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 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 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 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.

Two lesson sequence exploring the extent of multiculturalism in Britain by 2007. The lesson starts with a video focusing on the legacy of the murder of Stephen Lawrence, asking students what they can infer about equality in the 1990s. Using the first side of the hand out students create a table showing progress/tensions re. integration, leading on to a report on the 7/7 bombings and the impact. A clip of a speech by David Cameron promotes discussion around the idea that ‘multiculturalism’ was dead by this point. Students then categorise the responses to the 7/7 bombings into positive and negative, focusing on the long term impact on race relations. A judgement line plenary allows students to show the extent of their agreement to the idea that Britain was a muticultural society by 2007, leading to a 10 mark source practice homework question on community relations.

Lesson exploring the emerging youth culture in Britain 1951-64. The lesson starts with a recap of the key social and economic changes, asking students to consider what changes these would bring to the youth. A video introduces Mods and Rockers, leading to a spider diagram (using Oxford AQA textbook) on the reasons for the emergence of a distinct youth culture at this time. Pupils then use the table to explain what each image represents in relation to youth culture, leading to an analysis of the wider social tensions and what short and long term impact they would have on Britain. The plenary draws together all learning on social changes, asking students to contrast the idea of change and continuity in Britain during this period, using key prompts.

Lesson exploring how the Special Relationship between Britain and the USA changed 1951-64. The lesson starts with exploring students understanding of what the special relationship is, leading to a discussion on who holds the balance of power within it. Students then watch four videos to explore four key events - Burgess and Maclean, nuclear deterrent, Korean War and Suez Crisis (hyperlinked in), completing the table as they go. Using the Oxford AQA Making of Modern Britain textbook students then add to their table, exploring which issue/event had the biggest impact on the Special Relationship. Students then colour code the table showing how Britain was and was not still a world power by 1964, leading to a table showing change and continuity in the Special Relationship at this time. Finally a continuum plenary asks students to assess where they would place Britain on a scale in terms of their position as a world power by 1964 (links to 25 mark essay after the next lesson).

A two lesson sequence focusing on why the Conservatives fell from power in 1964, including a practice 25 mark essay and model answer. The lesson starts with what factors cause a government to lose support, leading into an assessment of the factors involved with the Conservative Party. Students then assess the relative significance of the various factors in causing the Conservative loss in 1964. The lesson then moves to analyse the role of the Profumo Affair in the Conservative fall from government, using a video and a contemporary newspaper to assess the impact of the scandal. Pupils then assess the impact of Douglas-Home on the loss of support, moving to contrast him with Harold Wilson in the Labour Party (video and note sheet included). Students then plan a segment of the following essay: “The Conservatives lost the 1964 election as they were outdated and out of touch with the electorate”. Assess the validity of this view (25 marks). Students use the mark scheme to understand how to achieve Level 3 and above in their answer, moving on to planning a segment using the DEAL frame. Pupils then complete the plan for the essay for homework.

Lesson exploring the Conservative election victory in 1951 and the post-war consensus. The lesson starts with a recap snowball of Britain by 1951. Pupils are then introduced to how to approach assessing the value of a source using a source regarding the Attlee legacy by Hugh Dalton. Students are guided through assessing the content and provenance, using the source on the sheet to highlight and annotate. A video then assesses why the Conservatives were successful in 1951 in comparison to Labour under Attlee, leading to a ranking exercise of the reasons for the post-war consensus regarding key policies. The plenary asks students to explain why there was a post-war consensus and why this would help the Conservatives to maintain support from the electorate.

First lesson in the Britain 2S A level unit allowing students context of 1950s Britain. The lesson starts with an overview of the A Level, moving on to looking at three videos to explore 1950s society and politics. A data capture activity allows students to gain an overview of the period, leading to a brief source analysis activity of Britain’s position in the world in the 1950s. A reduction plenary allows students to summarise Britain’s position by the 1950s. NB: A ‘how to answer the questions’ guide is also included, to give to pupils at the start of the unit.

Lesson exploring the short, medium and long term significance of Germ Theory on medical understanding. the lesson starts with a ‘factors’ sheet - asking students to categorise the evidence and explain how contributed to the understanding of germs/discovery of vaccines. Using the cards students then populate the significance table, moving on to explaining why this evidence is so significant. Using the table students complete the 8 mark assessment: Explain the significance of the discovery of Germ Theory (8 marks) - a model answer and assessment grid is included which can be used for peer/self-assessment.

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.

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.

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

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

Revision resource outlining how to answer the ‘8 mark write an account’ question style. Firstly the resource outlines how to answer the question, modelling examples. The students can then plan their own answers within a variety of contexts.

A two lesson resource focusing on the four question styles on Elizabethan England. Trio starter, leads into planning of the first three question styles using spec questions and additional questions. The Hardwick Hall section includes a card sort and opportunity to review the key changes Hardwick Hall demonstrates before planning an answer to the Hardwick Hall question on the spec paper. These lessons should thoroughly cover the skills and much of the key content pre-examination.

3 pack of resources focusing on the three areas of study within Conflict and Tension in Asia 1950-75. Useful for revision in class, starters/plenaries or homework knowledge retrieval.

4 pack of resources focusing on the key time periods: Medieval, Renaissance and early modern, 19th century and modern. Useful for revision in class, starters/plenaries or knowledge retrieval homework.