Causes of Crime 1530-present day GCSE WJEC

Causes of Crime 1530-present day GCSE WJEC

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.
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CAUSES OF CRIME 1530-PRESENT DAY GCSE WJEC

CAUSES OF CRIME 1530-PRESENT DAY GCSE WJEC

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.
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GCSE History of Policing from Tudor tiimes to present day.

GCSE History of Policing from Tudor tiimes to present day.

This bundle contains everything you need to teach the history of policing: an information booklet for students; a PowerPoint with activities built in; a test for pupils to do which covers all possible questions and sheets with all the answers on for them to learn prior to the test and for the exam.
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Why did William win the Battle of Hastings in 1066 A.D.?

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

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.
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BATTLE OF HASTINGS: WHY DID WILLIAM WIN?CARD SORTING/GROUP WORK/ESSAY PREPARATION

BATTLE OF HASTINGS: WHY DID WILLIAM WIN?CARD SORTING/GROUP WORK/ESSAY PREPARATION

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

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

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!
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GCSE: WEIMAR REPUBLIC: SUCCESSFUL BETWEEN 1924-1929? CARD SORTING ACTIVITY.

GCSE: WEIMAR REPUBLIC: SUCCESSFUL BETWEEN 1924-1929? CARD SORTING ACTIVITY.

A simple activity to analyse the success of the Weimar Republic 1924-1929. Pupils are encouraged to think thematically and group the cards in to three themes and then split the themes into groups which identify whether the years were a success or not. They can then order the cards within these themed groups into chronological order. Takes about twenty minutes.
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Rhys ap Gruffydd: WJEC A Level. Tudor Rebellion.

Rhys ap Gruffydd: WJEC A Level. Tudor Rebellion.

Some notes to accompany the essential reading around the threat posed by Rhys ap Gruffydd to the Tudor Dynasty. (By essential reading I mean the work by Ralph Griffiths and W Llewelyn on the subject). The notes also include some tasks that I put to my A level students.
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GCSE/ALEVEL: NAZI GERMANY PROPAGANDA POWERPOINT

GCSE/ALEVEL: NAZI GERMANY PROPAGANDA POWERPOINT

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.
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Causes of Tudor Poverty and Vagrancy. Card Sorting Exercise. KS3.KS4.KS5.

Causes of Tudor Poverty and Vagrancy. Card Sorting Exercise. KS3.KS4.KS5.

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.
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GCSE HISTORY OF POLICING FROM TUDOR TIMES TO PRESENT DAY: POWERPOINT OF WHOLE UNIT

GCSE HISTORY OF POLICING FROM TUDOR TIMES TO PRESENT DAY: POWERPOINT OF WHOLE UNIT

THIS POWERPOINT PRESENTATION CAN BE USED WITH GCSE STUDENTS LEARNING ABOUT THE HISTORY OF POLICING. THIS UNIT OF WORK WAS WRITTEN FOLLOWING THE WJEC SPECIFICATIONS BUT CAN BE USED WITH OTHER EXAM BOARDS. IT CONTAINS INFORMATION, SOURCE WORK, VIDEO FOOTAGE, ROLE PLAY, WRITTEN ACTIVITIES (BASED ON GCSE STYLE QUESTIONS) AND PAIR WORK. IT CONTAINS OVER 100 SLIDES WITH ALL THE INFORMATION THE PUPILS NEED TO KNOW FOR THE ENTIRE UNIT. PLEASE SEE THE ACCOMPANYING INFORMATION BOOKLET FOR SALE ON THIS SITE PLUS THE TEST QUESTIONS AND ANSWERS (WHICH HELP CONDENSE ALL THE KNOWLEDGE).
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GCSE CAUSES OF CRIME FROM THE TUDOR PERIOD TO PRESENT DAY: TEST AND ANSWERS

GCSE CAUSES OF CRIME FROM THE TUDOR PERIOD TO PRESENT DAY: TEST AND ANSWERS

THIS IS FOR GCSE STUDENTS STUDYING THE HISTORY OF CRIME, POLICING AND PUNISHMENT. THIS TEST COVERS THE CAUSES OF CRIME FROM THE TUDOR PERIOD TO PRESENT DAY. THE 30 QUESTIONS WITH AVAILABLE MARKS IN BRACKETS ARE ACCOMPANIED WITH ALL THE ANSWERS IN BULLET POINT FORM. THIS IS REALLY USEFUL TO GIVE TO THE STUDENTS AFTER COMPLETING THE UNIT ON CAUSES OF CRIME AND FOR THEM TO LEARN PRIOR TO THEIR EXAM.
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HISTORY OF POLICING INFORMATION BOOKLET: FROM TUDOR TIMES TO PRESENT DAY

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

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

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

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

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

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)
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KS3 History: Mark scheme/success criteria for Battle of Hastings essay.

KS3 History: Mark scheme/success criteria for Battle of Hastings essay.

Mark scheme/success criteria for the Battle of Hastings essay: Why did the Normans win and the English lose the Battle of Hastings? This resource is very helpful to hand to pupils before completing the above essay question. 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.
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GCSE EARLY POLICING ROLE PLAY AND TOP AND TAIL EXERCISE

GCSE EARLY POLICING ROLE PLAY AND TOP AND TAIL EXERCISE

A SIMPLE ACTIVITY BASED ON EARLY POLICING. THE ROLE OF THE JP, CONSTABLE AND WATCHMAN ARE READ OUT BY PUPILS (IN COSTUME PREFERABLY). THE CLASS LISTENS THEN COMPLETES A SIMPLE TOP AND TAIL EXERCISE. ADDS A BIT OF FUN AND VARIETY TO YOUR LESSON. PLEASE SEE ALL MY OTHER RESOURCES ON GCSE CAUSES OF CRIME AND POLICING METHODS.
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HISTORY OF POLICING FROM TUDOR TIMES TO PRESENT DAY: TEST AND ANSWERS

HISTORY OF POLICING FROM TUDOR TIMES TO PRESENT DAY: TEST AND ANSWERS

THIS RESOURCE IS FOR GCSE STUDENTS OF THE HISTORY OF CRIME, POLICING AND PUNISHMENT. THIS TEST COVERS THE POLICING SECTION OF THE GCSE. THE 21 QUESTIONS ALSO COME WITH THE ANSWERS SEPARATELY. THIS CAN BE USED AT THE END OF THE POLICING MODULE AND IS ALSO AN EXCELENT REVISION TOOL. PUPILS CAN ALSO USE THE ANSWERS TO MARK EACH OTHERS' PAPERS. THE ANSWERS ARE WRITTEN IN BULLET POINT FORMAT.
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