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.

Lesson four in the series of lessons focusing on Kenilworth Castle - the historic environment study 2021 The lesson focuses on what other factors were significant in the development of Kenilworth Castle. The lesson starts with a brainstorming of why Dudley wanted to rebuild Kenilworth leading to two videos showing the different motivations (traitorous legacy and royal progresses). Students then complete the worksheet assessing the different factors and explaining why they would motivate Dudley to rebuild Kenilworth. The lesson culminates in a judgement on which factor would be most significant, finishing with a brain dump recapping the key factors involved in motivating Dudley.

A model answer for the 2021 historic environment site Kenilworth Castle. The answer focuses on the purpose for the redevelopment and rebuilding of Kenilworth Castle with the stem of the question focusing on marriage, with other factors analysed including legacy, new fashions and trends and royal progresses.

Lesson two in the series of lessons focusing on Kenilworth Castle - the historic environment study 2021 The lesson focuses on the changes Dudley made to Kenilworth. The lesson starts with a comparison of 14th and 16th century Kenilworth with students identifying the changes they can see, leading to consideration of why these changes would be made. Using the hand out students complete the table assessing what specific changes were made (e.g. the gardens, gatehouse), thinking about which aspect Dudley changed the most. Students then explain why Dudley made these changes, choosing which they think was the most significant and why. Finally a 3,2,1 plenary recaps key content from the historic environment site.

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.

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.

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.

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.

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 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.