Two lesson sequence exploring the impact of the three key individuals: Video starter, group assessment of one individual and presentations, summary information sheet for each student, signficance card sort linked to 8 mark significance of Vesailus question, impact guess who plenary.

Lesson exploring the motivation for US/UN intervention. US advisor starter, hyperlinked video and spider diagram (using video and hand out) for the key reasons of intervention, utility focus for the 12 mark utility question analysing two contrasting sources with scaffolded planning grid/group work. Pupils answer this question in class or at home: How useful are sources E and F to a historian studying why the US intervened in the Korean War? Model answer included.

Lesson focused on significance and source skills. Link the picture starter, Description of difference of inoculation and vaccination, hyperlinked video on the work of Jenner, explanation of the differences of vaccination to inoculation, ranking significance card tasks, source analysis of the Gillray anti-vaccination source, and model answer built in for use in the lesson or afterwards.

Joseph Bazelgette video starter to introduce success and role of individuals, assessment of successes and failures of reforms/actions in a table with extensions built in, group analysis of one factor in improving public health (government, individuals, technology or epidemics) - poster creation and feedback/notes, PEE planning sheet for the following essay: Was the role of individuals the main factor in improving public health in the 19th century? Explain your answer with reference to individuals and other factors (16 marks + 4 SPaG), model paragraph analysis and corner judgement plenary on the most significant factor for the essay question.

*Ninth lesson in the scheme - how the Normans changed England * Lesson exploring the health of medieval England. Positive and negative annotation of a source starter introduces conditions in medieval England, video expands on the positive and negatives, group task analysing either a medieval town or monastery (timed challenge), one stay another stray activity to share information about both factors to complete the table, differentiated summary questions for pupils to demonstrate their understanding, corners plenary assessing why monasteries were healthier than other areas. NB - the textbook pages used are from the AQA 8145 thematic studies booklet Health and the People (pp. 16-19)- i cannot upload due to copyright.

Lesson exploring the power of the Godwins and early Viking links to the throne. Starter focusing on the power of a King, leading to a video showing the different rulers up to 1066 - leads into a discussion over different claimants. Source analysis of the Viking claim moving on to analysis of how the Godwins helped and hindered Edward. Summary interpretation introduces the skills of the ‘how convincing’ question for AQA 8145.

*Seventh lesson in the scheme - how the Normans changed England * Lesson exploring the life of a Medieval peasant. Source starter to introduce peasant life, video introducing peasant living, cartoon strip on the daily life/routine of a peasant (limited words for challenge), positive/negative table creation on the life of a peasant, GCSE style interpretation plenary.

Lesson exploring the chronology of the battle. The view recaps the key events and the paired chronology task allows students to see the key events. This can then be completed as a cartoon strip. The plenary focuses on source analysis skills of utility assessing how useful the source is for exploring William’s leadership/tactics

Lesson exploring the immediate events after the battle of Hastings. The starter focuses on different groups in society and how they would perceive William (e.g. Norman knights, Saxon earls etc). The video introduces methods William used to keep control (built on in subsequent lessons). Pupils then analyse the actions of William after Hastings and say advantages and disadvantages for each, leading to a judgement on how William was able to consolidate his power. Pupils then have a choice of differentiated questions to answer leading to a review of the key groups in society as a plenary after these actions.

Lesson exploring the importance of the battle of Stamford Bridge to the outcome of Hastings. Starter recaps Hardrada and a video explores the build up to the battle and events. A sequencing tasks allows students to chronologically order the events (teacher copy included) and then assess the positives and negatives of Stamford Bridge overall. The lesson builds to a 4 mark describe question (AQA 8145) - describe two problems Godwinson faced fighting William at Hastings due to the battle of Stamford Bridge.

Fourth lesson in the scheme - how was the power of the monarch challenged in medieval England? Lesson exploring what the Black Death was. RAlly-robin source starter, data capture information hunt investigating the Black Death, analysis of the ‘causes’ of the Black Death assessing how ‘believable’ each appears, explanation answer on why there were so many incorrect causesof the Black Death leading to a recap quiz plenary.

A resource focusing on reviewing key individuals/topics/concepts from AQA 8145 Elizabethan England unit. Pupils match up three key words to write on their whiteboards and explain the link between them. Pupils must match up as many as possible. Challenge question included.

Introduction to Elizabeth's reign, interpretations using portraits and lesson associated with the groups who have power in Elizabethan England like the Privy Council, including model answer to "Explain what was important" question

AQA 8145 - source based enquiry regarding the success of the liberal reforms. Group task around source analysis building to "how useful" question using the Lloyd George philanthropic highwayman source

Analysis of the character of Haig using sources, group task encouraging focus on content and provenance of sources. Builds towards assessment of Haig linked to a 16 mark essay (AQA).

For new Germany unit - 1890-1945 Full lesson exploring why Hitler was able to become Chancellor - match up definitions starter, video clip (attached) and question sheet, table on significance of factors, explanation of most significant factor assessment at the end.

For AQA 8145 conflict and tension 1919-39 Lesson centered around utility skills and a 12 mark "how useful" question. Source starter regarding a teacher to introduce skills, collaborative planning on a structured frame to plan the question and useful tips sheet for each student. This then can lead to pupils attempting the question in class/at home

Mid-point assessment covering the Treaty of Versailles and League of Nations. Assessment includes mark scheme and model answers.

Picture comparison starter, two videos (American voice boom to bust) explores contrast of rich and poor, card sort of five key groups who didn't benefit from the boom, great gatsby trailer showing extremes of wealth and summary judgement re. division in society and extent of those who benefitted from the boom years.

Exploration of the changes in India - starter of how and why Britain gained control of India, moving to focus on the role of the Sepoys and why the rebellion occurred. Building to a 4 mark: Describe two reasons why the Sepoys rebelled (AQA 8145) question. Plenary of contrasting interpretations of the rebellion.