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Resources for KS3, 4 and 5 History and KS5 Politics (Edexcel and AQA). I have been a teacher for 7 years, including planning and resourcing schemes of work for my department as HoD. I have been consistently graded as "Outstanding" and all my resources have been tried and tested in a variety of classrooms: comprehensive, academy and grammar. I strive always to ensure my lessons are well-differentiated for a mixed ability classroom.

Resources for KS3, 4 and 5 History and KS5 Politics (Edexcel and AQA). I have been a teacher for 7 years, including planning and resourcing schemes of work for my department as HoD. I have been consistently graded as "Outstanding" and all my resources have been tried and tested in a variety of classrooms: comprehensive, academy and grammar. I strive always to ensure my lessons are well-differentiated for a mixed ability classroom.
KS3, Year 7, Migration overview: Who came to Britain and when?
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KS3, Year 7, Migration overview: Who came to Britain and when?

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An introductory lesson to a SoW on migration over time, which works as a stand-alone. Students are given a range of primary sources and asked to match to the correct migration. They create their own timeline (and can even record on map of the globe from where each group originated) and are asked to analyse different reasons for migration. Aims: to identify different groups who have moved to Britain, to be able to place these in CHRONOLOGICAL order, to begin to be able to explain why different people have moved to Britain An excellent lesson for connecting students’ personal heritage to their secondary school history. There are cross-curricular links to geography and it also introduces them to different periods in history and migratory groups.
KS3 - Years 7 or 8 - Diversity and black people's experience in Tudor England
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KS3 - Years 7 or 8 - Diversity and black people's experience in Tudor England

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Draws on recent work by historians to challenge assumptions about the nature of Tudor society and culture. Students study primary sources (differentiated written and images), including the famous John Blanke and supporting and countering the idea of a well-integrated society, to make inferences about integration of black Tudors and test interpretations from different historians. Aim: to analyse evidence and evaluate how well integrated black people were in Tudor England
Pirates, privateers and plantations (KS4 GCSE, AQA 9-1 Migration)
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Pirates, privateers and plantations (KS4 GCSE, AQA 9-1 Migration)

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Pirates, privateers and explorers are examined and linked to key factors on the course: economic resources, religion and individual role (gold, glory and God). Main activity links the development of piracy to colonisation and the experiences of African groups. Leads to answering exam question on significance, with teacher guidance. This is a very well differentiated cut and stick activity (you can choose which version suits your class). At a basic level, it helps to embed their chronological understanding of a course with a very long timeline, but higher ability students are challenged to develop their understanding of a complex web of causation by identifying how decisions and motivations on both sides led to colonisation. AIM: To analyse the motivations of explorers, privateers and pirates; To describe the short and long term impact of the voyages of discovery
KS3 - Years 7 or 8 - Diversity and European immigrants' experience in Tudor England
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KS3 - Years 7 or 8 - Diversity and European immigrants' experience in Tudor England

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A follow-up to lesson evaluating integration of black people in Tudor England. Students look at evidence of how well-integrated different groups of European migrants, including Huguenots and Walloons. They are challenged to re-write a Wikipedia entry on integration in Tudor period as a means of demonstrating their learning and final evaluation. Aim: to analyse evidence, to develop a substantiated hypothesis on integration of different groups in Tudor England
Civil rights - groups in USA - AS/ A2 revision/ high level GCSE
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Civil rights - groups in USA - AS/ A2 revision/ high level GCSE

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Students analyse the aims tactics, supporters and achievements of key groups working for the civil rights of black Americans in the early 1940s, 1950s and 1960s. Works as both a teaching and revision lesson. Differentiated group task builds to an evaluation of most successful group - according to what criteria?!
Migration - what was the impact of the slave trade on Britain? (KS4, GSCE, AQA)
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Migration - what was the impact of the slave trade on Britain? (KS4, GSCE, AQA)

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Students practice analysing and evaluating sources towards the 8 mark source question. Using a “factors circle” (summarising the themes of the course), they explain their final analysis. For each source contextual knowledge is provided to expand their learning and practice including it in their answers! Aim: to use contextual knowledge to analyse sources and evaluate how useful they are in explaining impact of slave trade on Britain
Marking/ Assesssment/ exam feedback - AQA 9-1 GCSE 2019: Unit 2, Section A - ACCURATE
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Marking/ Assesssment/ exam feedback - AQA 9-1 GCSE 2019: Unit 2, Section A - ACCURATE

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AQA 9-1 GCSE for 2019. A COMBINED assessment and feedback sheet that can be used to mark each question on this section ofthe exam. They saved our department HUGE amounts of time!! (it is literally a box-ticking exercise…) Assessment and feedback are made easy as each assessment level for each question is described in plain English for the teacher and student. You simply tick what the student has achieved - s/he can see at a glance what needs to be done next time to improve the grade. These descriptions were developed in association with the curriculum leader at AQA, and have been checked for accuracy, so you can feel confident that your colleagues and students are assessing themselves in line with exam board standards. They are up to date with the small changes to questions for 2019 and beyond. The mark sheets can be used to assess individual practice questions or an entire practice paper. They have been sized to print out on A4 paper. The spreadsheet will also calculate the student’s overall percentage and grade for you (you are welcome to adapt grade boundaries in the “Settings” tab). The file also contains detailed instructions for how to use the spreadsheet to generate multiple marksheets (so that, for example, you can have an electronic record of each student’s achievement on their mock), meaning you can be confident that even the most computer-illiterate can use.
Prohibition - to what extent was it a failure? (AQA GCSE 1-9)
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Prohibition - to what extent was it a failure? (AQA GCSE 1-9)

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Prohibition’s success or failure in 1920s America is evaluated through source-work. Students are asked to analyse a variety of differentiated sources to identify information that will help them make this judgement, but they are also challenged to take the provenance into account when deciding how far to trust the evidence that they have identified. The task is differentiated by outcome as students can choose which sources to analyse AND how challenging AND how many. Finally, students are asked to write a concluding paragraph in answer to the title question.
Marking/ assessment/ exam feedback - AQA 9-1 GCSE 2019: Unit 1, Section B - ACCURATE
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Marking/ assessment/ exam feedback - AQA 9-1 GCSE 2019: Unit 1, Section B - ACCURATE

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AQA 9-1 GCSE for 2019. A COMBINED assessment and feedback sheet that can be used to mark each question on this section ofthe exam. They saved our department HUGE amounts of time!! (it is literally a box-ticking exercise…) Assessment and feedback are made easy as each assessment level for each question is described in plain English for the teacher and student. You simply tick what the student has achieved - s/he can see at a glance what needs to be done next time to improve the grade. These descriptions were developed in association with the curriculum leader at AQA, and have been checked for accuracy, so you can feel confident that your colleagues and students are assessing themselves in line with exam board standards. They are up to date with the small changes to questions for 2019 and beyond. The mark sheets can be used to assess individual practice questions or an entire practice paper. They have been sized to print out on A4 paper. The spreadsheet will also calculate the student’s overall percentage and grade for you (you are welcome to adapt grade boundaries in the “Settings” tab). The file also contains detailed instructions for how to use the spreadsheet to generate multiple marksheets (so that, for example, you can have an electronic record of each student’s achievement on their mock), meaning you can be confident that even the most computer-illiterate can use.
Marking/ Assessment/ exam feedback: AQA 9-1 GCSE 2019: Unit 2 Section B - ACCURATE
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Marking/ Assessment/ exam feedback: AQA 9-1 GCSE 2019: Unit 2 Section B - ACCURATE

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AQA 9-1 GCSE for 2019. A COMBINED assessment and feedback sheet that can be used to mark each question on this section ofthe exam. They saved our department HUGE amounts of time!! (it is literally a box-ticking exercise…) Assessment and feedback are made easy as each assessment level for each question is described in plain English for the teacher and student. You simply tick what the student has achieved - s/he can see at a glance what needs to be done next time to improve the grade. These descriptions were developed in association with the curriculum leader at AQA, and have been checked for accuracy, so you can feel confident that your colleagues and students are assessing themselves in line with exam board standards. They are up to date with the small changes to questions for 2019 and beyond. The mark sheets can be used to assess individual practice questions or an entire practice paper. They have been sized to print out on A4 paper. The spreadsheet will also calculate the student’s overall percentage and grade for you (you are welcome to adapt grade boundaries in the “Settings” tab). The file also contains detailed instructions for how to use the spreadsheet to generate multiple marksheets (so that, for example, you can have an electronic record of each student’s achievement on their mock), meaning you can be confident that even the most computer-illiterate can use.
Marking/ assessment/ exam feeedback: AQA 9-1 GCSE 2019: Unit 1, Section A - ACCURATE
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Marking/ assessment/ exam feeedback: AQA 9-1 GCSE 2019: Unit 1, Section A - ACCURATE

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AQA 9-1 GCSE. Developed with support from the curriculum leader at AQA and updated for 2019 changes. A mark sheet that can be used to mark each question on this section OR it can be printed out and used as a hard copy. They saved our department HUGE amounts of time!! Marking is made easy as each assessment level for each question is described for the teacher and student. You simply tick what the student has achieved. When I created these mark sheets, the curriculum leader at AQA was kind enough to review and give me feedback on the break down of skills at each level. This means they have been checked for accuracy, so you can feel confident that your colleagues and students are assessing themselves in line with exam board standards. The mark sheets can be used to assess individual practice questions or an entire practice paper. They have been sized to print out on A4 paper. The spreadsheet will also calculate the student’s overall percentage and grade for you (you are welcome to adapt grade boundaries in the “Settings” tab). The file also contains detailed instructions for how to use the spreadsheet, so you can be confident that even the most computer-illiterate can use.
Marking/ assessment/ exam feedback AQA GCSE 9-1 2019 ALL units and sections
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Marking/ assessment/ exam feedback AQA GCSE 9-1 2019 ALL units and sections

4 Resources
AQA 9-1 GCSE for 2019. A COMBINED assessment and feedback sheet that can be used to mark each question on this exam. They saved our department HUGE amounts of time!! (it is literally a box-ticking exercise…) Assessment and feedback are made easy as each assessment level for each question is described in plain English for the teacher and student. You simply tick what the student has achieved - s/he can see at a glance what needs to be done next time to improve the grade. These descriptions were developed in association with the curriculum leader at AQA, and have been checked for accuracy, so you can feel confident that your colleagues and students are assessing themselves in line with exam board standards. They are up to date with the small changes to questions for 2019 and beyond. The mark sheets can be used to assess individual practice questions or an entire practice paper. They have been sized to print out on A4 paper. The spreadsheet will also calculate the student’s overall percentage and grade for you (you are welcome to adapt grade boundaries in the “Settings” tab). The file contains detailed instructions for how to use the spreadsheet to generate multiple marksheets (so that, for example, you can have an electronic record of each student’s achievement on their mock), meaning you can be confident that even the most computer-illiterate can use.
Cold War/ Conflict between the East & West revision - overview (GCSE 9-1)
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Cold War/ Conflict between the East & West revision - overview (GCSE 9-1)

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Over 2 lessons, students are asked to develop their understanding of the links between events in the Cold War, as well as reviewing the main events (Origins, Crises, Detente: 1945-72) and evaluating relative importance. I have used this resource over and over with my classes, printing out the 3 sections on A3. I adapt their use depending on my focus - sometimes getting students to add detailed evidence, sometimes getting them to add a picture for each event as a mnemonic. (The activity laid out here focuses on spotting and explaining how the main events ink). I find breaking the story down into clear, managable chunks helps hem to “hold” it in their heads, making it easier then to see causes, consequences and changes.
GCSE (AQA) How significant was the Berlin Blockade?
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GCSE (AQA) How significant was the Berlin Blockade?

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Lesson designed to develop skills in answering an importance/ significance question, reviewing the consequences and guiding through a 16 mark question (Unit 1, Section B). Differentiated ISM is designed to embed learning and demonstrate how image and humour can aid revision (and it’s a bit of fun). Detailed planning sheet and sentence starters support students to complete task.
Success of Civil Rights Movement in USA 1960s through sources (tone & emphasis) - AS/ A Level, AQA
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Success of Civil Rights Movement in USA 1960s through sources (tone & emphasis) - AS/ A Level, AQA

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Lesson targeting students’ difficulties with analysing tone and emphasis for source questions, using content on the Civil Rights Movement in America (Martin Luther King, Stokely Carmichael). Lesson was rated outstanding and received excellent feedback from student voice! Students analyse 2 speeches by CRM leaders in the 1960s. Starter activity is designed to emphasise the importance of tone: the 2 men are talking about the same thing but there is a BIG contrast in TONE (source material provided). Students view short clip from The Apprentice to practice analysing and evaluating tone. (Clip still works!) In small groups, students use worksheet with structured questions to move from describing tone (a list of adjectives provided to help) through to analysing and then evaluating it. Allows students to work at most appropriate level and benefit from understanding of others. Followed by class discussion of findings. Plenary: students view exemplar analysis and evaluation of one of the speeches and must explain what makes it such a good answer! NB As this was an observation lesson, there is extensive explanation and justification of activities in the notes section of the slides.
KS3 - Year 7 - How did William's control change England?
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KS3 - Year 7 - How did William's control change England?

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Students are asked to put themselves in the role of William the Conqueror and, working in groups, review his problems and a multiple choice range of options on how to solve them. They seek to gain points for being a “conqueror” vs. a “weak king” (in the mould of Edward the Confessor). Learning is then consolidated with a final activity evaluating change. Aim: to describe the ways in which William’s decisions changed England and begin to evaluate which had the biggest impact