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)

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)

This information booklet is useful for students studying the WJEC GCSE History of Popular Movements 1815-1848. This particular booklet looks at the themes as outlined below. The growth of Radicalism, 1815-1822 Key questions: What problems did England and Wales face in 1815? • Political and economic problems in 1815 (the post-war situation; demobilised soldiers; the Corn Laws; the demand for parliamentary reform) • Social issues in 1815 (growing working-class dissatisfaction; the beginning of Radicalism) In what ways did people protest? •The importance of the Spa Fields Riot, 1816 (causes, events and effects) • The importance of the 'March of the Blanketeers', 1817 (causes, events and effects) • The importance of the St Peter's Field Massacre,1819 (causes, events and results; the role of 'Orator' Hunt) How did the government react to popular protest at this time? • Government action against popular protest (agent provocateurs; suspension of habeas corpus; repression; the Six Acts) • The importance of the Cato Street Conspiracy, 1820 (the plot; government tactics; execution of the conspirators)

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

THIS 15 PAGE INFORMATION BOOKLET IS IDEAL FOR STUDENTS OF GCSE HISTORY LEARNING ABOUT THE IMPACT OF EVACUATION ON THE HOMEFRONT DURING WORLD WAR TWO. THE BOOKLET GIVES THE BACKGROUND TO THE OUTBREAK OF WAR, THE PROCESS OF EVACUATION, THE POSITIVE AND NEGATIVE EXPERIENCES OF EVACUATION FOR THE HOSTS AND THE EVACUEES THEMSELVES. THE BOOKLET ENDS WITH A BRIEF LOOK AT THE LONG TERM IMPACT EVACUATION HAD ON BRITISH SOCIETY. THERE ARE A VARIETY OF SOURCES FOR STUDENTS TO LOOK AT. THIS WAS WRITTEN TO ACCOMPANY THE WJEC CONTROLLED ASSESSMENT BUT CAN BE USED AS A UNIT OF WORK ON ITS OWN. IT COMES WITH A RECOMMENDED READING LIST.

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).

When pupils ask 'What's a Level 4 Mrs Williams?' I would simply refer to this on my wall display and I would also place a smaller version in their books (this comes with the resource too). Also handy to point out to parents on parents evening who would ask things like 'What does a Level 4 mean in History and how does my son get to a Level 5?' This also benefited the non-specialist teaching staff in the department who were told they had to teach history. With their time limited, they found that this was a useful resource to refer to when assessing pupil work.

KS3 Curriculum Model – How is the Subject Area Organised/Delivered? (Includes PoS Requirements). THIS RESOURCE MIGHT BE USEFUL TO HEADS OF DEPARTMENT WRITING THEIR HISTORY DEPARTMENT HANDBOOK AND FOCUSING ON THE ABOVE THEME.