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 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)

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.

This has been taken from my History Department Handbook and discusses what the History Department did in terms of monitoring. Whilst this has been written with reference to the department that I was head of, it may be useful to those just starting out as Heads of Department as a point of reference. It discusses Results Lesson Observations Pupil books Student Evaluation Forms

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).

A SIMPLE ACTIVITY BASED ON EARLY POLICING. THE ROLE OF THE JP, CONSTABLE AND WATCHMAN ARE READ OUT BY PUPILS (IN COSTUME PREFERABLY). THE CLASS LISTENS THEN COMPLETES A SIMPLE TOP AND TAIL EXERCISE. ADDS A BIT OF FUN AND VARIETY TO YOUR LESSON. PLEASE SEE ALL MY OTHER RESOURCES ON GCSE CAUSES OF CRIME AND POLICING METHODS.

A LEVEL HISTORY:The Role of Cultural, Social and Institutional Factors in Promoting a Welsh National Consciousness. A set of notes useful for revision.

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.

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.

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!