AQA GCSE 9-1 Britain: Health and the People, c1000 to present The aim of this lesson is to assess how much and how far surgery improved in the 19th Century. The lesson is split into three parts; pain, infection and blood loss and will possibly take two to three lessons to deliver. Students learn about the problems of pain in surgery pre-anaesthetics and how surgery ‘advanced’ with the introduction of ether and chloroform. A summarising pyramid challenges students thinking and gets them to understand why there was opposition to these new drugs. In the second part of the lesson, students analyse the new techniques used by Joseph Lister and evaluate his significance overtime using sources. Finally in the third part of the lesson, students use a thinking quilt to question and comprehend the advances made in blood transfusions and the role the First World War played in developing surgery further. The lesson includes GCSE practice questions, fabulous video links to surgery both past and present and enables the pupils to challenge and question the ‘progress’ made by surgeons. Students can also summarise the topic by creating a road map using road signs to show the advances and pitfalls of surgery over time. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in Powerpoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

AQA GCSE 9-1 Elizabethan England, 1568-1603 This lesson aims to explain how English planning for the Armada was forward thinking, complete with technological innovation, daring courage and just a little bit of luck mixed in. Students have a choice of differentiated materials at their disposal to analyse historical significance of these English innovations and the Commanders involved. Students also have a chance to use causational equations to promote linking ideas together to provide sustained lines of reasoning required for the higher level 4 answers in the marksheme There are some exemplar answers given at the end to emphasise common mistakes and how students can achieve the highest grades, which are typical of those analysed in AQA GCSE courses such as ‘getting to grips with Elizabethan England.’ The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

The aim of this lesson is to assess how Channel islanders survived World War II with the only occupation of British soil by German armed forces.Britain had taken the decision to leave the Channel islands undefended. Therefore students are questioned as to why this decision was taken and how they might feel being at the mercy of the German occupation during the Second World War. Use of a text and a thinking quilt will help students analyse the ways in which islanders survived, through rationing, acts of resistance and their treatment by the German soldiers garrisoned there. The Germans attempted to make it a model occupation with respect shown to the islanders, but with curfews and censorship, students have to evaluate if this was the case. Some excellent video footage will also explain the treatment of prisoners of war moved to the island to help build the Atlantic Wall defences and how they attempted to manage under appalling conditions. Some real life testimony from survivors is also given to allow students to evaluate fully the significance of the occupation and survival techniques developed to survive. A big thank you in my research for this lesson goes to Dan Snow and his podcast on the occupation as well as the book by Duncan Barrett, ‘When the Germans came’, as well as testimony from a family friend who is still a resident on Jersey. It is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in PowerPoint format if there is a wish to adapt and change.

Rise of Dictators The aim of this lesson is to question if Saddam deserves his reputation as the ‘Butcher of Baghdad’. Students are at first questioned as to what they know about Saddam and are given information on the importance of Iraq and the Middle East with its oil rich economies. Some source scholarship analyses the death of Saddam and the reasons why he was executed. Together with a thinking quilt, students learn about Saddam’s brutal reign of terror together with the Iran-Iraq war and his invasion of Kuwait. Thus so far, the lesson appears straightforward and there is little to argue against his reputation. However students will also learn through video and source evidence of revisionist ideas of Saddam and the consequence of his execution with the instability within Iraq today. Thus they will be challenged on their original assumptions and evaluate how this reputation has been given to Saddam; is it a just a Western perception? Whilst Iraqis may not necessarily doubt his brutal regime, do they insist life was better than now? The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes some retrieval practice on Dictators, suggested teaching strategies, differentiated materials and comes in Powerpoint format if there is a wish to adapt and change.

The French Revolution The aim of this lesson is to understand how and why Louis’s financial problems precipitated the storming of the Bastille and the French Revolution The lesson begins by questioning how our present government raises money through taxes, both directly and indirectly. This is then linked to how much debt Louis is in and how he can raise money to run the country (and pay for his extravagances). Moreover, students must prioritise what he should spend his money on and the reasons for this. Students are then given a number of options, from which they have to decide whether this is a good idea to raise money or not and what could be the consequences as a result. This is an evaluative task which will challenge their thinking outside the box, although answers are given or can be revealed to help if required. The true or false plenary will test their knowledge of what they have learnt and check understanding. The lesson comes with retrieval practice activities, differentiated materials, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

The French Revolution The aim of this lesson is to question who supported the French Revolution both internally and externally The lesson begins with the students giving their own opinions as to whether they would support the Revolution. They are then given the context with a literacy challenge, as to how attitudes at the time began to change with the September Massacres of 1793. No lesson is complete without James Gillray’s ‘Un petit Souper a La Parisienne’, which is analysed. Some help with prompts and guidance is given if required. A study of the British reaction is also scrutinised as students learn how opinion became divided with the published works of Edmund Burke and Thomas Paine. The main task is to analyse how different groups within France reacted; these include the Church (with a model answer given on how to complete the task), the Sans-culottes, nobles, Jacobins and Girondins and finally Counter-Revolutionaries. Students can feedback and present their findings to the class. The plenary required a talking heads activities and to distinguish which group would be attributed to the various comments and opinions used. The lesson comes with retrieval practice activities, differentiated materials, suggested teaching and learning strategies and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. It is fully adaptable in PowerPoint format and can be changed to suit.

Conflict and Tension 1918-1939 How was the League affected by the Wall Street Crash and the Great Depression which followed? This lesson aims to explore how the League’s weaknesses came to the fore as countries such as Germany and Italy looked to dictators like Hitler and Mussolini to solve their problems. Students use a cause and consequences exercise and then analyse Stresemann’s policies to build up a picture of why the League lost favour in the 1930’s. There is also a chance to complete a GCSE source question which focuses on provenance. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 This is an introductory lesson to the course. The lesson begins with an outline of the course and the topics studied, as well as the four types of GCSE questions this unit will ask. There is also a student tracking sheet included simplifying the assessment objectives, the GCSE questions and assessments completed. Students analyse the aims of the Peacemakers based on the outcomes of the war as well as their geographical positions, which will explain their different views and expected outcomes. Students will also learn what the Big Three of the USA, Britain and France wanted, using maps and video evidence before creating a speech using suggested key words and sentence starters outlining their proposals. Finally they are given scenarios from the Big Three and have to decide who would approve or disapprove of the views given. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 The aim of this lesson is to make sure students are able to remember the finer points of the Treaty of Versailles By the end of the lesson they should be able to give an accurate, detailed knowledge and understanding of which parts of the Treaty the Germans hated the most and why Using a podcast, video evidence and different revision techniques in the classroom such as using a chatterbox, students using this lesson will have the tools required to answer a GCSE practice question making substantiated judgements. Furthermore they are given a student friendly markscheme which they can use to peer assess their work. This lesson has a variety of learning strategies to enable a fun, engaging and challenging lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 The aims of this lesson are to understand how far the leaders at the Versailles Conference were willing to compromise. The lesson is quite topical and uses current political events to discuss conciliation and compromise. The Armistice set out the blueprint which France expected to follow. However despite the differences of the Allied Powers, the pressure to make a decision quickly made the leaders compromise. As a result, students analyse how the map of Europe was to change. They are led to question which countries were formed and how and why rushing this was may not have been a good idea . Finally a summary of some of Wilson’s 14 points are evaluated; students have to decide who would have had the most objection to each point and justify their reasons. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to assess how successful Elizabeth’s policy of plantation in Ireland really was. Students begin by plotting areas on a map of Ireland and are required to explain previous Tudor policy in Ireland with some prompts when needed. After being given the context to Ireland in 1558, they then analyse Elizabeth’s policy in Ireland and rate how effective each was, bearing in mind rebellions such as Shane and Hugh O’Neill. There is some exam extract analysis practice to complete if required, complete with markscheme. The plenary focuses on some interactive flashcards which recall the learning in the lesson. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to analyse the reasons why England went to war with Spain. A first part of the lesson is focused on Elizabeth’s policies in the Netherlands and how this antagonism finally led to war. The second part of the lesson analyses the reasons why the Spanish Armada failed. Whilst students appraise Philip’s plans for the invasion, they also have to make connections throughout its voyage as to why it was doomed from the start. Included is a significance activity to complete, where students rate how important each event is in relation to Philip’s decision to go to war. There is some exam practice to complete if required and a plenary which tests students’ ability to debate and counter argue. This is accompanied with a detailed markscheme. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to judge how far Jewish people assimilated themselves into German society. Students learn about how many Jewish people became important figure in Weimar society from producers and directors in the film industry, political editors, journalists as well as being successful in finance, banking and cabinet ministers. They will also assess how events such as the Barnat scandal turned some Germans against the Jewish community and finally judge for themselves how assimilated they had become by 1929. The plenary is a flash card activity where the students link people and events to themes throughout the lesson. There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is evaluate the consequences of the collapse of the Grand Coalition for the Weimar Republic. Students begin the lesson with some differentiated questioning on the reasons for the collapse of the coalition and its immediate impact on Government as well as analysing the opposition to the Young Plan and the effects on law and order. They are also required to evaluate the impact of the decrees passed and the result of Bruning’s disastrous economic policies. The plenary Is an odd one out activity to consolidate the learning from the lesson. Some exam practice can be completed at the end, with help and structure given to answer the question if needed. There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the short and long term impact of the Night of the Long Knives for Hitler and the Nazis Students begin by analysing a speech by Hitler and his thoughts on a ‘Second Revolution’ They learn about the rise of the SA and are given the profile of Ernst Rohm and his increasing power. Students have to decide through a number of choices as to why the SA were a growing threat to Hitler There is a colour coding task to complete on the events of the 30th June together with its aftermath. Finally students have to justify the most important reasons and significance of the events before tackling a source based practice question, with help given if required. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be customised to suit specific needs. It is differentiated and includes suggested teaching strategies.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess how much of a threat early opposition to the Nazis posed. From the off, students have to decide and give reasons why there would be political, worker, Church and youth opposition. They then have to complete some source scholarship from an SS article, promoting total allegiance and devotion of the state. The main task is to analyse the different forms of early opposition giving reasons for why and how resistance was shown, as well as the Nazis reaction to it A headline plenary will aid the consolidation of learning from the lesson. There is some source exam practice to complete if required, with help given together with a generic markscheme. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be customised to suit specific needs. It is differentiated and includes suggested teaching strategies.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate the reasons behind the radicalisation of Nazi policies towards Jewish people in the years 1940-41. The scene is set with the outbreak of war, the invasion of the Soviet Union and further restrictions placed on Jewish people in Germany. Students follow a flow diagram of events with questions posed throughout. There is also a case study of the Warsaw Ghetto and its uprising. They are then introduced to the Einsatzgruppen, what their key aims were and the possible actions they carried out in a true or false quiz. Further information, including whether the group were ‘ordinary men’ or ‘willing executioners’ is examined before students complete a quiz to check their understanding and consolidate their learning. There is some exam practice to be completed at the end, with a focused markscheme provided if required. An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work. The lesson is available in PowerPoint format and can be customised to suit specific needs. It is differentiated and includes suggested teaching strategies.

Migration Nation The aim of this lesson is to assess the significance of migration and its influence today. Some key questions and misconceptions begin the lesson. This is extended by using some key words to students have to elaborate on, with help given if required. There are also some Case Studies from various countries to analyse and study, as students give reasons for the migration from them. There is also a chance to guess (with hints and prompts) which countries various people are from using modern day scenarios. There is some extended writing to complete as well as links to video and images to consolidate understanding. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated, fully resourced and includes suggested teaching strategies.

Migration Nation The aim of this lesson is to assess how influential the first settler were to Britain. Students are given the context as to why Britain was a good place to settle before deciding which tools unearthed were used for what. The main task is to assess what different tribes brought with them and their legacy today. There is a differentiated extended writing tasks and video links to accompany the lesson. The plenary is a family fortunes quiz which students have to decide the most common answers given from a survey of 100 people. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated, fully resourced and includes suggested teaching strategies.