A comprehensive workbook covering all the required content for the Britain 2S unit in the 2022 exams. The workbooks covers all key content with specific revision tasks, analysis of leaders and policies and sample essay questions for students to plan.

L2 in the 2023 Historic Environment series on Sheffield Manor Lodge. This lesson explores the Northern Rebellion and how this developed the ‘issue’ of Mary, Queen of Scots. The lesson begins with a recap on knowledge of the Northern rebellion using imagery, moving on to a summary video from which students note down the causes, events and impact of the rebellion. Students then highlight the hand out and choose (reduction) the 3 key points regarding the causes, key individuals, events, impact and role of Mary, Queen of Scots. Students then explore the pros and cons of the 4 strategies in dealing with Mary after the Northern Rebellion. The lesson concludes with a recap of the previous lesson’s plenary of the introduction to Sheffield Manor Lodge, with students exploring why it might be a good place to imprison Mary AFTER the Northern Rebellion.

L1 in the 2023 Historic Environment series on Sheffield Manor Lodge. This lesson explores the nature of the threat Mary posed and what potential solutions Elizabeth had. The lesson begins with a recap on existing knowledge of Mary, moving on to a summary video which explores why she could be a threat. Students then create a timeline of Mary’s life using the hand out up to her arrival in England in 1568. Students then explore the strengths and weaknesses of each solution available to Elizabeth, before reaching a judgement on the most logical. The learning is then applied at an 8-mark interpretation question assessing the threat of Mary. The lesson concludes with an introduction to Sheffield Manor Lodge, with students exploring why it might be a good place to imprison Mary.

A double-lesson, reviewing the whole of unit 6 - the era of New Labour in the Britain 2S module. The lesson begins with a ‘who am I’ starter reviewing the key individuals in this unit, moving on to reviewing the whole period completing the table and assessing the overall successes and failures under New Labour. Students then explore the content, motive, provenance and knowledge associated with a source on Conservative divisions and failures in the period before completing 3, five-minute essay plans on various strands of the unit. Finally, students review the four key reasons why Labour were electorally successful in a group activity before assessing the overall success of Labour in a judgement line plenary.

A double-lesson, reviewing the whole of unit 5 - 1989-97 in the Britain 2S module. The lesson begins with students ‘unscrambling’ the scrambles and defining the word/events. Students then complete the revision clock reviewing the political changes within this period, leading to a knowledge organiser review of society and foreign policy. Students then explore the content, motive, provenance and knowledge associated with a source on why the Conservative’s won the 1992 election before completing an essay plan regarding race relations by 1997. Finally, students review their learning in a ‘trios’ plenary, making links between key concepts, individuals and events throughout the period.

A double-lesson, reviewing the whole of unit 4 - 1979-87 in the Britain 2S module. The lesson begins with students creating their own interpretation of Thatcher, recapping the concept of Thatcherism using a video. Students then review the whole period completing the time line, moving onto assessing the successes and limitations of Thatcher economics in a card sort task. Students then explore the content, motive, provenance and knowledge associated with a source on Thatcher’s views of Europe before completing an essay plan regarding industrial disputes. Finally, students review their learning in a ‘trios’ plenary, making links between key concepts, individuals and events throughout the period.

A double-lesson, reviewing the whole of unit 2 - 1964-70 in the Britain 2S module. The lesson begins with a ‘links for learning’ starter exploring the links between individuals, events and issues at the time. Students then review the whole period completing the table exploring the impact and relative successes for Britain in this period. A ‘who am I’ task reviews the key individuals from this period. Students then explore the content, motive, provenance and knowledge associated with a source on 1960s social change before completing 3, 5-minute essay plans to apply the key content in a variety of ways. A group task explores the different reasons why Labour lost the 1970 election, culminating in a 3,2,1 plenary reviewing some of the key issues within this period.

A double-lesson, reviewing the whole of unit 1 - 1951-64 in the Britain 2S module. The lesson begins with a ‘trio’ starter, leading to a timeline (colour coded) of the key events, individuals and issues in the period. Students then review key terminology associated with this unit, moving on to an exploration of the essay markscheme and structure and a 25-mark essay plan. Students then explore the content, motive, provenance and knowledge associated with a source on 1960s society. A group task explores the different reasons why Britain could and could not be considered to be a world power, culminating in a judgement line plenary assessing the successes of the Conservatives during this period.

Knowledge organiser for the 2022 Elizabethan England Historic environment topic - Burghley’s Almshouses. The organiser covers why poverty increased, how the government tackled poverty, what motivated the government, Burghley’s personal motivations and why more almshouses were built across England in this period.

A model answer for the 16-mark Historic Environment focus of Burghley Almshouse. The answer focuses on key themes for the creation of the Almshouse including legacy/memorial, religious motivations, fear of poverty/rebellion, and loyalty and status. The answer integrates key features and themes of Burghley’s Almshouse.

Lesson 6 in the AQA historic environment 2022 series on Burghley’s Almshouses. The lesson focuses on the criteria for and the planning of the 16-mark essay. The lesson begins with a recap quiz on the past-five lessons, exploring reasons for poverty, government responses, motivations of Burghley and features of the almshouses. The lesson moves on to recapping the key features/aims of the almshouses using sources, leading to an exploration of the question style/mark scheme for the 16-mark essay. Pupils then complete the essay plan before reviewing a model paragraph and assessing WWW/EBI of this. The essay can be completed in the following lesson or for homework.

The fifth lesson in the AQA Historic Environment 2022 series on Burghley’s Almshouses. This lesson uses the sources provided by AQA to thematically assess the almshouses. The lesson starts with a giant-post-it recap of the key reasons Burghley built his Almshouses, leading to exploration of the source booklet to assign the evidence/features of the almshouses to these key reasons in a table. The pupils then explore what we can learn about wider society from the almshouses, leading to a written judgement. The lesson culminates in a recap of the key learning using whiteboards.

The fourth lesson in the AQA Historic Environment 2022 series on Burghley’s Almshouses. This lesson focuses on why more almshouses were built across England at this time. The lesson begins with a recap of the 1601 Poor Law asking students to assess success/limitations and then linking in the idea of almshouses. Students then use a video to explore why individuals like Whitgift built their almshouse. Students then complete the data capture assessing the differing reasons why more almshouses were built in Elizabethan England, moving on to a judgement on the most significant factor. The lesson then links back to Burghley’s personal motivations culminating in a debate and judgement plenary as to the key reason for his building of the almshouses.

The third lesson in the AQA Historic Environment 2022 series on Burghley’s Almshouses. The lesson focuses on the role Burghley played and why he founded the Almshouses. The lesson starts with a recap of the role of Burghley (William Cecil), leading to a video exploring his role and the Privy Council. Students then explain the significance of the role of Burghley in England, moving on to explore the almshouses using four key sources and annotating them. The lesson then focuses on the motivation of Burghley in building the almshouses, asking students to assess the significance of each factor in encouraging the establishment of the almshouses. The plenary asks students to assess the significance of Burghley himself in tackling the issue of poverty in England.

The second lesson in the AQA Historic Envrionment 2022 series on Burghley’s Almshouses, focusing on how the government tackled poverty in Elizabethan England. The lesson begins with students creating their own definitions for the key terms, moving on to a video that introduces urban issues and poverty in the towns and cities. Students then analyse two contemporary sources portraying beggars with teacher option to type directly onto the PPT and annotate live with students. The lesson then uses the hand out to assess what Elizabethan attitudes were like towards the poor, before analysing the different types of poor and how different towns dealt with poverty. Students then categorise the reasons why the government began to act to tackle poverty before analysing the different acts passed to tackle poverty and explaining the effectiveness of each. Finally, students assess whether poverty was dealt with effectively during Elizabeth’s reign in a judgement line plenary.

The first lesson in the AQA historic environment 2022 series on Burghley’s Almshouses focusing on why there was poverty in Elizabethan England. The lesson begins with students exploring what the lesson focus is about, moving on to a video which introduces the issues of poverty, leading to pupils creating a spider diagram (making links between factors) on the causes of poverty using the hand out. Students then create arguments on the relative importance of the different factors in causing poverty, moving on to making links with how the different groups in society would view the growth in poverty. Finally students choose the factor they think is the most significant factor, justifying their choices.

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

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 for Unit 3 of Britain 2S (Heath, Wilson and Callaghan). The documents cover the three leaders, economy, social change and foreign affairs (with key focus on the EEC)