A revision work book for AQA 7042 2S Unit 2 covering all key political, economic, social and foreign policy elements. Students can work through the tasks, reviewing the content alongside practicing sample source analysis and essay questions.

A revision work book for AQA 7042 2S Unit 3 covering all key political, economic, social and foreign policy elements. Students can work through the tasks, reviewing the content alongside practicing sample source and essay questions.

A revision work book for AQA 7042 2S Unit 4 covering all key political, economic, social and foreign policy elements. Students can work through the tasks, reviewing the content alongside practicing sample source and essay questions.

A revision work book for AQA 7042 2S Unit 5 covering all key political, economic, social and foreign policy elements. Students can work through the tasks, reviewing the content alongside practicing sample source and essay questions.

A revision work book for AQA 7042 2S Unit 6 covering all key political, economic, social and foreign policy elements. Students can work through the tasks, reviewing the content alongside practicing sample source and essay questions.

A model answer for the 2023 AQA Historic Environment study on Sheffield Manor Lodge. The question focus is: “The main change that Elizabethan Manor Houses demonstrated was the improved security of Elizabethan England”. How far does the study of Sheffield Manor Lodge support this statement? You should refer to Sheffield Manor Lodge and your contextual knowledge (16 marks). The answer encompasses the themes and evidence associated with the site.

Exploration of the impact of Cromwell on England - puritan image starter, links to Cromwell and exploration of how his beliefs would affect how he ruled England, warning poster production aimed at English citizens outlining the new rules for England leading to a judgement explaining how and why England changed under Cromwell.

Complete scheme of learning with activity ideas for individual lessons, assessments and hyperlinked videos.

Lesson exploring the successes and failures of the economy across the first three units. Source starter utilising content, tone and provenance skills, group poster task analysing one area, then carousel activity with data capture sheet to assess all areas. Final source task sums up a view on the economy by 1979, building to a judgement line plenary.

Exploration of the impact of the Nazis on society. Starter considering who may or may not have benefitted, two hyperlinked videos explore positives and negatives of Nazi society, group task exploring one area and focusing on positive/negative impacts then team teaching others, judgement on how far Nazi Germany benefitted and judgement line/post-it plenary.

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.

Empathy starter, card sort sequencing task using images and text to tell the story of Anne Frank, hyperlinked video of Anne Frank's story and diagram of the annexe for discussion in the PPT. Pupils use this information to create a 'spider diagram' with Anne's picture showing key information in speech bubbles around her. Explanation plenary of the significance of Anne's story in the context of the Holocaust.

Lesson introducing the Holocaust using primary sources and artefacts. Exploration of Jewish communities pre-WW2 and then the impact of the Holocaust using imagery. Use of an artefact (shoe) to discover the impact on a person of the escalation of Jewish treatment, building to a description of how treatment changed over time for Jewish communities.

Exploration of the start of the slave trade. Starter focusing on sources and inferences, group task exploring the roles various groups like the British and Portuguese played in the slave trade, source analysis of the experience of slavery and empathy plenary. Research homework task built in.

Starter drawing a witch to explore interpretations of witches, exploration of those who were accused of witchcraft, colour coding task examining reasons for an increase in accusations leading to a judgement plenary.

Whiteboard starter, hyperlinked video showing the Warsaw ghetto, source analysis of images of the ghettos to build a picture of life there, use of "lessons from the Holocaust" DVD (on youtube also) and "describe" question on the ghettos, use of 'the Holocaust KS3' textbook to discuss morality of life in the ghettos, plenary link to ghettos and the final solution.

Recap starter on Hitler's beliefs, comparison of two sources (Martin Luther and Hitler) showing anti-Semitism over time, chronology card sort showing treatment over time, opportunity to extend and compare British and German treatement to show how anti-Semitism is not a 'German issue', explanation of how anti-Semitism developed over time and final link back to Hitler's beliefs on the Aryan Race.

Exploration of the journey over the Atlantic. Recap starter and source analysis to explore the middle passage. Video note sheet to accompany Roots (on youtube), summary post-it note plenary.

AQA 8145 - Exploration of key causes of failure. Initial worksheet gets students to pin point at what stage they think the Armada failed. Group task involves the creation of a persuasive poster regarding their factor - overall judgement activity on biggest reason for failure. Interpretation practice question built in with mark scheme.

AQA 8145 - Analysis of the NHS with focus on benefits and negatives. Introductory video and details on Beveridge Report, table analysing the successes and failures and analysis of impact in relation to previous liberal reforms.