AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to evaluate if Mary’s religious changes helped or hindered the return to Catholicism in England. Students begin by recapping on Mary’s key people and her possible thought processes on a return to Roman Catholicism. They will also learn her views on religion and discuss to what extent Mary was prepared to go to reassert the Pope’s authority over the Church. Students are also given a number of scenarios from which they have to assess the consequences to possible actions taken by Mary and her government such as the repatriation of monastic lands. The final learning task requires some decisions to be made over if Mary used a successful carrot or stick policy and the obstacles facing her for a full return to Rome. There is some exam question practice to finish, complete with a writing frame and markscheme to help if required. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

The British Empire This lesson aims to find out whether we should be proud or ashamed of gaining an Empire and how the indigenous peoples we conquered ‘benefitted’ under British rule. This lesson will best be delivered over 2 lessons . The opening slides give some context to the debate and define what an Empire is and which countries Britain owned by 1900. Through video and source analysis, the students have to explain their choice of being proud or ashamed or both and as the lesson progresses justify whether they are sticking to their decisions. Analysis focuses on Victorian propaganda, the recent views of British Prime Ministers as well as how museums refuse to engage about how they have obtained their imperial artefacts. The second part of the lesson examines a number of countries acquired by Britain and focuses on the ‘benefits of Empire’. Students then make their final decisions at the end before drawing conclusions on the legacy of the British Empire. A homework task is to design an Empire plate (photographic examples given) to celebrate Empire day from 1902. The lesson comes with suggested teaching and learning strategies, differentiated materials and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lesson is fully adaptable in PowerPoint format and can be changed to suit.

The aim of this test is to find out how much the students know about history. The results will give you a baseline from which you can build upon. Once they begin to study history, they will begin to show progress in all areas, particularly in the amount of detail required in answers. The test focuses on chronology, cause and consequence, change and continuity, historical enquiry, interpretation and significance. This is a particularly useful assessment for a history department and as a starting point and ideally for Year 7. Most students sadly will not have studied a lot of history at their primary schools (apart from the odd day to study the Victorians or World War 2) as literary, numeracy and SATS still dominate primary school curriculum planning. The resource comes in Word and PowerPoint formats which can be amended and changed to suit.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to judge how significant the role played by Thomas Cromwell was in the break with Rome. Students recap on the weaknesses of the Catholic Church on the eve of the Reformation and how Henry was being influenced by numerous Humanist writers as well as his new Chief Minister. There is some source scholarship to complete on Cromwell to emphasise the part he played, as well as some focused reading to ascertain if he was just a master planner for Henry or a devious master manipulator. They are given a print out of the Reformation Parliament containing all the Acts passed between 1529-34. There is also a distinction made between statute law and canon law. There is some exam practice to complete on the role of Cromwell in the break with Rome, complete with a model answer to scrutinise and a detailed markscheme. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

**EDEXCEL GCSE 9-1, SUPERPOWER RELATIONS AND THE COLD WAR 1941-1991 ** There is no doubt that students are finding this unit of the course extremely challenging. Therefore I have been inspired to write this summary guide for my students to help pass the GCSE examination. This resource sets out the whole course in two sides of A4. This is ideal for the student who wants a quick recap and summary before the exam or an internal assessment, as it sets out and gives all the main knowledge required. It is also great for quickly printing and giving out for revision lessons, especially when the students claim they cannot remember anything you have taught! It covers the main events, issues and people and key terminology connected to the topic, with a focus on the exam requirements at the beginning. I have included both PDF and word documents in case there is a wish to adapt and change.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to assess Henry’s motives for wanting a divorce. Students are reintroduced to some key terminology before they focus on the events leading up to the divorce and break with Rome. They will then be required to assess the significance of each of the prescribed events and justify their choices. The second part of the lesson examines the causes of Henry’s divorce, whether that be his conscience, faith, desire for more power, financial motives or simply an infatuation with Anne Boleyn. Students will be able to collate and evaluate this information to complete an exam practice question, with a writing frame and markscheme provided as well as some help and pointers if required. The plenary tests their knowledge on who might have said what in this ‘King’s Great Matter’. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

The British Empire The aims of the lesson are to decide who were the main beneficiaries of British rule in India. The opening slides introduce the views of modern historians to those at the time such as Cecil Rhodes, with a video link setting the scene for British rule in India and a thinking quilt to challenge students. Throughout, students are encouraged to gather and analyse the evidence to make their own judgements and conclusions. There are some beneficial aspects to British rule shown such as the building of railways, the provision of education and the introduction of law and order in the country. A focus on Mumbai’s railway station facade and its network cites the legacy of Empire as well. But at the same time a lack of sympathy for traditional customs and religious beliefs, an inadequacy of Indian officials in Government and the promotion of British wealth and power above all else will give students a lot of conflictory evidence. In the plenary, students will rate how beneficial an Empress Queen Victoria actually was for bringing India under direct British control. The lesson comes with retrieval practice activities, suggested teaching and learning strategies, differentiated materials and is linked to the latest historical interpretations, video clips and debate. The lesson is enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. The lessons are fully adaptable in PowerPoint format and can be changed to suit.

Britain: Health and the People, c1000 to present The aim of the lesson is for students to understand why penicillin was seen as a wonder drug and how it was discovered and then developed during World War 2 Students first of all learn about the role played by Alexander Fleming in the story of penicillin from his chance discovery and the acclaim that eventually followed. The lesson therefore leads the students inadvertently to celebrate his attributes and significance. The second part of the lesson devotes itself to the parts played by Howard Florey and Ernst Chain in the development of penicillin during World War 2. Questions and sources are used to analyse why they were unhappy with Fleming and how they had tremendous problems initially producing enough to treat patients effectively. Students have to now question their original assumptions and finally evaluate the most significant of the three in the story of penicillin. There is also some source analysis for exam question practice. The lesson is accompanied by video footage and other documentary evidence as it establishes the part played by factors such as individual genius, science and technology as well as chance. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in Powerpoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

AQA GCSE 9-1 Britain: Health and the People, c1000 to present The aim of the lesson is to understand why and how the NHS was introduced to Britain in 1948 and despite initial sets backs and opposition, why it is still an amazing institution and still the envy of the world. Students analyse the reasons how the NHS was introduced by the Labour government and have to explain why. Key people are discussed such as Nye Bevan and Sir William Beveridge and using source analysis and GCSE exam question practice, students evaluate how some doctors were opposed to Bevan and the NHS from the start. Video footage at the time shows how the Government tried to calm some fears and how its message on health has changed through the centuries. There is some text analysis with colour coding and evaluation throughout as well as a focus on literacy in the plenary. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in Powerpoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is decide how much of a threat the Lovell and Stafford rebellions were. Students are given the information about the two rebellions and then have to categorise them into causes, consequences and events. There is an odd one out activity included to check understanding where students have to justify the correct and incorrect answers. The plenary requires the challenge and thinking of but, because and so. Students have to opportunity to plan and write an essay on how much of a threat to Henry the rebellions were. A planning sheet, markscheme and help is given if required. There is an enquiry question posed and revisited to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is decide how much of a financial genius Henry really was. Students are given the information on how Henry collected his revenue and are introduced to key terms which they try to unpick. They then complete a colour coding task to judge and ultimately decide which source of income was he most successful at collecting and justify this with the evidence given. A recap on the Council Learned as well as challenging two opposing views of Henry, will allow students to plan and write a 25 mark exam practice question. There is a writing frame and a comprehensive markscheme given if required. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is rate the power of the Church under Henry VII. To understand the power of the Church, students have to learn how it pervaded throughout peoples’ lives. They also have to comprehend the structure of the Church, from the Pope in Rome, to the Archbishop of Canterbury, the bishops and their dioceses as well as the ordinary priests, monks and nuns. Students will also undertake a research task in groups within the lesson to discover the influence of the Church in politics as well as the underlying corruption at its heart. Some exam question practice focuses on this corruption and a grid assessing whether the Church was in need of reform will go some way to help students answer the question. Some scaffolding, help and tips as well as a generic markscheme come as standard There is an enquiry question posed and revisited to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to evaluate the reasons why Wolsey fell from grace. Students begin by analysing evidence that suggests Wolsey was England’s second king, complete with his domestic and foreign policies. They then have to make up their minds and decide which key event(s) led to his downfall in an mini extended writing task, with argument words to help them construct their answers. The plenary uses a flashcard with judgements made on Wolsey from which they are required to agree or challenge. Students have the chance to undertake some exam question practice, complete with writing frame and markscheme if required. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

Germany 1890-1945: Democracy and Dictatorship The aim of this lesson is to assess how effective the different types of opposition were towards the Nazis in Germany. This lesson is split into three main areas of opposition to the Nazi regime: resistance, non-conformism and open criticism. The lesson also looks in depth at Church opposition, youth opposition, passive resistance, Jewish resistance and the Stauffenberg Bomb Plot. Students are given a list of ways of opposing the Nazis which they have to categorise and through some independent research decide the best and most effective forms of opposition. Moreover by the end of the lesson students will be able to assess and judge why opposition was ineffective against the Nazi state. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 Despite its idealistic aims, the League did have some successes particularly with its Commissions. Although it is very easy to focus on its problems during the 1920’s, there is a clear theme in the GCSE exam to discuss the successes and well as the League’s failures. With differentiated worksheets and key information about the Commissions to evaluate, students will at the end of the lesson be able to give examples and evidence to show and discuss the successes. The plenary focuses on recalling their new found knowledge and introduces students to the idea of tackling the higher mark questions first, as in the exam. There is a differentiated homework research task included if required. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 The aim of this lesson is to explore the reasons why Mussolini invaded Abyssinia. Throughout the lesson, students will be required to analyse the reasons as to why, in the face of unprovoked hostility and belligerence, the League of Nations did little to stop Italian aggression against Abyssinia and why Britain and France went out of their way to appease Mussolini. At first, students will recap on the previous dealings Mussolini had with the League of Nations in the Corfu incident. They will then evaluate the role of the League and its clear inability to act decisively, even before Britain and France undermined its very foundations. When students have built up a clear picture of the whole incident, they are then ready to tackle a ‘write an account’ question. The plenary is an A-Z tasks using the key words and events from the lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 In this lesson students have the chance to plot a road map following Hitler’s rearmament in the 1930’s leading to the outbreak of war. Students analyse events in Austria, the Saar and political agreements such as the Stresa Front and the Anglo-German naval agreement to judge how these might give Hitler the ‘authorisation’ to rearm. By the end of the lesson, students will be able to tackle a ‘write an account’ GCSE practice question of how Hitler broke the terms of the Treaty of Versailles. They will be able to focus on the causes and consequences of his actions, taking advantage of the frailties and insecurities within Europe and the League of Nations. The plenary further encourages further recall and understanding of Hitler’s aims. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning . The resource includes suggested teaching strategies, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 This lesson analyses the reasons for Hitler and Stalin signing the Nazi Soviet Pact and how and why Britain and France were rebuffed by Stalin. Students have the chance to understand the background to their decision and how Stalin had finally had enough of the Allies foreign policy aims towards Hitler. They do this through using some differentiated resources, including video footage, some higher order questioning as well as evaluating some key sources from the time. Towards the end of the lesson, students are required to recognise the short and long term consequences of the pact and have the chance to answer a 16 mark GCSE practice question, with some help if required. The plenary focuses on a literacy task using the key words used in the lesson. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

The aim of this lesson is to decide what makes a successful Medieval Monarch. Students are asked for their ideas before being given the criteria for a successful medieval monarch (such as leaving an heir and not being murdered!) The main part of the lesson requires students to conduct an investigation into three monarchs and decide how successful each of them were using a table to chart their success. When they have made their judgements, they complete an extended writing task, with scaffolding and help given if required. The plenary gives twelve answers, to which students have to work out the questions This lesson includes: Fun, engaging and challenging tasks Links to video footage Printable worksheets Differentiated tasks Suggested teaching strategies Powerpoint format, which can be changed to suit

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to judge how successful Mary’s economic policies were. At first glance, it would be easy for students to assume that Mary’s policies failed. Bad harvests, inflation, a sweating sickness ravaging the country and population growth characterised her reign. However, further investigation and analysis will reveal some successes and foundation stones laid for the future with the help of an able Lord Treasurer. A revaluation of the currency, a Militia Act, poor relief and the commissioning of six new ships for the navy were all to be welcomed by Elizabeth and her successors when she became Queen. The plenary is a colour coding exercise where students have to decide which key terms and Acts belonged to either Edward or Mary. The second part of the lesson focus on a mid Tudor crisis. Students can attempt some question practice with planning guidance and a markscheme provided if required. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.