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.

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.

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.

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.

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.

For new Germany unit - 1890-1945 Picture starter focusing on how the depression linked to an increase in extremism, video on the impact of the depression, source sheet and explanation tasks with continuum plenary

Starter around what an empire is and focus on the East India Company. Intelligent graffiti/symbol poster exploration of one of the following countries in groups: India, Australia, North America and Africa. Start to explore negatives of the Empire using source material.

Assessment focusing on how Williams kept control, affects of the Break from Rome and comparison of Civil War/witchcraft in England. Mark scheme and assessment grid included.

Two lesson sequence on Mary I's character - starter of 'Mary Mary rhyme', two videos and notes, source task building to a 16 mark statement essay using AQA 8145 assessment criteria.

Lesson exploring the two year premiership of Wilson. Video introducing the issues Wilson faced, group team-teach task exploring problems Wilson faced, video on his resignation and source from Wilson reflecting on his leadership (content, tone and provenance).

Lesson exploring the role of Martin Luther King in the civil rights movement. Starter recapping knowledge of King, leading to exploration of the 'I have a dream' speech and the impact. Links to modern day successes for black Americans and a review of how King would view American society today.

Lesson exploring the impact of abolition on black Americans. Videos hyperlinked show the rise of the KKK and the start of the civil rights movement.

Two lesson sequence analysing the build up to the final solution. recap picture starter leads to group analysis of three methods used by the Nazis (emigration, gas vans and special action squads). Pupils then complete a data capture sheet. Layers of inference investigation of Wannsee leads to a significance answer. A video (hyperlinked) introduces the camps. The second lesson recaps prior learning and a hyperlinked video shows the build up to the final solution. Pupils complete an answer on how and why the treatment of Jews changed which is peer-assessed and then improved using WWW/EBI. A significance plenary rounds the lesson sequence off.