Lesson exploring the negative elements of the British economy 1951-64. The lesson starts with pupils listing features of a troubled economy, leading to a comparison of Thorneycroft and McLeod’s theories and the impact on the Conservatives. Pupils then use the hand out to create a table comparing the successes and failures of the economy in this period, leading to a judgement line on how healthy the economy was. The homework is planning ONE source to address the 30 mark source question in the following lesson, allowing pupils to practice skills of primary source analysis.

Lesson allowing students the opportunity to review all content from Unit 1 of Britain 2S. The lesson starts with an introductory video on the state of Britain by 1964. Students then focus on one aspect of Britain (politics, economy, society and foreign policy) using the textbook/class notes. Students then snowball the information with other groups to complete the A3 sheet. Students then use the sheets to assess the greatest successes/areas of failure for the Conservatives during this period, leading to a judgement line plenary.

Lesson focusing on planning an answer to: “By 1964 Britain could no longer consider herself a world power” (25 marks). The lesson starts with pupils recapping the previous three lessons focusing on how Britain was and was not a world power by 1964 (evidence gathering). Students then use the mark scheme to set a target from their previous 25 mark essay to achieve the level above. Split the students in half with half planning one side of the essay, the others opposing the argument, then pair students up to swap their learning. The plenary links in to the judgement element asking pupils how far they agree Britain was no longer a world power by 1964.

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 exploring the key developments in understanding causes and cures of diseases in the 20th century. The lesson starts with 5 key statements for students to respond to on their whiteboards, leading to an introductory video that summarise some of the key developments of the 20th century. Students then complete a carousel assessing various developments, completing the A3 sheet as they go. Students will focus on: long-term significance of antibiotics, alternative medicine, DNA and a timeline of treatment since 1945. Using the sheet students then choose the top 3 medical developments from the 20th century, comparing them to other ‘less significant’ developments. Students then recap the whole ‘causes and cures’ topic by matching up and explaining the trios.

Lesson reviewing the CAUSES and CURES theme of Health and the People (Medieval medicine to modern medicine - including Black Death, Plague, Jenner, Germ Theory etc) The links for learning starter encourages students to link the pictures/words and explain what links the factors. Using the cards students populate the A3 table, leading to a categorisation of factors that helped/hindered medical progress. Students then list what causes of diseases there were/beliefs and link this to the cure - this allows students to then assess which were accurate or not over time. The articulate plenary allows a recap of the key terms used in the lesson.

For Conflict and tension - 1919-39 new AQA GCSE spec A 3 lesson sequence exploring firstly: The terms of the Treaty - video included, opportunity to ask pupils to construct their own treaty and compare it to the actual treaty. The second lesson explores the peacemakers reaction to the treaty and who was satisfied by each term, source analysis plenary The final lesson is an essay-planning lesson for the 16 mark essay - "Georges Clemenceau was the most satisfied with the treaty". Do you agree? Opportunity for group work and collaboration. A mark scheme and model answer are also attached.

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.

3 retrieval grids covering Unit 2 of Britain 2S allowing students to revise, self-test and complete retrieval practice.

3 retrieval grids covering Unit 3 of Britain 2S allowing students to revise, self-test and complete retrieval practice.

3 retrieval grids covering Unit 4 of Britain 2S allowing students to revise, self-test and complete retrieval practice.

3 grids covering the content of Britain 2S unit 1 to enable retrieval, self-testing and revision

3 retrieval grids covering Unit 6 of Britain 2S allowing students to revise, self-test and complete retrieval practice.

3 retrieval grids covering Unit 5 of Britain 2S allowing students to revise, self-test and complete retrieval practice.

Two lesson sequence exploring the feminist movement in the 1960s. Whiteboard starter recapping position of women in 20s, 30s, 40s and 50s, video and note sheet (hyperlinked) showing issues facing women and how they protested in the 1960s, timeline creation (carousel activity) showing key legislation/events ( equal pay act, NOW, Women Bill of Rights, ERA, Roe v Wade) with key information included, interpretations grid analysing contrasting views on the impact of feminism - allows scaffolded planning for the first three interpretations questions (how differ, why differ and which is most convincing), comparison plenary of campaigns - civil rights or feminism: similarities and differences and which was most successful and why.

Lessons three and four in the series of lessons focusing on Kenilworth Castle - the historic environment study 2021 The lesson focuses on the how Dudley used Kenilworth and the developments he made to ‘win over’ Elizabeth. The lesson starts with a video reviewing the learning on Kenilworth so far, leading to another video which explores Elizabeth’s preferences for Dudley. Students then complete the data capture sheet in a carousel task assessing how Dudley used aspects of Kenilworth to appeal to Elizabeth (e.g. the gardens). Students then explain how Dudley tried to use Kenilworth to gain Elizabeth’s hand in marriage, moving on to a group debate about why Dudley failed to win over Elizabeth. This leads to a judgement line plenary assessing if regardless what Dudley did to Kenilworth, would Elizabeth have always rejected him. This sets up the next lesson - other motivations for Dudley’s changes to Kenilworth.

Lesson five in the series of lessons focusing on Kenilworth Castle - the historic environment study 2021 The lesson focuses on recapping the key aspects of Kenilworth and why Dudley rebuilt it. The lesson starts with a review of the five main factors in a ‘giant post-it note’ task, leading to students using the AQA produced resource booklet on Kenilworth, and the previous lessons to complete the A3 knowledge audit. Students then discuss what Kenilworth can tell them about Elizabethan England, leading to a written answer on how Kenilworth Castle would have influenced Elizabethan England. Finally a taboo plenary recaps key terminology.

The final lesson on the 2021 historic environment Kenilworth Castle. This lesson focuses on planning the 16 mark essay with a focus on marriage to Elizabeth as the stated factor. Students start with a rapid recap reviewing key knowledge of Kenilworth (answers included for teachers), leading to annotation of the changing nature of castles by the Elizabethan period. Students study the guidance to list what would make a good 16 mark answer, leading to completion of the essay plan which can be used for homework or timed in class. A model paragraph plenary allows students to see integration of the knowledge of the site to the essay.