HAND THIS OUT TO TEACHERS IN YOUR HISTORY DEPARTMENT. AS SOON AS THEY HAVE ANY CONCERNS REGARDING THE PROGRESS OF A PUPIL THEY FILL IN ONE OF THESE FORMS. THIS CAN BE PASSED ON TO YOU TO TAKE ACTION AND CAN BE SHARED WITH HEADS OF YEAR.

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.

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.

A TEST BASED ON THE GROWTH OF RADICALISM 1815-1822. THE ANSWERS ARE PROVIDED IN BULLET FORM SO THAT THE PUPILS CAN USE THEM AS A REVISION GUIDE OR FOR MARKING EACH OTHERS' WORK. 1 What were the causes of post war discontent? (15) 2 What is a radical? (1) 3 Why was William Cobbett important? (2) 4 Give three reasons why the Spa Fields Meetings was important. (3) 5 Who were the Blanketeers, what did they protest about and how did they protest? (3) 6 What happened at the Peterloo ‘Massacre’ or Saint Peter’s Fields? (3) 7 List the four methods the government used to repress the radicals and reformers. (5) 8 Describe the Cato Street Conspiracy. (4) 9 What were the Six Acts or Gag Acts? (6) 10 Why did the government react so harshly? (4) 11 Did the growth of Radicalism 1815-22 benefit working people? (7) PLEASE SEE INFORMATION BOOKLET ON THE GROWTH OF RADICALISM FOR SALE ON THIS SITE ALSO.

A selection of books are recommended for Year7 pupils through to Year 13 to encourage their love of History and reading. For display purposes. Pupils are encouraged to add their favourite historic-based books to the list. A simple addition to your efforts of improving literacy in History.

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.

A LEVEL HISTORY: WJEC. FOCUS ON WELSH HISTORY/POLITICS/SOCIETY. THIS DETAILED POWERPOINT (13 SLIDES) COULD BE GIVEN OUT AS A SET OF NOTES FOR YOUR STUDENTS. TOPICS COVERED: Political idealism of organised labour How strong was political ideology in developing a working class movement? The role of political factors in creating a working class movement The role of social factors in developing a working class movement The role of economic factors in creating a working class movement Success of organised labour Failings of the working class movements: what they hadn’t achieved by 1914 Conclusion

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.

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.

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.

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.

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.

This six page document is useful for Heads of History Departments who need to describe how key skills are being developed in their subject. Topics covered include: THINKING SKILLS AND PROBLEM SOLVING DEVELOPING COMMUNICATION ORACY READING WRITING WORKING WITH OTHERS NUMBER IMPROVING OWN LEARNING AND PERFORMANCE This resource has been made for my own department but may be helpful to use as a guide to those Heads of Department who are updating their handbooks or preparing for an Ofsted Inspection!

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.

Section A (compulsory) is based on the history of sport. Section B is based on the history of entertainment. Section C is based on the history of holidays.

A sheet that I used as a Head of History to monitor the books in the History Department. Simple and straight forward.

Factors inhibiting the growth of Welsh National Consciousness Factors promoting Welsh National Consciousness/ attitudes at the start of our period 1868-70 Factors Promoting Growth of National Consciousness in the rest of the period (1868 onwards)

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

Mark scheme/success criteria for Manor essay: Was life always very hard for the peasants on the manor? The nature of the question allows pupils to identify, describe, explain and evaluate - allowing them to reach the highest level. 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. A fantastic Assessment for Learning tool.

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.