Exploration of the impact of Cromwell on England - puritan image starter, links to Cromwell and exploration of how his beliefs would affect how he ruled England, warning poster production aimed at English citizens outlining the new rules for England leading to a judgement explaining how and why England changed under Cromwell.

Exploration of the journey over the Atlantic. Recap starter and source analysis to explore the middle passage. Video note sheet to accompany Roots (on youtube), summary post-it note plenary.

For new Germany unit - 1890-1945 Full lesson exploring why Hitler was able to become Chancellor - match up definitions starter, video clip (attached) and question sheet, table on significance of factors, explanation of most significant factor assessment at the end.

For AQA 8145 conflict and tension 1919-39 Lesson centered around utility skills and a 12 mark "how useful" question. Source starter regarding a teacher to introduce skills, collaborative planning on a structured frame to plan the question and useful tips sheet for each student. This then can lead to pupils attempting the question in class/at home

Punk starter - Sex Pistols and Clash videos, label a punk rocker, hyperlinked video on skinhead development and football hooliganism, linking to 25 mark essay question on transformation of society from 1964-79.

Lesson focusing around the extent of racial equality in 1970s Britain under Conservatives and Labour. Odd one out starter, Immigration Act focus, video on Ugandan Asians, explanation of impact of Race Relations Act , 4 videos hyperlinked in exploring National Front, TV racism and extent of equality, judgement plenary. Source evaluation homework included.

Lesson exploring monetarist policy. Recap of the economic problems facing Thatcher, source exploration comparing economy legacy, A3 poster creation, hyperlinked video of the issue of rate capping and plenary focusing on the limitations of monetarism.

Introduction to Thatcher - images starter, two videos comparing interpretations (hyperlinked in), spider diagrams on key aspects of Thatcher's leadership, source analysis of Thatcherism (content, tone and provenance), impact of Thatcher judgement. Homework included to research one minister with view to present findings next lesson - summary sheet to give out also attached.

AQA 8145 - Full lesson analysing the different developments caused by WW1 - video hyperlinked in, coding into themes and judgement line continuum plenary.

Video starter on the Boer War, exploration using source material of the chnages caused to Britain by the Boer War, reduction task summarising the impact of the war in less than 50 words.

Lesson exploring changes in hospitals. Starter recapping medieval treatments, describe the changes using the information hand out, comparison of medieval hospitals/treatment to new methods, case study and video of Florence Nightingale and her impact, significance post-it plenary.

*Tenth lesson in the scheme - how the Normans changed England * Lesson exploring the change and continuity in religion under the Normans. Source starter introducing religion in medieval England, discussion of statements to explain the importance of Norman control of religion at the time, analysis of the changes made through table completion, group assessment of the positives of religious changes leading to a judgement line plenary on the importance of changes made to religion.

AQA 8145 - Starter key words match up (e.g. idle-poor, vagabonds) definitions, video hyperlinked in to introduce types of poor, leaflet design warning society about the different types of poor, card sort on how different towns dealt with the poor and summary hypothesis on how the government as a whole could deal with the issue of poverty.

Exploration of the legacy of the British Empire. Recap of the positives and negatives, leading to a categorising task summarising the key parts of the Empire - code positive or negative. Linking this then to an 8 mark "how useful" (AQA 8451) source question regarding the British Empire and a summary judgement activity.

Lesson planning a 30 mark source question focused on the successes of the British economy 1951-64. The starter explores the mark scheme, asking students to consider what makes a L4/5 response. Pupils then add to their TEACUP analysis homework of one source, using this to complete the content, tone, provenance planning grid in relation to the question. Pupils then feed back their analysis whilst the other groups complete the rest of the planning grid. A post-it plenary asks students to assess which source they find the most valuable and justify their choice. This answer can then be written in timed conditions in class or for homework depending on curriculum time.

Lesson comparing the role of Louis Pasteur and Robert Koch in the development and acceptance of Germ Theory. The starter recaps prior learning of both men, leading to knowledge audit using the statements on the PPT. In groups students use the skim reading task, the previous lesson and the A3 sheets (photocopied from AQA Oxford Thematic Studies textbook) to create a poster campaigning for either Pasteur or Koch. Students then present to the group. Students then use the cards showing the role of each man to rank in terms of significance, using these to answer a question assessing who played the most significant role in the development of Germ Theory. A judgement line plenary allows assessment of pupil views.

Revision grid with activities linked to key questions for the AQA Elizabeth unit.

Grid containing revision suggestions and focused tasks for pupils pre-exam. Tasks are varied including acrostic poems, flash cards, mind maps and newspaper articles.

L6 in the 2023 Historic Environment series on Sheffield Manor Lodge. This lesson explores why new manor houses emerged in this period; how SML changed before, during and because of Mary and finally how far SML reflects a typical manor house. The lesson begins with students exploring features of a manor house with a diagram of Hardwick Hall. Students then use the hand out to create a spider diagram showing why new manor houses were built and key features. Students then complete a card sort categorising changes made before 1570, changes made because of Mary’s arrival and how Mary herself influenced changes. Students then record their findings in either a table or spider diagram. Students then review how SML reflects both a typical and non-typical manor house. Finally, students explain how far SML reflects a traditional, typical Elizabethan manor house at this time.

Lesson introducing witchraft in the 16th and 17th centuries. Hyperlinked video introduces why people were accused, chronology card sort shows reasons for accusations, source task explores views on witches and allows an introduction with a plenary recap quiz.