Lesson outlining the causes of the 1984 miners’ strike. The lesson begins with a recap of right to buy. A video introduces the miners’ strike from the Welsh perspective so students can begin to make inferences. Pupils list the various reasons for the strike using the Oxford AQA textbook pp. 128-129 making links to the successes in 1972 and 1974; pupils then rank the causes in terms of significance using the cards. The lesson culminates in an analysis of three sources (two from June 2017 exam and one new Arthur Scargill source) focusing on the reasons given in each for the strike, leading to a judgement plenary on the ‘most valid’ source using the content only.

Lesson exploring the failure of the 1984/5 miners’ strike. The lesson starts with an inference task using contemporary images, leading to a video outlining the Battle of Orgreave. Using the hand out students identify and explore the impact of the strike, leading to an activity ranking the reasons for failure. Pupils then link in previous learning assessing the various reasons for industrial unrest in the period, finally culminating in a judgment plenary exploring why the unions were less successful in the 1980s in comparison to the 1970s.

Lesson focusing on planning a 30 mark source question linked to the June 2017 exam paper. The question: With reference to these sources and your understanding of the historical context, assess the value of these three sources to an historian studying the reasons for the 1984/85 miners’ strike. (30 marks) Pupils use the level criteria to outline criteria for a level 4+ answer. In groups pupils analyse one source focusing on content, tone and provenance, feeding back to the whole group. A post-it plenary encourages students to reach a judgement on the ‘most valuable’ source. NB - the Arthur Scargill source is different due to copyright, however the June 2017 mark scheme would still be valid

Lesson exploring why the poll tax was introduced and why it was hated. The lesson starts with recapping Thatcher’s interactions/policies towards local governments. Pupils then explore any positives or negatives of the poll tax using the information given, following on with a video exploring the poll tax riots with accompanying questions. Pupils then categorise the impact of the poll tax thematically using cards, moving on to exploring the long term impact of the poll tax on Thatcher. Finally, a plenary explores why Thatcher was becoming so unpopular in the mid 1980s.

Lesson exploring the reasons for the Conservative victory in the 1992 election. The starter utilises a quote from John Sergeant exploring the focus on Thatcher’s legacy, moving on to a news report on the morning after the election - students use the report to explore the results and the impact on the Conservatives and Labour. Students then analyse and annotate an extract from the Conservative manifesto focusing on the language, tone, emphasis and promises made, exploring why the Conservatives still appealed in 1992. Students then categorise cards outlining the various reasons for the victory, moving on to explaining why the Conservatives were successful in 1992.

Lesson exploring how the Troubles progressed under Major. The starter allows students to recap prior knowledge of Northern Ireland from unit 2-4. The lesson moves on to a clip of Colin Parry discussing the impact of the Warrington bomb, allowing discussion of the success of the policy towards Northern Ireland by 1993. The students then use the hand out to identify successes and failures of Conservative policy in Northern Ireland, leading to analysis of the Downing Street Declaration and why it was perceived as controversial. The plenary is a continuum asking students to assess how much of an improvement there had been in the Troubles by 1997.

Lesson exploring the challenges to the ‘established order’ under Major. The start recaps the establishment, offering opportunity to link in prior learning. A source by the Queen referring to 1992 as ‘Annus Horibilus’ allows discussion of issues facing the establishment and a recap of source skills. Pupils then use the hand out to examine challenges to the establishment, focusing on the role of Princess Diana. Pupils then answer a question regarding the significance of challenges to the establishment, leading to a recap ‘trio’ plenary of key events/individuals from the unit.

Lesson exploring the extent of the liberalisation of society under John Major. The starter recaps social liberalism by defining the characteristics, allowing a discussion of who may oppose liberalisation. Analysis of a John Major extract allows students to infer conservative policy and attitudes towards society, leading to analysis of the role of Princess Diana in relation to AIDS patients using a news report clip. Two further videos (Peter Lilley and Gay pride march) allow a contrast of opposing views. The main activity gives students key information on the changes in society and asks them to assess the impact on wider society these changes would have. This leads to a plenary assessing how far there has been progress in the area of social liberalism by 1997.

Lesson exploring the position of women in Britain by 1997. The starter uses contemporary images to assess the changing representation of women in the media. Students then review first, second and third wave feminism using the Oxford AQA textbook and the web to assess shifts over time; moving on to using the lyrics of ‘Wannabee’ by the Spice Girls to view the new messages to women. The next activity involves assessing progress and limitations for women by 1997 using the hand out; linking in prior learning from previous units, building to answering a question on the key changes that occurred for women by 1997. The plenary asks students to vote on how far the position of women had improved by 1997, justifying their responses.

Lesson rounding off the foreign policy section of unit 5 with a focus on the Balkans. The starter explores a map of the Balkans asking for inferences with focus on post-Cold War Europe, leading to the creation of a spider diagram using the Oxford AQA textbook assessing the causes of the troubles in the Balkans. Pupils then use the hand out to answer several questions assessing the role of the UN/EU and NATO. A video assesses the impact of the Srebrenica massacre, moving on to analysing how this changed the course of the conflict. Students round off their learning by assessing how Britain’s place in the world had changed, leading to a judgement plenary on who was more successful in foreign policy - Thatcher or Major. The essay plan is a homework, with option to assess students in timed conditions in the following lesson.

Lesson exploring the extent of multiculturalism and tolerance by 1997. The starter explores the case of Stephen Lawrence and considers what it shows about the extent of multiculturalism in Britain. Using Oxford AQA textbook students create a table showing progress and limitations in race relations by 1997. Students then debate the extent of tolerance in Britain utlising talk tokens, leading to a written judgement on the extent of tolerance and multiculturalism. This leads to a judgement line assessing the extent of tolerance - linking to the L4 and L5 criteria of the mark scheme.

Lesson exploring the state of the relationship between Britain and Europe by 1997, including the Maastricht Treaty and impact. The starter explores Thatcher’s attitudes to Europe utilising source material, focusing on linking knowledge to support/challenge the content. Pupils then recall successes and limitations of Thatcher’s foreign policy from the previous unit. Using the hand out students assess Thatcher’s attitudes to Europe (positive and negative) leading to a video further exploring Thatcher’s shifting views on the EEC. Pupils then explore the Maastricht Treaty and the general feeling of Euroscepticism and division in the Conservative party, leading to a judgement plenary on the reasons for divisions by 1994.

Lesson exploring the significance of Britain’s contribution to the end of the Cold War. The image starter asks students to consider how Communism collapsed, linking in contextual knowledge of the ‘state’ of the Cold War by 1987. The video outlines the collapse in Eastern Europe, encouraging students to link in knowledge of other factors that were significant in ending the Cold War. Students then assess the value of a source by Charles Powell, considering the role of Thatcher, leading to a group task assessing the contribution of Thatcher, Gorbachev and Bush/Reagan in ending the Cold War. With the completion of the table, students then answer a significance question on the role of Britain in ending the Cold War, using the indicative content to help.

A lesson exploring the causes, events and consequences of Black Wednesday. Image starter prompts exploration of the lesson content; moving on to explanation of Black Wednesday. Pupils watch a contemporary report after Black Wednesday and discuss the significance of this on the Conservative party. Pupils use the hand out to highlight the causes and positive and negative impacts of the event; moving to analyse the significance of Black Wednesday for Britain, Europe and the wider world. Pupils write-round-robin why Major’s government did not get credit for the recovery from Black Wednesday, finishing with a plenary introducing sleaze and scandals - a link to the next lesson and a reason for the negative public perception.

Lesson exploring the sleaze, scandals, satire and Conservative policies under John Major. The Spitting Image starter allow students to explore contemporary satire and the portrayal of the Conservatives. Students then group or pair to research one of the following: Arms to Iraq, Mellor and Yeo, Cash for Questions and policies focusing on the what, why and impact. (Use Oxford AQA textbook as a starter and the internet). Pupils then present and complete the A3 table, leading to a judgement on the most significant factor impacting on the Conservatives.The source plenary allows a review of many of the issues facing the Conservatives at this time and assessing the validity of the source itself.

Lesson exploring the reasons for Labour’s success in the 1997 election. The source starter allows a discussion of New Labour and the promises made; with focus on content, tone and provenance. The video of Twigg’s victory over Portillo opens the discussion about the symbolic nature of the Conservative defeat, moving into analysis of the key reasons for defeat using the hand out. A review table allows a recap of the key factors causing the defeat, leading to a corners plenary allowing students to reach a judgement on the relative importance of various factors.

Lesson exploring why and how the Conservative Party was divided under John Major. The lesson begins with a contemporary image starter on causes of divisions in political parties. Pupils then recap prior reasons for divisions linking in past learning. Using the Oxford AQA textbook pupils create a spider diagram outlining the reasons for Conservative divisions, adding in knowledge of similar prior disagreements showing continuity over time. Pupils then create a table assessing the successes and failures of Major’s tenure, linking in with the essay homework (plan included). Finally, a plenary assesses the extent of the success of Major’s government, linking into the judgement on the 25 mark essay questions.