A review starter/plenary for AQA 8145 Health and the People - focused on the key individuals throughout the course. Challenge question included to recap other key themes associated with the 16 mark essay question.

A resource focusing on reviewing key content from AQA 8145 Elizabethan England unit. Pupils answer the key questions individually or in pairs as a starter or plenary to review key topics. Useful for interleaving and reviewing prior knowledge throughout the year or could also be used as a homework task. Answers for teachers also included - could be used online on platforms like show my homework with self or peer-marking.

A resource focusing on reviewing key content from AQA 8145 Elizabethan England unit. Pupils answer the key questions individually or in pairs as a starter or plenary to review key topics. Useful for interleaving and reviewing prior knowledge throughout the year or could also be used as a homework task. Answers for teachers also included - could be used online on platforms like show my homework with self or peer-marking.

Work booklet practising the 4 mark ‘how and why’ intepretations for America 1920-73. Suggested structures given with opportunities to practise a variety of interpretations.

A resource that allows opportunities to practice planning and structuring the 16 mark essay for Health and the People. The resource models explanation and linking back to the question, along with structures for pupils to follow and practice.

3 quizzes for each key question within the America 1920-73 AQA 8145 unit - great for revision, starters/plenaries or homework knowledge retrieval.

4 pack of resources focusing on the three key aspects of Elizabethan England and specific focus on the Spanish Armada historic environment 2020 study. Useful for revision in class, starters/plenaries or knowledge retrieval homework.

Knowledge organiser for the 2022 Elizabethan England Historic environment topic - Burghley’s Almshouses. The organiser covers why poverty increased, how the government tackled poverty, what motivated the government, Burghley’s personal motivations and why more almshouses were built across England in this period.

A double-lesson, reviewing the whole of unit 1 - 1951-64 in the Britain 2S module. The lesson begins with a ‘trio’ starter, leading to a timeline (colour coded) of the key events, individuals and issues in the period. Students then review key terminology associated with this unit, moving on to an exploration of the essay markscheme and structure and a 25-mark essay plan. Students then explore the content, motive, provenance and knowledge associated with a source on 1960s society. A group task explores the different reasons why Britain could and could not be considered to be a world power, culminating in a judgement line plenary assessing the successes of the Conservatives during this period.

A double-lesson, reviewing the whole of unit 2 - 1964-70 in the Britain 2S module. The lesson begins with a ‘links for learning’ starter exploring the links between individuals, events and issues at the time. Students then review the whole period completing the table exploring the impact and relative successes for Britain in this period. A ‘who am I’ task reviews the key individuals from this period. Students then explore the content, motive, provenance and knowledge associated with a source on 1960s social change before completing 3, 5-minute essay plans to apply the key content in a variety of ways. A group task explores the different reasons why Labour lost the 1970 election, culminating in a 3,2,1 plenary reviewing some of the key issues within this period.

Two lesson sequence exploring the troubles and the escalation. Videos hyperlinked in focus on Bloody Sunday and the aftermath, Martin McGuiness source (content, tone and provenance) and analysis of Sunningdale Agreement and impact.

L1 in the 2023 Historic Environment series on Sheffield Manor Lodge. This lesson explores the nature of the threat Mary posed and what potential solutions Elizabeth had. The lesson begins with a recap on existing knowledge of Mary, moving on to a summary video which explores why she could be a threat. Students then create a timeline of Mary’s life using the hand out up to her arrival in England in 1568. Students then explore the strengths and weaknesses of each solution available to Elizabeth, before reaching a judgement on the most logical. The learning is then applied at an 8-mark interpretation question assessing the threat of Mary. The lesson concludes with an introduction to Sheffield Manor Lodge, with students exploring why it might be a good place to imprison Mary.

L3 in the 2023 Historic Environment series on Sheffield Manor Lodge. This lesson explores the features, location and development of Sheffield Manor Lodge and why this was a good place to detain Mary, Queen of Scots. This should take a double lesson. The lesson begins with a starter exploring options on what to do with Mary AFTER the failed Northern rebellion. A video then explores Sheffield Manor Lodge focusing on strengths and weaknesses as a defensive base, alongside information about Mary. Students are then introduced to George Talbot and what the benefits/negatives would be of being responsible for Mary. The lesson then moves on to a carousel data capture focusing on the strengths of Sheffield Manor Lodge as a place of detention with a focus on location, features/facilities, George Talbot and limitations. Students then use their A3 table to create an estate agent profile on Sheffield Manor Lodge, finally answering a question explaining why Sheffield Manor Lodge was a good place to detain Mary. Finally, a recap plenary reviews the previous 3 lessons.

L2 in the 2023 Historic Environment series on Sheffield Manor Lodge. This lesson explores the Northern Rebellion and how this developed the ‘issue’ of Mary, Queen of Scots. The lesson begins with a recap on knowledge of the Northern rebellion using imagery, moving on to a summary video from which students note down the causes, events and impact of the rebellion. Students then highlight the hand out and choose (reduction) the 3 key points regarding the causes, key individuals, events, impact and role of Mary, Queen of Scots. Students then explore the pros and cons of the 4 strategies in dealing with Mary after the Northern Rebellion. The lesson concludes with a recap of the previous lesson’s plenary of the introduction to Sheffield Manor Lodge, with students exploring why it might be a good place to imprison Mary AFTER the Northern Rebellion.

Revision booklet for America 1920-73 - part 1: 1920-29. The booklet includes key information and guided tasks to review the key content in preparation for the exams.

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.