Second lesson in The Globe historic environment series The lesson recaps prior knowledge of the theater and moves on to focus on those who supported/disliked the theater. Pupils use the information to create a table comparing supporters/opponents - then a group task further develops this by giving each table one group (e.g. the Gentry) to focus on. Judgement line plenary lends itself to a judgement on how positive the theater was for society and the government.

AQA 8145 - Analysis of the Elizabethan theatre with focus on exploring features of The Globe, carousel on key playwrights like Marlowe, Shakespeare and Burbage, analysis of the impatc theatre had on Elizabethan England. Summary interpretation question and mark scheme included.

Lesson one in the Globe historic environment series. This lesson explores what the theatre was like in Elizabethan England. A picture starter encourages discussion on the theatre, following on a video introduces the theatre whilst pupils annotate the labelled diagram using the information from the video. Pupils then apply the information to a describe question on the features of the theatre in Elizabethan society. Pupils then read and highlight the hand out and complete the table analysing the three key figures (Shakespeare, Burbage and Marlowe) and the impact they had then and now, finally pupils reduce the theatre in Elizabethan England to no more than 30 words.

Third and fourth lesson in The Globe historic environment series The lesson starts with an introduction to the Globe for pupils to read through. The video then explores the Globe with an accompanying video note sheet. Pupils then need a copy of the AQA resource source booklet on The Globe to analyse ONE source each - they will then feedback as a group. The lesson concludes with pupils listing what the Globe tells them about Elizabethan society and then a taboo plenary - the focus on society will be built on in the next lesson.

The fifth lesson in The Globe historic environment lesson sequence. This lesson starts by introducing the key societal changes to pupils, reinforced by a video clip. Pupils then complete the card sort in pairs to match up the evidence on The Globe to the different changes; using the cards to populate the table showing the different changes. The plenary asks students to consider which change they think is the most significant and to justify their choice.

Lesson outlining the causes of the 1984 miners’ strike. The lesson begins with a recap of right to buy. A video introduces the miners’ strike from the Welsh perspective so students can begin to make inferences. Pupils list the various reasons for the strike using the Oxford AQA textbook pp. 128-129 making links to the successes in 1972 and 1974; pupils then rank the causes in terms of significance using the cards. The lesson culminates in an analysis of three sources (two from June 2017 exam and one new Arthur Scargill source) focusing on the reasons given in each for the strike, leading to a judgement plenary on the ‘most valid’ source using the content only.

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 challenges to the ‘established order’ under Major. The start recaps the establishment, offering opportunity to link in prior learning. A source by the Queen referring to 1992 as ‘Annus Horibilus’ allows discussion of issues facing the establishment and a recap of source skills. Pupils then use the hand out to examine challenges to the establishment, focusing on the role of Princess Diana. Pupils then answer a question regarding the significance of challenges to the establishment, leading to a recap ‘trio’ plenary of key events/individuals from the unit.

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 extent of multiculturalism and tolerance by 1997. The starter explores the case of Stephen Lawrence and considers what it shows about the extent of multiculturalism in Britain. Using Oxford AQA textbook students create a table showing progress and limitations in race relations by 1997. Students then debate the extent of tolerance in Britain utlising talk tokens, leading to a written judgement on the extent of tolerance and multiculturalism. This leads to a judgement line assessing the extent of tolerance - linking to the L4 and L5 criteria of the mark scheme.

Lesson exploring the state of the relationship between Britain and Europe by 1997, including the Maastricht Treaty and impact. The starter explores Thatcher’s attitudes to Europe utilising source material, focusing on linking knowledge to support/challenge the content. Pupils then recall successes and limitations of Thatcher’s foreign policy from the previous unit. Using the hand out students assess Thatcher’s attitudes to Europe (positive and negative) leading to a video further exploring Thatcher’s shifting views on the EEC. Pupils then explore the Maastricht Treaty and the general feeling of Euroscepticism and division in the Conservative party, leading to a judgement plenary on the reasons for divisions by 1994.

Lesson exploring the significance of Britain’s contribution to the end of the Cold War. The image starter asks students to consider how Communism collapsed, linking in contextual knowledge of the ‘state’ of the Cold War by 1987. The video outlines the collapse in Eastern Europe, encouraging students to link in knowledge of other factors that were significant in ending the Cold War. Students then assess the value of a source by Charles Powell, considering the role of Thatcher, leading to a group task assessing the contribution of Thatcher, Gorbachev and Bush/Reagan in ending the Cold War. With the completion of the table, students then answer a significance question on the role of Britain in ending the Cold War, using the indicative content to help.

A lesson exploring the causes, events and consequences of Black Wednesday. Image starter prompts exploration of the lesson content; moving on to explanation of Black Wednesday. Pupils watch a contemporary report after Black Wednesday and discuss the significance of this on the Conservative party. Pupils use the hand out to highlight the causes and positive and negative impacts of the event; moving to analyse the significance of Black Wednesday for Britain, Europe and the wider world. Pupils write-round-robin why Major’s government did not get credit for the recovery from Black Wednesday, finishing with a plenary introducing sleaze and scandals - a link to the next lesson and a reason for the negative public perception.

Lesson exploring the reasons for Labour’s success in the 1997 election. The source starter allows a discussion of New Labour and the promises made; with focus on content, tone and provenance. The video of Twigg’s victory over Portillo opens the discussion about the symbolic nature of the Conservative defeat, moving into analysis of the key reasons for defeat using the hand out. A review table allows a recap of the key factors causing the defeat, leading to a corners plenary allowing students to reach a judgement on the relative importance of various factors.

Lesson exploring why and how the Conservative Party was divided under John Major. The lesson begins with a contemporary image starter on causes of divisions in political parties. Pupils then recap prior reasons for divisions linking in past learning. Using the Oxford AQA textbook pupils create a spider diagram outlining the reasons for Conservative divisions, adding in knowledge of similar prior disagreements showing continuity over time. Pupils then create a table assessing the successes and failures of Major’s tenure, linking in with the essay homework (plan included). Finally, a plenary assesses the extent of the success of Major’s government, linking into the judgement on the 25 mark essay questions.

First lesson of the scheme - changes made by the Normans to England Lesson exploring the Harrying of the North. Decision making starter on views of William, source carousel/investigation of the events/actions and results of the rebellion, discussion on how the Harrying helped William, leading to a 4 mark describe GCSE style question, interpretation plenary.