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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!

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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!
Revision booklet for Year 7 summer exam
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Revision booklet for Year 7 summer exam

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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.
Causes of Crime 1530-present day GCSE WJEC
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Causes of Crime 1530-present day GCSE WJEC

5 Resources
Everything you need to teach this unit is here. The PowerPoint presentation covers the entire unit with class based activities built in. Pupils can take home the information booklet and use it for their revision (and if they miss lessons they can always use it to catch up). There is a test for them to complete which is based on knowledge and understanding only. This test also contains all the answers if they want to learn these off by heart. I also have an exemplar answer of the extended question in the WJEC papers which they can learn. I've also thrown in a group work card sorting exercise for pupils to compete if time allows -this can also be used in Year 8 when teaching poverty and vagrancy, and at A level.
HISTORY AND RECOMMENDED READING FOR PLEASURE: DISPLAY
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HISTORY AND RECOMMENDED READING FOR PLEASURE: DISPLAY

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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.
GCSE/ALEVEL: NAZI GERMANY PROPAGANDA POWERPOINT
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GCSE/ALEVEL: NAZI GERMANY PROPAGANDA POWERPOINT

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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.
Why did Williams win the Battle of Hastings? A revision guide. Year 7.
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Why did Williams win the Battle of Hastings? A revision guide. Year 7.

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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!
History Department Scheme of Work Year 7-9
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History Department Scheme of Work Year 7-9

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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
Spanish Armada: Source interpretation. KS3. Year 8 History.
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Spanish Armada: Source interpretation. KS3. Year 8 History.

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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.
To what extent were Tudor rebellions successful? WJEC A Level History. Exemplar synoptic answer.
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To what extent were Tudor rebellions successful? WJEC A Level History. Exemplar synoptic answer.

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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!
Making progress in History: Simplified level descriptors for display
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Making progress in History: Simplified level descriptors for display

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When pupils ask 'What's a Level 4 Mrs Williams?' I would simply refer to this on my wall display and I would also place a smaller version in their books (this comes with the resource too). Also handy to point out to parents on parents evening who would ask things like 'What does a Level 4 mean in History and how does my son get to a Level 5?' This also benefited the non-specialist teaching staff in the department who were told they had to teach history. With their time limited, they found that this was a useful resource to refer to when assessing pupil work.
HISTORY AND ASSESSMENT FOR LEARNING: LEARNING OBJECTIVES AND SELF EVALUATION
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HISTORY AND ASSESSMENT FOR LEARNING: LEARNING OBJECTIVES AND SELF EVALUATION

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THIS RESOURCE HAS BEEN PRODUCED FOR YEARS 7-9. IT IS A BOOKLET THAT EACH PUPIL RECEIVES IN YEAR 7 AND SEES THEM THROUGH TO YEAR 9. EACH LESSON THAT IS TAUGHT FROM YEARS 7-9 IS COVERED HERE WITH A SIMPLE KEY QUESTION IN A LIST FORM(THESE KEY QUESTIONS FOLLOW THE SCHEME OF WORK (Also for sale)). NEXT TO EACH KEY QUESTION ARE THREE COLOMNS WHICH PUPILS TICK TO SHOW WHETHER THEY HAVE UNDERSTOOD A TOPIC FULLY, NOT AT ALL OR ONLY PARTIALLY. THEY FILL THIS IN AFTER COMPLETION OF EACH TOPIC. THIS WORKS ON A NUMBER OF LEVELS - PARENTS AND PUPILS CAN SEE WHERE THEY ARE IN THE SCHEME OF WORK AND CAN DO EXTRA RESEARCH AROUND TOPICS IN ADVANCE - OR CATCH UP IF THEY HAVE BEEN ABSENT. IT ALSO ALLOWS THE CHILD TO TELL YOU DISCREETLY WHETHER THEY HAVE UNDERSTOOD A TOPIC OR NOT. THIS HELPS YOU HELP THEM. IF MANY PUPILS ARE SHOWING THAT THEY HAVEN'T UNDERSTOOD THE SAME TOPIC THEN THIS HIGHLIGHTS TO YOU THAT MAYBE YOU NEED TO APPROACH THAT TOPIC DIFFERENTLY NEXT TIME. ON EACH PAGE THERE IS ALSO A BOX CALLED 'LANGUAGE FOR LEARNING' WHICH INCLUDES ALL THE KEY WORDS THAT PUPILS WILL BE EXPECTED TO UNDERSTAND AFTER FINISHING THE TOPICS. BENEATH THIS, ON EACH PAGE IS A HOMEWORK BOX. THE HOMEWORK TASK IS A KEY LEVELLED TASK. THIS AGAIN, SHOWS PARENTS AND PUPILS WHAT WORK TO EXPECT THROUGH THE YEAR AND ALLOWS PREPARATION TIME (AND EXCUSES SUCH AS 'I DIDN'T KNOW WHAT MY HOMEWORK WAS' ARE A THING OF THE PAST!)THERE ARE 6 HOMEWORK TASKS FOR YEARS 7 AND 8 AND 4 TASKS FOR YEAR 9. AT THE END OF EACH YEAR THE PUPILS FILL IN A SIMPLE BAR CHART SHOWING WHAT LEVEL THEY RECEIVED FOR A TASK. AT THE START OF THE BAR CHART FOR YEAR 7 IS THEIR KEY STAGE 2 ENGLISH LEVEL AND THE FINAL BAR IS THEIR PREDICTED YEAR 9 LEVEL. THROUGH YEAR 7-9 THERE SHOULD BE A STEADY IMPROVEMENT HERE. THIS PROVIDES A VISUAL AID TO SHOW PUPILS AND PARENTS AND YOURSELF IF A CHILD IS PERFORMING AS THEY SHOULD AND HIGHLIGHTS WHEN A CHILD IS UNDERACHIEVING. THE APPROPRIATE STEPS CAN BE TAKEN WHEN THIS IS THE CASE - AND IF A CHILD IS DOING VERY WELL THEN MORE CHALLENGING TASKS CAN BE GIVEN. IT TOOK A CONSIDERABLE AMOUNT OF TIME TO PRODUCE THESE BOOKLETS BUT THE BENEFITS GAINED ARE IMMEASURABLE. THESE BOOKLETS WERE COMMENDED BY OFSTED INSPECTORS AS GOOD PRACTICE. Please note that at the start of each Year Booklet I would place a photocopied timeline so pupils could see what period they would be covering over the year. As I use a photocopy, these timelines are not included.
Causes of Tudor Poverty and Vagrancy. Card Sorting Exercise. KS3.KS4.KS5.
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Causes of Tudor Poverty and Vagrancy. Card Sorting Exercise. KS3.KS4.KS5.

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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.
KS3 HISTORY: SUCCESS CRITERIA/ MARK SCHEME FOR LIFE ON THE MANOR ESSAY. AfL technique.
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KS3 HISTORY: SUCCESS CRITERIA/ MARK SCHEME FOR LIFE ON THE MANOR ESSAY. AfL technique.

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Mark scheme/success criteria for Manor essay: Was life always very hard for the peasants on the manor? The nature of the question allows pupils to identify, describe, explain and evaluate - allowing them to reach the highest level. This resource is very helpful to hand to pupils before completing the above essay question in Year 7. The typical Level 2,4,6 and 8 response is shown in relation to the question using the key elements. Pupils and parents can clearly see what they have to do to get the highest level by comparing the different responses. Also useful when moderating. A fantastic Assessment for Learning tool.
HENRY VIII PROJECT MARK SCHEME ASSESSMENT FOR LEARNING: KS3 HISTORY YEAR 8
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HENRY VIII PROJECT MARK SCHEME ASSESSMENT FOR LEARNING: KS3 HISTORY YEAR 8

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A very useful resource to give to Year 8 pupils before completing a project on Henry VIII. 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.
CAUSES OF CRIME 1530-PRESENT DAY GCSE WJEC
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CAUSES OF CRIME 1530-PRESENT DAY GCSE WJEC

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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.
Why did William win the Battle of Hastings in 1066 A.D.?
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Why did William win the Battle of Hastings in 1066 A.D.?

4 Resources
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.
HISTORY OF POLICING INFORMATION BOOKLET: FROM TUDOR TIMES TO PRESENT DAY
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HISTORY OF POLICING INFORMATION BOOKLET: FROM TUDOR TIMES TO PRESENT DAY

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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.
How far have causes of crime changed from Tudor times to present day? Exemplar answer.
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How far have causes of crime changed from Tudor times to present day? Exemplar answer.

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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)
GCSE CAUSES OF CRIME INFORMATION BOOKLET: TUDOR TIMES TO PRESENT DAY
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GCSE CAUSES OF CRIME INFORMATION BOOKLET: TUDOR TIMES TO PRESENT DAY

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AN INFORMATION BOOKLET FOR GCSE STUDENTS OF CRIME, POLICING AND PUNISHMENT. THIS BOOKLET CAN BE USED AS A GUIDE TO THE COURSE AND AS A REVISION TOOL. THIS INFORMATION BOOKLET COVERS THE CAUSES OF CRIME ONLY. THE SPECIFICATION FOLLOWED IS DETAILED BELOW: • Key Question One: What were the main causes and types of crime in Wales and England in the sixteenth and seventeenth centuries? • The problem of vagrancy • (causes e.g.: poverty, rural depopulation, unemployment; able-bodied poor and deserving poor; rogues and vagabonds) • • The challenge of heresy (causes e.g.: changes in religion and religious opposition; attitudes to heretics) • • Dealing with treason (definition of treason; a study of the Gunpowder Plot) • Key Question 2: How did types of crime and their causes change in Wales and England in the eighteenth and nineteenth centuries? • • Increase in smuggling (reasons for the increase in smuggling; smugglers and excise men; attitudes towards smuggling) • • Highway robbery (issues involving stagecoach travel; lack of law enforcement; highwaymen and footpads) • • The impact of industrialisation (social and economic change; the development of large towns; examples of unrest leading to crime: Luddism, Swing and Rebecca Riots) • Key Question Three: Why have there been new causes and types of crime in Wales and England in the twentieth and twenty first centuries? • The rise of transport crime (development of the motor car; creation of new crimes such as: car theft, drink driving, traffic offences) • • The rise of computer crime (computer fraud; stealing from bank accounts; hacking; viruses; identity theft, etc.) • • The trend towards violent crime (IRA bombings; football hooliganism; global terrorism; drugs crime; gun and knife crime)
Coal investigation: how coal changed the landscape and people of Wales
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Coal investigation: how coal changed the landscape and people of Wales

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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!