Lesson exploring why Diem’s government became so unpopular in South Vietnam. The lesson starts with a recap of Dien Bien Phu and a link to the chaos after the French defeat. Moving on students review Diem’s profile, and using the video describe why he may have been unpopular in South Vietnam. This is consolidated with the first hand out for students to highlight and list reasons for his unpopularity. Students then complete the table exploring how different factors led to the Civil War/tension in the South. The lesson ends with a hypothesis of what the US would do now, linking in previous learning from the Korean War and Cold War context.

Knowledge organiser covering the key content for unit 1 of Britain 2S. The key focus is on politics, economy, society and foreign policy.

Lesson exploring the background to French control and conflict in Indochina with focus on Vietnam. The starter explores exisiting knowledge of the Vietnam conflict, moving to using a video to gain an overview of the French in Asia with accompanying video questions. The lesson then moves on to exploring why France wanted to retain Indochina and the roles played by Ho Chi Minh, the Vietminh, French, China and America in causing increasing tensions. The lesson ends with a hypothesis on the pros/cons of increased US involvement. The next lesson explores the defeat of the French at Dien Bien Phu

Lesson exploring the French defeat at Dien Bien Phu. The starter uses a video to outline the key events of Dien Bien Phu. Students then use the hand out to choose the four key moments and illustrate them, leading to an explanation of the impact of the French defeat considering the wider context. The students then explore the terms of the Geneva Agreement, annotating them to assess how each side would view them. Finally a plenary exploring a brief bio of Ngo Diem introduces the next lesson to students and asks them to explore why he would be unpopular in the South.

3 retrieval grids covering Unit 2 of Britain 2S allowing students to revise, self-test and complete retrieval practice.

3 retrieval grids covering Unit 3 of Britain 2S allowing students to revise, self-test and complete retrieval practice.

3 retrieval grids covering Unit 4 of Britain 2S allowing students to revise, self-test and complete retrieval practice.

3 grids covering the content of Britain 2S unit 1 to enable retrieval, self-testing and revision

3 retrieval grids covering Unit 6 of Britain 2S allowing students to revise, self-test and complete retrieval practice.

3 retrieval grids covering Unit 5 of Britain 2S allowing students to revise, self-test and complete retrieval practice.

Lesson one in the series of lessons focusing on Kenilworth Castle - the historic environment study 2021 The lesson focuses on the role Dudley played in Elizabeth’s life, introducing Kenilworth. The lesson starts with a recap of prior knowledge of Dudley from the ‘marriage’ lesson. Using the hand out students create a living graph showing how the relationship between Dudley and Elizabeth developed over time. Students then assess how their relationship would have been viewed by groups such as the royal court, privy council etc. leading to a ‘write an account’ question on the role Dudley played in Elizabeth’s life. The plenary assesses how far Dudley and Elizabeth came to marrying through a continuum.

Lessons three and four in the series of lessons focusing on Kenilworth Castle - the historic environment study 2021 The lesson focuses on the how Dudley used Kenilworth and the developments he made to ‘win over’ Elizabeth. The lesson starts with a video reviewing the learning on Kenilworth so far, leading to another video which explores Elizabeth’s preferences for Dudley. Students then complete the data capture sheet in a carousel task assessing how Dudley used aspects of Kenilworth to appeal to Elizabeth (e.g. the gardens). Students then explain how Dudley tried to use Kenilworth to gain Elizabeth’s hand in marriage, moving on to a group debate about why Dudley failed to win over Elizabeth. This leads to a judgement line plenary assessing if regardless what Dudley did to Kenilworth, would Elizabeth have always rejected him. This sets up the next lesson - other motivations for Dudley’s changes to Kenilworth.

Lesson five in the series of lessons focusing on Kenilworth Castle - the historic environment study 2021 The lesson focuses on recapping the key aspects of Kenilworth and why Dudley rebuilt it. The lesson starts with a review of the five main factors in a ‘giant post-it note’ task, leading to students using the AQA produced resource booklet on Kenilworth, and the previous lessons to complete the A3 knowledge audit. Students then discuss what Kenilworth can tell them about Elizabethan England, leading to a written answer on how Kenilworth Castle would have influenced Elizabethan England. Finally a taboo plenary recaps key terminology.

The final lesson on the 2021 historic environment Kenilworth Castle. This lesson focuses on planning the 16 mark essay with a focus on marriage to Elizabeth as the stated factor. Students start with a rapid recap reviewing key knowledge of Kenilworth (answers included for teachers), leading to annotation of the changing nature of castles by the Elizabethan period. Students study the guidance to list what would make a good 16 mark answer, leading to completion of the essay plan which can be used for homework or timed in class. A model paragraph plenary allows students to see integration of the knowledge of the site to the essay.

A knowledge organiser for the 2021 historic environment Kenilworth Castle. Covers all the key content for students and links to the 7 lesson SOL giving students an overview of the motivations behind the redevelopment of Kenilworth, linked with the key design features.

Lesson four in the series of lessons focusing on Kenilworth Castle - the historic environment study 2021 The lesson focuses on what other factors were significant in the development of Kenilworth Castle. The lesson starts with a brainstorming of why Dudley wanted to rebuild Kenilworth leading to two videos showing the different motivations (traitorous legacy and royal progresses). Students then complete the worksheet assessing the different factors and explaining why they would motivate Dudley to rebuild Kenilworth. The lesson culminates in a judgement on which factor would be most significant, finishing with a brain dump recapping the key factors involved in motivating Dudley.

A model answer for the 2021 historic environment site Kenilworth Castle. The answer focuses on the purpose for the redevelopment and rebuilding of Kenilworth Castle with the stem of the question focusing on marriage, with other factors analysed including legacy, new fashions and trends and royal progresses.

Lesson two in the series of lessons focusing on Kenilworth Castle - the historic environment study 2021 The lesson focuses on the changes Dudley made to Kenilworth. The lesson starts with a comparison of 14th and 16th century Kenilworth with students identifying the changes they can see, leading to consideration of why these changes would be made. Using the hand out students complete the table assessing what specific changes were made (e.g. the gardens, gatehouse), thinking about which aspect Dudley changed the most. Students then explain why Dudley made these changes, choosing which they think was the most significant and why. Finally a 3,2,1 plenary recaps key content from the historic environment site.

Knowledge organiser covering the Unit 5 - Towards a new consensus topic (end of Thatcher and Reagan) - useful for introduction/retrieval/revision