I am a Chartered History teacher with 16 years of classroom experience teaching History, Politics and Modern Studies to students aged 12-18. I hold an MA (Hons) in History from the University of Edinburgh and two postgraduate certificates: one in Secondary History teaching from the same university and a second in Educational Leadership from the University of Leicester. I also hold a Certificate in Terrorism Studies from St Andrews University. In March 2020 I was accepted as a Fellow of the College of Chartered Teachers.
I am a Fellow of the Royal Society of Arts (FRSA). The RSA is a global community of active problem solvers motivated by a shared set of values (open, optimistic, pioneering, rigorous and enabling).
I want to help teachers find ways to develop curiosity, creativity and courage to inspire better ways of thinking and doing among young people. My free teaching and learning resources will help to reduce education inequality, enable collaboration, foster critical and creative thinking. Take a look at my latest free education project that feeds into the UN 's education strategy, Youth 2030 and the GTCS Learning for Sustainability Professional Strands.
I am an experienced SQA marker & Verifier and International Baccalaureate History examiner. I have written teaching materials for Historic Scotland, Learning Teaching Scotland and the National Trust for Scotland. I have also worked as a member of the NTS Education Advisory Board.
I will be speaking at TEHO2020 at the University of Jyväskylä, Finland in June about how to develop meta cognition skills through the teaching of History.
My current published books can be found here.
My latest book
This book has been written and developed to support candidates studying Section 3: European and World (Part 4: Hitler and Nazi Germany, 1919–39) of the SQA National 5 History Question Paper.
The Question Paper is worth 80% of a candidate’s overall course award. Understanding and practising the skills that the Question Paper demands are key to academic success. Knowing the facts is not enough to score highly in this assessment. Throughout the Question Paper there is a balance of the assessment of skills and the assessment of knowledge and understanding across three units of study.
The Question Paper requires candidates to show an ability to:
Develop and apply knowledge, understanding and skills across contexts from the Scottish, British, and European and World history units of study.
Evaluate the origin, purpose, content and context of a wide range of historical sources.
Explain the impact of historical developments.
Analyse the factors contributing to historical developments and draw a reasoned conclusion.
Demonstrate a detailed factual knowledge and understanding of historical themes and events in Scottish, British, and European and World contexts.
There are six different types of question that can be asked in the Question Paper, one requiring the application of source analysis skills only (the ‘source comparison’ question – Skill 1), three questions that demand the application of knowledge alone (the ‘Describe’ question – Skill 4, the ‘Explain’ question – Skill 5 and the ‘9 mark question’ – Skill 6) and two questions that require the application of both knowledge and source analysis skills (the ‘How fully’ question – Skill 3 and the ‘Evaluate the usefulness’ question – Skill 2). Not all types of question will be asked in every section of the Question Paper. The combination and placement of questions posed is determined by the SQA for each examination.
The format of this workbook allows for the breakdown of each skill using a graphic organiser. This is then followed by a practice question and a writing frame for completion either within the book or to use as a guide. A model answer is offered as a guide to how each question may be answered. There are five practice questions for Skills 1-5 and three for Skill 6:
This book supports directly the application of the course content of the Hitler and Nazi Germany option of study. This option covers the study of attempts to establish democracy in Weimar Germany, the reasons for its collapse and the nature of the Nazi State. The Question Paper will sample from the knowledge and understanding as follows:
Weimar Germany, 1919–1933
The effects on Germany of the end of the First World War and the Peace Settlement; opposition to the Treaty of Versailles; the formation and characteristics of the Weimar Republic. Attempts to overthrow the Weimar Republic, as seen in the Spartacist Revolt, 1919, and Beer Hall Putsch, 1923; economic problems of the Weimar Republic, 1919–33.
Nazi rise to power
Discontent against the Weimar Republic, appeal of Hitler and the Nazis, and the coming to power of the National Socialists in 1933–34; the Reichstag fire 1933; Nazi consolidation of power.
Nazi control of Germany
Formation and characteristics of the National Socialist Government; National Socialism in power: intimidation; treatment of Jews and other minority groups; opposition to National Socialism by socialists, communists, and the churches.
Nazi social and economic policies
Nazi economic policies; militarism; youth movements and education; role of women; Nuremberg rallies.
An accompanying textbook is available (from January 2020) which covers the content required and includes a range of revision exercises and research-informed study techniques to assist candidates with the retention and retrieval of information.
The questions presented in this workbook are original and offer additional question practice to support those published by the SQA in the form of Specimen Question Papers, past examination papers and corresponding marking instructions. These are available freely on the SQA website (https://www.sqa.org.uk/sqa/47447.html)
Sample pages from my forthcoming resource collection
My next resource collection is a 200 page full-colour set of teaching resources and workbook that covers the period of 1919-1945 in Germany.
The resources cover all study themes for GCSE, Cambridge iGCSE, AQA, OCR, Edexcel, Eduqas and SQA (National 5).
Each aspect of this study theme is accompanied by a research-informed test, quiz, sorting activity, flashcards or comprehension task.
Students of this subject may self-test or teachers may wish to set these tasks as homework or class activities. These resources are also ideal for home study and revision for examinations.
Please find below a small sample of my resources: