Lesson exploring the relationship with Europe under Blair and New Labour. The lesson starts with a recap of the relationship under Thatcher/Major, leading to a clip allowing students to assess how Tony Blair would change this relationship based on his ideology/leadership style. Students then analyse the aims of British foreign policy using a Robin Cook source, moving on to assessing how Britain’s role in Europe became more positive/tensions continued. A plenary assesses what factors continued to inhibit Britain’s relationship with Europe in this period, focusing on long and short term issues.

Revision resource focusing on how to answer the 8 mark ‘write an account’ question on Paper 1. The resource models the structure and models examples of good practice, offering pupils then the chance to structure their own answers. Several question styles included.

Revision resource focusing on how to structure the 16 mark statement essay question (e.g. How far has religion been the most important factor in bringing medical development. The sheet models the responses and allows opportunities for students to practice these questions in a variety of contexts.

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.

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.

Lesson 6 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the Puritan challenge to the religious settlement. The lesson begins with an inference starter on Puritan beliefs, before students link in why the religious settlement left some angry. Students then create a symbol poster reviewing the key aspect of Puritanism and the anger around crucifixes and vestments. Students then use the learning from the lesson to plan an answer to: Explain why the Puritans challenged Elizabeth’s religious settlement. You may use the following in your answer: • vestments • the Act of Uniformity You must also use information of your own (12 marks) Finally, students review the past three lessons in a retrieval plenary.

Revision booklet for America 1920-73 - part 3: Post-War America The booklet includes key information and guided tasks to review the key content in preparation for the exams.

Lesson 24 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on Raleigh’s attempts and plans to colonise Virginia. The lesson starts with a review of what students already know/can remember about Walter Raleigh, leading to a video which introduces his attempts to colonise Virginia. Students then explore the factors which influenced investment in this project, explaining how each would influence support for Raleigh’s project, moving to a strengths and weaknesses table exploring Raleigh’s plan. Students then assess how strong the plan was, building to exploring the significance in the following lesson.

Lesson 18 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the development of leisure in Elizabethan England. A picture starter encourages students to explore different leisure pursuits available, leading to a video which provides an overview of the period. Students then complete a data capture carousel, making notes on the different forms of leisure. Students then use this information to assess the positives and negatives of these different pastimes, leading to application to a ‘describe two features’ 4-mark response. Students then assess how similar Elizabethan leisure is to modern day leisure in a post-it note plenary.

Lesson 5 in the Hardwick Hall 2025 Historic Environment learning sequence. This lesson focuses on application of knowledge of Hardwick Hall to the 16-mark essay on the Elizabethan paper. The lesson begins with a recap of the changes in the period demonstrated by Hardwick, leading to a paired retrieval task reviewing the key features of Hardwick. Students then explore the 16-mark essay criteria and then apply their learning to a plan for the following question: “The main change that Elizabethan manor houses demonstrated was the greater prosperity of their owners”. How far does a study of Hardwick Hall support this statement? You should refer to Hardwick Hall and your contextual knowledge. (16 marks). Students then explore a WAGOLL paragraph and assess the strengths and weaknesses of this. A model answer for this question is included in the bundle pack.

This lesson explores how both Eisenhower and Kennedy increased US intervention in Vietnam and their similarities/differences. The lesson begins with exploration of existing knowledge of Eisenhower, using a video to make notes, with the same task utilised for Kennedy. Students then use the handout to create a table showing similarities and differences of their policies, leading to a detailed focus on the Strategic Hamlet Programme. Students then list any successes and failures so far for the US in Vietnam, finally assessing how far they agree that the Strategic Hamlet Programme was ultimately a failure for the US.

Lesson 12 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on how England and Spain were vying for power of the seas and links in Drake’s circumnavigation. The lesson begins with a trio starter, recapping key terms/content. Students then explore Elizabeth’s foreign policy aims and how she could achieve them. Students then create a timeline of Drake’s events to plot how this impacted on Spanish relations. Students then explain what was the most significant outcome of Drake’s voyages, leading to a group task assessing the relative significance of each outcome. Finally, students show on a post-it note their opinion of the most important outcome.

L6 in the 2024 Historic Environment series on The Americas and Drake’s circumnavigation, 1577-1580. This lesson utilises the AQA Historic environment source booklet to review the Circumnavigation. The lesson begins with a ‘giant post-it’ task to review the key causes, benefits, dangers and impacts of the circumnavigation. Students then use the source booklet to add to the knowledge audit table (to be printed on A3) to link in features, events and specific knowledge of the circumnavigation. Students then share what the circumnavigation tells them about life in Elizabethan England, leading to a judgement regarding the most significant impact of the circumnavigation. A 3, 2, 1 plenary recaps key learning in preparation for the following essay-planning lesson.

L5 in the 2024 Historic Environment series on The Americas and Drake’s circumnavigation, 1577-1580. This lesson assesses how great an achievement Drake’s circumnavigation was. The lesson begins by using the images to recap the previous lesson - the results of the circumnavigation. Students then explore the benefits and negatives/limitations of the voyage for those stakeholders involved (e.g. Drake, his backers, his crew etc). Students then use this sheet, and the previous lesson to explore ONE of two questions assessing the achievements and successes of the voyages. In groups students plan a question and then feedback, completing the question planning grid. Students then choose one question to answer (linked to AQA updated scheme 2024). The lesson culminates in a judgement line plenary assessing how successful students consider Drake’s voyage to have been.

A revision lesson exploring the Conservative Party 1997-2007 with focus on leaders and key reasons for divisions. The lesson begins with a ‘who am I?’ recap, leading to a source analysis task of why the Conservatives were electorally unpopular. Students then complete the 5-minute essay plans, leading to a group task on the significant reasons for the Conservative electoral failure 1997-2005. Finally a judgement plenary allows students to reach their own conclusions on why the Conservatives were electorally unpopular in this time period.

Lesson introducing witchraft in the 16th and 17th centuries. Hyperlinked video introduces why people were accused, chronology card sort shows reasons for accusations, source task explores views on witches and allows an introduction with a plenary recap quiz.

Lesson reviewing key content and linked to exam skills for Hardwick Hall. Recap starter on Hardwick, use of diagram to define how Hardwick is a "typical" manor house, card sort matching key features to key changes (e.g. rise of the Gentry), use of the cards to create PEE points linked to the 16 mark essay question, model paragraphs linked in to show use of PEEEE skills, post-it plenary writing criteria to the 16 mark essay question.

For new Germany unit - 1890-1945 Picture starter focusing on how the depression linked to an increase in extremism, video on the impact of the depression, source sheet and explanation tasks with continuum plenary

For AQA 8145 conflict and tension, 1919-39 Two lesson sequence exploring the events and impact of the Abyssinian Crisis on the League of Nations. Lesson 1 introduces the crisis with a video, and has a 'symbol' poster task included to consolidate the key facts. Lesson 2 focuses on the impact of the crisis, linking Manchuria and Abyssinia together then analysing the impact Abyssinia had on the failure of the League

Two lesson sequence exploring the rule of Oliver Cromwell and interpretations of him. Source starter and comparison of two paintings of Cromwell to explore how he is portrayed. Video hyperlinked in to gather contrasting evidence on Cromwell and categorisation card sort task. Leading to a 12 mark bullet point essay comparing Cromwell's legacy - hero or villain.