A lesson revising the key economic policies and social impacts of Thatcher’s government. The lesson begins with a recap of Thatcherism and opinions on her, moving to an exploration of monetarism, privatisation and deregulation. Students then examine a source exploring the impacts of her policies, leading to categorising cards into successes/failures of her policies. Students then focus on the social impacts with a table anlaysing realignment, unemployment and inflation. Students then review key economic social policies (right to buy and poll tax) with reference to their successes and failures, leading to an essay plan on the handling of industrial disputes by Thatcher. Finally, the plenary focuses on the overall success of Thatcher’s economic policies in a judgement line task.

A revision double lesson focusing on reviewing the political and economic issues under Major and his leadership. The lesson begins with anagram unscrambles and definitions, moving into a revision clock of the key political and economic issues. Students then analyse a source regarding the 2002 election, leading to an essay plan assessing Major’s strengths and weaknesses. Finall, a trio plenary allows students to make and explain links between topics and factors.

A double-lesson, reviewing the whole of unit 6 - the era of New Labour in the Britain 2S module. The lesson begins with a ‘who am I’ starter reviewing the key individuals in this unit, moving on to reviewing the whole period completing the table and assessing the overall successes and failures under New Labour. Students then explore the content, motive, provenance and knowledge associated with a source on Conservative divisions and failures in the period before completing 3, five-minute essay plans on various strands of the unit. Finally, students review the four key reasons why Labour were electorally successful in a group activity before assessing the overall success of Labour in a judgement line plenary.

A double-lesson, reviewing the whole of unit 4 - 1979-87 in the Britain 2S module. The lesson begins with students creating their own interpretation of Thatcher, recapping the concept of Thatcherism using a video. Students then review the whole period completing the time line, moving onto assessing the successes and limitations of Thatcher economics in a card sort task. Students then explore the content, motive, provenance and knowledge associated with a source on Thatcher’s views of Europe before completing an essay plan regarding industrial disputes. Finally, students review their learning in a ‘trios’ plenary, making links between key concepts, individuals and events throughout the period.

A double-lesson, reviewing the whole of unit 5 - 1989-97 in the Britain 2S module. The lesson begins with students ‘unscrambling’ the scrambles and defining the word/events. Students then complete the revision clock reviewing the political changes within this period, leading to a knowledge organiser review of society and foreign policy. Students then explore the content, motive, provenance and knowledge associated with a source on why the Conservative’s won the 1992 election before completing an essay plan regarding race relations by 1997. Finally, students review their learning in a ‘trios’ plenary, making links between key concepts, individuals and events throughout the period.

A comprehensive workbook covering all the required content for the Britain 2S unit in the 2022 exams. The workbooks covers all key content with specific revision tasks, analysis of leaders and policies and sample essay questions for students to plan.

A revision work book for AQA 7042 2S Unit 1 covering all key political, economic, social and foreign policy elements. Students can work through the tasks, reviewing the content alongside practicing sample essay questions.

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 to a sample question for the AQA 2024 HE on Drake’s Circumnavigation of the Globe 1577-1580. The answer explores several factors to address the question: “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? You should refer to Drake’s circumnavigation and your contextual knowledge (16 marks)

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.

L3 in the 2024 Historic Environment series on The Americas and Drake’s circumnavigation, 1577-1580. This lesson explores the key chronological events of the circumnavigation and the benefits and dangers faced across the voyage. The lesson begins with a recap of the motivating factors in undertaking such a voyage, leading to a video exploring the circumnavigation and the events, benefits and dangers. Students complete the notes table as they watch. Students then annotate their A3 map, using the hand out to detail what happened at each stage - optional colour-coding re. benefits and negatives at this stage - building a chornological picture of the voyage. Using their map and the hand out students then create a table showing the benefits and dangers of this voyage. Finally, students then assess HOW successful they think the circumnavigation was considering their learning so far.

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.

L2 in the 2024 Historic Environment series on The Americas and Drake’s circumnavigation, 1577-1580. This lesson begins with a recap of knowledge about Francis Drake, leading into a video that introduces John Hawkins’ role in the slave trade. Students then explore how Hawkins’ role in influencing Drake in undertaking future voyages. The main activity focuses on exploring the 6 main motivating factors for Drake in undertaking his 1577 voyage, with students assessing the strengths and weaknesses of each, leading to a judgement on the main factors that influenced Drake. The plenary sets up the following lesson with students considering the benefits and dangers to sailors in undertaking such a lengthy voyage.

A knowledge organiser summarising the key content required as part of the AQA 2024 Historic Environment study of Drake’s Circumnavigation 1577-1580. It covers, who Drake was, why he embarked on the journey, key events, benefits and dangers, impact and overall success, alongside tips on how to approach the question