This lesson explores the groups who didn’t benefit from the boom in the 1920s. Students begin by using a video to assess how typical this would be, leading to an image comparison of rich v poor. Students then use an information sheet to rank the different groups in society, explaining who was ‘worst affected’ during the boom years. Students then apply their learning to an 8-mark explain question, self or peer-assessing their answers. A judgement line plenary allows students to assess how far everyone shared in the boom years.

This lesson explores the role that Betty Friedan played on liberal thought. The lesson starts with a 3, 2, 1 recap starter, leading to a video on Friedan’s ideas and contributions. Students then explore how ‘liberal’ Friedan’s views could be and how liberalism underpins this. Finally, a plenary debate occurs with students debating this extent of equality of opportunity in the UK today.

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.

Lesson 1 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson begins by laying the foundations for social structure and political power in 1558. The lesson starts with an exploration of hierarchy, linking to the Great Chain of Being. Moving on students watch a video to explore social change, and then apply learning from a worksheet to a 4-mark describe two features question, allowing opportunity for self or peer-assessment. Students then explore the key political groups/individuals and assess their function, leading to a judgement on who held the most power in 1558. The lesson culminates in a judgement on the extent of decision making power that Elizabeth had upon her accession to the throne in 1558.

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.

L1 in the 2024 Historic Environment series on The Americas and Drake’s circumnavigation, 1577-1580. This double lesson explores how the voyages of exploration benefited Elizabethan England. The lesson begins with an inference source starter, leading to a video clip demonstrating how exploration advanced in this period. Students then rank the main reasons for these voyages, justifying their top 3 choices. Students then explore 5 key Elizabethan explorers, outlining for each their successes and negatives from their voyages. The lesson then moves into a direct comparison between the contribution made by Drake and Raleigh to Elizabethan England, linking into an 8-mark ‘explain what was important’ response with mark scheme and assessment grid included. The lesson culminates in a review of the main motivations for voyages, explorers and benefits these voyages brought in the wider Elizabethan context.

Lesson 7 in the series of lessons for the 2024 HE pack on Drake’s circumnavigation. This double lesson begins with a recap of the key historical knowledge gained in the past 6 lessons, linking to the circumnavigation. Students then explore a question focused on changes demonstrated by voyages, explaining 4 key changes/developments to plan this specific question style. Students then use the mark scheme to create their own ‘top tips’ for the 16-mark essay, moving on to a plan for a question focused on the main results of voyages like the circumnavigation: “The main result of journeys of exploration was the increase in the wealth and power of Elizabethan England”. How far does the study of Drake’s circumnavigation support this statement? This essay can be answered at home in timed conditions within the lesson. Finally, students annotate a model paragraph for this question exploring the strengths. If there is time students could also make amendments and improve the paragraph.

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.

Picture reveal starter showing an auction scene, source analysis of slave sale posters, layers of inference analysis task, clip form Roots with note sheet (video on youtube), discussion over how useful video eveidence is, building to a WWW/EBI answer about the utility of Roots with opportunity for peer/self-assessment and improvements.

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.

Lesson exploring the different witch trials in England - starter identifying features of a witch, video hyperlinked showing a witch trial, freeze frame creation of the different trials with an explanation question linked in. Optional homework also included.

AQA 8145 - whole lesson assessing why rebellions failed against Elizabeth including an assessment "account" question and mark scheme

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

Exploration of the sides in the civil war, analysis of the weaponry and which was most effective. Culminates in a judgement on which side pupils would like to have fought on.

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.

Picture starter, recap on 1920s and 30s society, carousel activity exploring aspects such as cinema, advertising, rock and roll music, application of knowledge in an 8 mark "in what ways were" question and an interpretation plenary. Model answer to question attached - used as a starter in the following lesson.