Hero image

David Whineray's Shop

I am an experienced Head of History and a member of the Hampshire History Steering Group, with a passion for developing engaging teaching resources. All of my lessons, activities, and assessment materials have been tried and tested. Please don't hesitate to get in touch if you have any questions.

I am an experienced Head of History and a member of the Hampshire History Steering Group, with a passion for developing engaging teaching resources. All of my lessons, activities, and assessment materials have been tried and tested. Please don't hesitate to get in touch if you have any questions.
New AQA spec Medieval medicine factors 16 mark assessment question - Britain Health and the People

New AQA spec Medieval medicine factors 16 mark assessment question - Britain Health and the People

An assessment question lesson which helps students to understand why medicine progressed or stagnated in the Medieval period, as part of the new AQA GCSE Britain: Health and the People unit. The lesson focuses on the factors involved in the development of medicine, and the assessment answers the question: Was religion the main factor in the development of medicine in the Medieval times? [16 marks + 4 SPaG] 1. Give students a copy of the football pitch slide, and the seven footballers to cut up. The activity requires them to decide where on the pitch each 'factor' (War, Science, etc.) should be stuck, and to annotate with examples. 2. Assessment: annotate model answer, and helpful hints, provided for students.
davidwhineray
A new life-after-levels Year 7 Baseline History test, based on the AQA 2016 GCSE requirements

A new life-after-levels Year 7 Baseline History test, based on the AQA 2016 GCSE requirements

With the abolition of KS3 levels it became clear that we need to give our students a more rigorous Baseline Test when they arrive at the start of Year 7. In addition, my school is increasingly demanding that we give all students a thorough end-of-year examination each year, so I decided to develop a new Baseline Test (based on the Medieval life topic) which provides an opportunity to test students' core historical skills and give them a flavour of the challenges to come! This is based on the AQA style, which is the GCSE syllabus that our Year 7 students will eventually follow, and has four questions (below). I have also included sources, a mark scheme, model answers, and a conversion chart for 'old' National Curriculum levels in case your school is still using them. 1. What does Source A tell you about life in the Medieval period? [2 marks] 2. What are the differences between Source A and Source B? [4 marks] 3. Why are Source A and Source B different? [6 marks] 4. “Life in the medieval period (1066-1500) was mucky and miserable.” How far do you agree? Use the historical sources and your knowledge in your answer [8 marks] Spelling, Punctuation and Grammar [4 marks] [24 marks]
davidwhineray
GCSE Cold War resource bundle

GCSE Cold War resource bundle

Re-invigorate your teaching of the Cold War with this comprehensive bundle, which includes four fully-resourced lessons, five knowledge tests, with answers, and a Cold War revision carousel lesson. Ideal for busy trainees or NQTs
davidwhineray
Key word classroom bunting: Elizabethan England

Key word classroom bunting: Elizabethan England

Two sets of 10 key words and definitions to be printed and hung as bunting in your classroom. This has been very effective in my own classroom, better enabling GCSE students to recall and use key terms in their discussions and written work. Examples include circumnavigation, progresses, monopoly and Privy Council.
davidwhineray
Key word classroom bunting: Health and the People

Key word classroom bunting: Health and the People

Two sets of 10 key words and definitions to be printed and hung as bunting in your classroom. This has been very effective in my own classroom, better enabling GCSE students to recall and use key terms in their discussions and written work. Examples include Antiseptic, Ligature, Cholera and inoculation.
davidwhineray
Key word classroom bunting: USA 1920-73

Key word classroom bunting: USA 1920-73

Three sets of 10 key words and definitions to be printed and hung as bunting in your classroom. This has been very effective in my own classroom, better enabling GCSE students to recall and use key terms in their discussions and written work. Examples include Tennessee Valley Authority, Black Panthers and Rugged Individualism.
davidwhineray
How did McCarthyism affect 1950s America? An enquiry about the Red Scare for GCSE

How did McCarthyism affect 1950s America? An enquiry about the Red Scare for GCSE

Aims: Identify why America was gripped by a second Red Scare Explain the causes and effects of McCarthyism Apply knowledge to historical cartoons Activities: 1. Introduce 2017 Brexit university controversy and emphasise the media’s vague mentions of McCarthyism (Slide 2) 2. Use Bob Dylan’s song (Talkin’ John Birch Paranoid Blues, Slide 3) to further unpick the meaning of McCarthyism 3. Use Slide 4 to establish the BBC Bitesize definition, and explain that students will aim to embellish it 4. Watch brief TED Talk on McCarthyism (Slide 6) to gain further knowledge 5. Secret image (Slide 7) which students will analyse quarter-by-quarter to unpick an historical cartoon (use Layers of Inference MS Word doc to help 6. Give students McCarthyism information and have them complete activities on Slide 14 7. Plenary: two more anti-McCarthyism cartoons for students to apply knowledge and analyse
davidwhineray
What was Europe like in 1500? An introduction to Tudor/Elizabethan England for GCSE

What was Europe like in 1500? An introduction to Tudor/Elizabethan England for GCSE

Designed to set the context to Tudor/Elizabethan England for GCSE students 1. Print copies of Slide 13 for each student, on A3, and colour copies of Slides 5-12. 2. Slide 2: introductory images – can students work out what each image is, or the connection between them? 3. Slide 3: key question and aims. Slides 4-12: market place activity. In pairs, students become experts in one aspect of Europe in 1500s and create a teaching resource with just 20 words. Give them 20 minutes to complete this. 4. Once resources have been created, students carousel round and complete their map of Europe, colour coding their notes according to whether they describe the economy, religion or politics. As students are working, display Slide 2 so they can work out what each image represents – this can be fed back at the end of the lesson. 5. Once students have visited each station, they then return and share their notes with the person who remained in place as a teacher, such that everyone completes a map 6. Knowledge test to consolidate learning.
davidwhineray
Was Elizabeth ready to be queen? An enquiry into Elizabeth's early life for GCSE Elizabethan England

Was Elizabeth ready to be queen? An enquiry into Elizabeth's early life for GCSE Elizabethan England

Aims: Identify key events in Elizabeth’s early life Investigate historical evidence Support a judgement about whether Elizabeth was ready to become Queen of England in 1558 1. Print images and information cards, and copies of slide 20 2. Match each written card with an image 3. Place the written cards in chronological order, so that they tell the story of Elizabeth’s early life; Slides 5-19 are matched correctly so students can check learning 4. Move the cards higher or lower, depending on how successful Elizabeth was at each point 5. Students create their own copy of the timeline, using no more than 15 words to summarise each card
davidwhineray
How should Oliver Cromwell be remembered? A two-lesson interpretations enquiry for KS3

How should Oliver Cromwell be remembered? A two-lesson interpretations enquiry for KS3

Aims: 1. Identify key events of Cromwell’s life 2. Explain why different people have had different opinions of Cromwell 3. Create scenes from Cromwell’s life from different points of view Lesson 1 1. Slides 2-3: Introduce two contrasting views of Cromwell to establish the debate and controversy (statue and Pogues' song - lyrics provided) 2. Print copies of Slide 5 and the card sort for students to use. 3. Sort Cromwell's key life events into a living graph, positive and negative, according to different people (Charles II, Prime Minister, film maker, students themselves, to establish different interpretations) 4. Students complete personal copy of Cromwell's living graph, to understand the main events of his life for Lesson 2. Lesson 2 1. Print Slide 8 for students. They work in teams to produce three tableau or freeze-frames from the point of view of a film maker, a school textbook writer, and the writer of an Irish nationalist magazine in 1900. They must decide how to set the scene to get across each person's point of view of Cromwell, including how he stands, the key events they might focus on, background etc. (see Slide 8).
davidwhineray
Great Depression/New Deal lesson and resource bundle

Great Depression/New Deal lesson and resource bundle

Re-invigorate your teaching of the Great Depression and the New Deal with this comprehensive bundle, which includes six fully-resourced lessons, three knowledge tests, with answers, and a USA 1920s-30s revision carousel lesson. Ideal for busy trainees or NQTs
davidwhineray
A twenty minute (ish) assembly on the Little Rock Nine, used during Black History Month or MLK Day

A twenty minute (ish) assembly on the Little Rock Nine, used during Black History Month or MLK Day

1. I began by asking members of staff for their own school photographs, and displayed these on the screen for students to chew over as they entered the hall, before asking if they recognised any of their teachers. I asked students to recall their feelings on their own first day at Hounsdown School. 2. I displayed the famous photograph of Elizabeth Eckford, aged 15, being followed on her way to Little Rock High School by an angry mob of segregationists (Eckford was one of nine students chosen to attend the integrated school in 1957 following the decision by the Supreme Court to outlaw segregation). I linked this to Martin Luther King by suggesting that the actions of the Little Rock Nine would have greatly inspired him. 3. Although students in Year 8 and above would have studied some aspects of Civil Rights movement as part of their History curriculum I showed some images of segregation, and a map showing the location of Little Rock. 4. I then gave students more detail about Elizabeth Eckford’s harrowing journey to school, and more information about the gruelling year faced by the brave students. Their ordeal included an acid attack in a science laboratory, physical and verbal abuse, and being ordered never to retaliate when faced with cruelty from white students. 5. I finished with a short clip which neatly summarises the significance of the Little Rock Nine and asked students to consider why their story is so important, and what they would take away from the assembly: https://www.youtube.com/watch?v=oodolEmUg2g
davidwhineray
What did FDR do during the Hundred Days? Two GCSE lessons on the New Deal

What did FDR do during the Hundred Days? Two GCSE lessons on the New Deal

A two or three lesson enquiry into FDR's Hundred Days, which teaches students about the First New Deal, with an examination question to finish. Lesson 1: 1. Match the images to the New Deal information cards (make a card sort from Slide 6) 2. Watch the American Voices 'New Deal' episode (link provided) and make notes (Slide 9) Lesson 2/3 (Depending on ability range): 1. Secret picture: FDR taking out the trash. Begin to unpick the cartoon with students - Use Layers of Inference work sheet to help 2. Print Slide 12 on to A3 so students can make notes about the New Deal measures 3. Further analyse cartoon, complete OCR 'message' question (mark scheme and explanation sentence starters provided; can be adapted for other syllabi)
davidwhineray
New AQA spec Medieval medicine factors 16 mark assessment question - Britain Health and the People

New AQA spec Medieval medicine factors 16 mark assessment question - Britain Health and the People

An assessment question lesson which helps students to understand why medicine progressed or stagnated in the Medieval period, as part of the new AQA GCSE Britain: Health and the People unit. The lesson focuses on the factors involved in the development of medicine, and the assessment answers the question: Was religion the main factor in the development of medicine in the Medieval times? [16 marks + 4 SPaG] 1. Give students a copy of the football pitch slide, and the seven footballers to cut up. The activity requires them to decide where on the pitch each 'factor' (War, Science, etc.) should be stuck, and to annotate with examples. 2. Assessment: annotate model answer, and helpful hints, provided for students.
davidwhineray
GCSE Cold War resource bundle

GCSE Cold War resource bundle

Re-invigorate your teaching of the Cold War with this comprehensive bundle, which includes four fully-resourced lessons, five knowledge tests, with answers, and a Cold War revision carousel lesson. Ideal for busy trainees or NQTs
davidwhineray
USA 1920s bundle

USA 1920s bundle

Ideal for busy trainees and NQTs, or simply to embellish your existing SoW, I have included here five enqiries, key word bunting, and an assessment.
davidwhineray
A new life-after-levels Year 7 Baseline History test, based on the AQA 2016 GCSE requirements

A new life-after-levels Year 7 Baseline History test, based on the AQA 2016 GCSE requirements

With the abolition of KS3 levels it became clear that we need to give our students a more rigorous Baseline Test when they arrive at the start of Year 7. In addition, my school is increasingly demanding that we give all students a thorough end-of-year examination each year, so I decided to develop a new Baseline Test (based on the Medieval life topic) which provides an opportunity to test students' core historical skills and give them a flavour of the challenges to come! This is based on the AQA style, which is the GCSE syllabus that our Year 7 students will eventually follow, and has four questions (below). I have also included sources, a mark scheme, model answers, and a conversion chart for 'old' National Curriculum levels in case your school is still using them. 1. What does Source A tell you about life in the Medieval period? [2 marks] 2. What are the differences between Source A and Source B? [4 marks] 3. Why are Source A and Source B different? [6 marks] 4. “Life in the medieval period (1066-1500) was mucky and miserable.” How far do you agree? Use the historical sources and your knowledge in your answer [8 marks] Spelling, Punctuation and Grammar [4 marks] [24 marks]
davidwhineray
A life-after-levels Year 8 end-of-year-exam, based on AQA 2016 GCSE requirements (Black Peoples)

A life-after-levels Year 8 end-of-year-exam, based on AQA 2016 GCSE requirements (Black Peoples)

My school recently demanded that we give all students a thorough end-of-year examination each year, so I decided to develop a new Year 8 exam (based on the popular Black Peoples of the Americas KS3 topic) which provides an opportunity to test students' core historical skills and give them a flavour of the challenges to come! See my other uploads for a corresponding Baseline Test and Year 7 exam. This is based on the AQA style, which is the GCSE syllabus that our Year 8 students will eventually follow, and has four questions (below). I have also included sources, a mark scheme, model answers, and a conversion chart for 'old' National Curriculum levels in case your school is still using them. 1. What does Source B tell you about life for Black Americans? [2 marks] 2. What are the differences between Source B and Source D? [4 marks] 3. Why are Source B and Source D different? [6 marks] 4. “Life has improved for Black Americans since the days of slavery.” How far do you agree? Use the historical sources and your knowledge in your answer [8 marks] [24 marks]
davidwhineray
Votes for Women bundle

Votes for Women bundle

Four enquiries to support your teaching of the Votes for Women topic. Ideal for busy trainees and NQTs.
davidwhineray