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Hlw1066's Shop

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!
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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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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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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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: 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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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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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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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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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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BLOODY MARY MARK SCHEME KS3 HISTORY ASSESSMENT FOR LEARNING

BLOODY MARY MARK SCHEME KS3 HISTORY ASSESSMENT FOR LEARNING

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

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

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.
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USING EVIDENCE TO FIND OUT ABOUT A PERSON AND PROBLEMS IN BELIEVING THE EVIDENCE YEAR 7

USING EVIDENCE TO FIND OUT ABOUT A PERSON AND PROBLEMS IN BELIEVING THE EVIDENCE YEAR 7

WHEN PUPILS JOIN MY CLASS IN YEAR 7, I ASK THEM TO INTRDUCE THEMSELVES TO ME AND TO TELL ME SOMETHING INTERESTING ABOUT THEMSELVES. THIS IS A GOOD WAY OF GETTING TO KNOW THE CLASS. AFTER THIS I TELL THE PUPILS THAT I DON'T ACTUALLY BELIEVE ANYTHING THAT THEY HAVE TOLD ME. THEIR HOMEWORK IS TO BRING IN A SHOE BOX OF EVIDENCE (A WIDE VARIETY) IN THE NEXT LESSON TO PROVE AS MANY THINGS ABOUT THEMSELVES AS POSSIBLE. WHEN THE NEXT LESSON COMES ALONG, ASK THE PUPILS TO HAND THEIR BOX TO SOMEONE IN THE CLASS THAT THEY DON'T KNOW THAT WELL. THAT PERSON THEN HAS TO FIND OUT ALL THEY CAN ABOUT THE PERSON USING THE EVIDENCE ALONE. IF TIME ALLOWS YOU CAN ASK THE PUPILS TO ATTEMPT TO PUT THE EVIDENCE INTO CHRONOLOGICAL ORDER. THIS THEN LEADS ON NICELY TO DISCUSSING THE PROBLEMS WITH SOME EVIDENCE. PUPILS THEN COMPLETE THIS WORKSHEET. BRING YOUR OWN BOX IN TOO! PUPILS LOVE THIS ACTIVITY!
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