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

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

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.
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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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YEAR 8 REVISION GUIDE FOR SUMMER EXAMS. KS3.

YEAR 8 REVISION GUIDE FOR SUMMER EXAMS. KS3.

A SET OF NOTES FOR YEAR 8 PUPILS. THE FOLLOWING TOPICS ARE THE FOCUS OF THIS GUIDE: THE WIVES OF HENRY VIII THE CLOSURE OF THE MONASTERIES AND THE PILGRIMAGE OF GRACE THE DIFFERENCES BETWEEN A CATHOLIC AND PROTESTANST CHURCH AND REASONS FOR THE DIFFERENCES MARY QUEEN OF SCOTS BRIEF NOTES ON THE SPANISH ARMADA THESE NOTES ARE IN THE FORMAT I HANDED THEM TO MY PUPILS. YOU MAY WANT TO ADJUST OR ADD TO THEM IN ACCORDANCE WITH YOUR OWN EXAM PAPER.
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Year 9 Exam: Industrial Revolution: Coal and cotton. KS3.

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

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.
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HISTORY AND ASSESSMENT FOR LEARNING: LEARNING OBJECTIVES AND SELF EVALUATION

HISTORY AND ASSESSMENT FOR LEARNING: LEARNING OBJECTIVES AND SELF EVALUATION

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

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

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!
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History Department Scheme of Work Year 7-9

History Department Scheme of Work Year 7-9

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
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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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KS3 HISTORY: MARK SCHEME/SUCCESS CRITERIA FOR SOURCE WORK ON HAROLD GODWINSON

KS3 HISTORY: MARK SCHEME/SUCCESS CRITERIA FOR SOURCE WORK ON HAROLD GODWINSON

Mark scheme/success criteria: How did Harold Godwin really die? A very useful resource to give to Year 7 pupils before completing the above task. 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.
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KS3 History: Success criteria/mark scheme for essay title: How important was the life of a monk?

KS3 History: Success criteria/mark scheme for essay title: How important was the life of a monk?

KS3 History: Success criteria/mark scheme for essay title: How important was the life of a monk? 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.
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Revision booklet for Year 7 summer exam

Revision booklet for Year 7 summer exam

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.
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