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.

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.

Teach this after discussing the causes of the breakdown in relations between England and Spain in 1588 to Year 8 pupils. This activity should be taught before looking in detail at the battle plan of the Spanish. Cut out the cards and encourage the pupils to put them into the categories that are mentioned in the resource. Pupils can then carry out the simple activity which follows which focuses on numeracy. The task comes with a glossary. It finishes with pupils having to come up with their own strategy for destroying the Spanish. Pupils absolutely love doing this task. It is aimed for lower ability Year 8 pupils but I used to give it to all levels of ability before looking at the plans of the Spanish and then the failure of the Armada.

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.

A Level History: The Growth of Welsh National Consciousness: The Fall of the Conservatives A set of notes useful for revision covering: - Conservatism was uniquely identified with Englishness. - Conservatism was identified with Wales’ enemies – the ‘unholy trinity’ of the brewer, the squire and the bishop. - Conservative arguments against Disestablishment and Disendowment - Positive impact of Conservatives

What were the conditions like in the trenches during WWI? 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 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.

A Level History: Welsh and 19th century education. A set of notes useful for revision.

This is the task I set for the Year 7 pupils studying castles. The nature of the task allows each pupil the opportunity to reach the highest level. You must carry out a project describing a local castle. Explain why it was built. Evaluate how important new weapons were on its design and use. This resource is very helpful to hand to pupils before completing the above task. 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.

OVER TWENTY PAGES OF GCSE HISTORY OF SPORT SOURCE STYLE QUESTIONS ONLY. GREAT TO HAND TO STUDENTS IN PREPARATION FOR THE EXAMS.

As part of the moderating process I had to send off the History Department's moderated work to the WJEC for KS3. These are the examples of pupils' work that I sent off which showed our moderation of their work which assessed chronology. These were all passed as being very good examples of the different levels of chronology. This resource shows four pieces of work carried out by children based on the question 'How and why have public health measures changed from 1348 to 1911?' We have a Level 4,5,6 and 7. This would be a great resource to share during a departmental meeting. Ask your department to give each piece of work a level based on the level descriptors. This could also be shared with pupils before carrying out another task which assess chronology. An excellent Assessment for Learning technique.

SIX SIDES OF NOTES DISCUSSING THE EVENTS OF THE CUBAN MISSILE CRISIS, THE ROLE OF INDIVIDUALS AND THE CONSEQUENCES. SUITABLE FOR GCSE STUDENTS OF HISTORY.

A SIMPLE RESOURCE TO DETERMINE HOW PUPILS FIND YOUR TEACHING!

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.