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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!
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!
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.
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.
SPANISH ARMADA: SUCCESS CRITERIA/MARK SCHEME FOR ESSAY ON WHY ARMADA FAILED. KS3.
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SPANISH ARMADA: SUCCESS CRITERIA/MARK SCHEME FOR ESSAY ON WHY ARMADA FAILED. KS3.

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Mark scheme/success criteria for the Spanish Armada essay: Why did the Armada fail? Hand this resource to pupils before completing the above essay question. The resource looks at a typical Level 2,4,6 and 8 response to the question by looking at the key elements and level descriptors. Pupils can identify the differences between the levels and then know what they have to do in order to achieve the highest level. An excellent Assessment for Learning technique and great for moderating within the department.
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!
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
The contribution of politics to the development of a Welsh National Consciousness
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The contribution of politics to the development of a Welsh National Consciousness

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A SET OF NOTES USEFUL FOR A LEVEL HISTORY WNC 1868 ONWARDS - Did the Conservatives contribute towards the promotion of a Welsh National Consciousness? - Did the Liberals contribute towards developing a Welsh National Consciousness? - The contribution of the ‘Welsh Party’ (politicians supporting and campaigning specifically for Welsh issues).
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.
CONDITIONS IN THE FACTORY MARK SCHEME/SUCCESS CRITERIA ASSESSMENT FOR LEARNING KS3 YR 9
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CONDITIONS IN THE FACTORY MARK SCHEME/SUCCESS CRITERIA ASSESSMENT FOR LEARNING KS3 YR 9

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WHAT WERE CONDITIONS LIKE IN THE FACTORY? A very useful resource to give to Year 9 pupils before completing an essay on the above question. 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.
A LEVEL HISTORY: Politics and Society c1880-191: CHANGING ATTITUDES TO SOCIAL REFORM
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A LEVEL HISTORY: Politics and Society c1880-191: CHANGING ATTITUDES TO SOCIAL REFORM

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A LEVEL HISTORY: Politics and Society c1880-191: CHANGING ATTITUDES TO SOCIAL REFORM. WJEC. A POWERPOINT PRESENTATION THAT COULD BE GIVEN OUT AS A SET OF NOTES TO STUDENTS. THE FOLLOWING THEMES ARE COVERED: Changing attitudes to social reform From individualism to collectivism Changing attitudes to social reform post 1900 Conservatives/Unionists Action! The Liberals and (even though they used to be pioneers of individualism) Collectivism 1906-1914 New Liberalism The Liberal Social Reform Achievement 1906-1914 Social relief measures for the helpless Social relief measures for the able bodied Economic / Industrial Reforms (showing an increase in willingness to intervene in the economy and industry). Conclusion on the triumph by various bodies Limitations to Liberal Social Reform Limitations to how the Liberals paid for their social reform Limitations on the industrial and economic reforms Did the Liberals give the working class what they really wanted? Other deep rooted causes of poverty Overview Overall Party Record
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.
A Level History:The Growth of Welsh National Consciousness: The Fall of the Conservatives
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A Level History:The Growth of Welsh National Consciousness: The Fall of the Conservatives

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A Level History: The Growth of Welsh National Consciousness: The Fall of the Conservatives A set of notes useful for revision covering: - Conservatism was uniquely identified with Englishness. - Conservatism was identified with Wales’ enemies – the ‘unholy trinity’ of the brewer, the squire and the bishop. - Conservative arguments against Disestablishment and Disendowment - Positive impact of Conservatives
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 THE SOMME MARK SCHEME/SUCCESS CRITERIA KS3 ASSESSMENT FOR LEARNING
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BATTLE OF THE SOMME MARK SCHEME/SUCCESS CRITERIA KS3 ASSESSMENT FOR LEARNING

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WHO OR WHAT WAS RESPONSIBLE FOR THE GREAT LOSS OF LIFE AT THE BATTLE OF THE SOMME? A very useful resource to give to Year 9 pupils before completing an essay on the above question. 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.
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.
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)
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!