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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!

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!
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 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.
Year 9 Exam: Industrial Revolution: Coal and cotton. KS3.
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Year 9 Exam: Industrial Revolution: Coal and cotton. KS3.

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This exam has been written in the style of a GCSE paper. It comes in two sections. Section A.COAL. 20 marks. 1-What does the source show about conditions in the coal mine. 2-Describe how coal was taken to the surface. 3-Explain why so many miners were killed down the mines. 4-Did conditions in the coal mines improve in the nineteenth century? Section B: Conditions in the cotton mills. 25 marks. 1-What does source A show you about... 2-Use the information in source B and your own knowledge to explain... 3-How useful is source C to an historian studying... 4-Why do Sources D and E say different things about... This is an excellent exam which is accessible to the majority of students. It gets progressively more difficult in both sections. Excellent for preparing students for GCSE style questions.
Card sorting activity. Pilgrimage of Grace: Success or Failure? A Level History.
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Card sorting activity. Pilgrimage of Grace: Success or Failure? A Level History.

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Download, print and cut up the cards. The students need to identify whether the Pilgrimage of Grace was a success or failure. They sort the cards into these two categories in pairs. They then have to split the cards up within the success/failure categories into themes of their choice e.g. political, military etc. This activity encourages the students to think thematically and prepares them for answering essay style questions.
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
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.
Card sorting activity. Causes of the Pilgrimage of Grace. AS Level/A Level
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Card sorting activity. Causes of the Pilgrimage of Grace. AS Level/A Level

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A card sorting activity suitable for A Level Tudor History students. Simply download the resource, print and cut the cards out! Students have to read through the cards and categorise the causes of the Pilgrimage of Grace into themes of their choice. A great activity which encourages the students to think thematically rather than narratively.
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.
BLOODY MARY MARK SCHEME KS3 HISTORY ASSESSMENT FOR LEARNING
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BLOODY MARY MARK SCHEME KS3 HISTORY ASSESSMENT FOR LEARNING

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A very useful resource to give to Year 8 pupils before completing the interpretation task on Bloody Mary (to be added). 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.
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.
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.
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.
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.
KS3 History: Success criteria/mark scheme for castle building project.
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KS3 History: Success criteria/mark scheme for castle building project.

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This is the task I set for the Year 7 pupils studying castles. The nature of the task allows each pupil the opportunity to reach the highest level. You must carry out a project describing a local castle. Explain why it was built. Evaluate how important new weapons were on its design and use. This resource is very helpful to hand to pupils before completing the above task. It describes a typical Level 2,4, 6 and 8 using the key elements of history in relation to the essay question. Pupils (and parents) will see exactly what they need to do to achieve each of the levels and the differences between each level. This is also very helpful when moderating pupil work.
BATTLE OF HASTINGS: WHY DID WILLIAM WIN?CARD SORTING/GROUP WORK/ESSAY PREPARATION
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BATTLE OF HASTINGS: WHY DID WILLIAM WIN?CARD SORTING/GROUP WORK/ESSAY PREPARATION

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This resource suits Year 7 pupils who have just studied the Battle of Hastings and are about to embark on answering the question - why did William win and Harold lose? The cards have been split into four categories looking at why William won. Pupils can be given all the cards and can work out a 'theme' themselves e.g. William won because of Harold's bad luck or you can give them the themes and they then decide which card fits into each theme. There are four pages to this activity, with the theme on each page which you can cut out and give to the pupils or omit for the more able pupils to work out themselves. This exercise encourages the pupils to answer the question in a structured way rather than them simply telling the story of the Battle of Hastings which will limit the level they can achieve. After completing the card sorting activity pupils can then write four paragraphs with a clear opening statement for each paragraph which directly answers the question. They can then back up the statement with evidence/facts (as seen in the cards) and then in their own words explain why this resulted in a win for William. Pupils can be encouraged to do some further research to add more detail to their answers but by following this card sorting activity they have got a clear structure to follow.
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!