1 - students complete their assessment, then distribute this sheet and get students to fill in the ‘reflection’ box with a meaningful comment. Step 2 - teacher marks students work and determines the mark + add comments if desired (ideally tick the literacy target relevant to that student also). Step 3 -students receive back their assessment and coloured sheet, they then complete the review/improvement lesson, this would go as follows: a) highlight mark they achieved on the simplified mark scheme and review the summary information for this level. b) highlight level above in a different colour and review the summary information. c) compare the levels highlighted and generate three targets for improvement . d) act upon/review literacy target (underlined required immediate action). e) fill in ‘next steps’ with what the students will do to improve. f) complete improvement. Optionally if you have a lower ability class the highlight and generate targets section could be removed completely and a bank of teacher comments used.

GCSE History Marking Feedback Template (PREVIEW IS ONLY A SECTION) What is this: a template resource that students can use to produce a summary of the main events of the Crusades. Printing: print on coloured paper to ensure this is visible for students to look back on as well as any look books done by your school. The colour may already be decided by your school. Curriculum: this should be used after an end of topic written assessment e.g. a 20 mark question. The relevant mark scheme should be inserted in the space on the top half (I could not insert due to copyright restrictions). Prior analysis of the mark scheme in question would be needed in order to make best use of this resource. Delivery: Step 1 - students complete their assessment, then distribute this sheet and get students to fill in the ‘reflection’ box with a meaningful comment. Step 2 - teacher marks students work and determines the mark + add comments if desired (ideally tick the literacy target relevant to that student also). Step 3 -students receive back their assessment and coloured sheet, they then complete the review/improvement lesson, this would go as follows: a) highlight mark they achieved on the mark scheme and review the summary information for this level. b) highlight level above in a different colour and review the summary information. c) compare the levels highlighted and generate three targets for improvement . d) act upon/review literacy target (underlined required immediate action). e) fill in ‘next steps’ with what the students will do to improve. f) complete improvement.