Two lessons focusing on revising key content and all question styles from the Health and the People topic. The starter gets pupils to recall key individuals and topics. Each question style is then broken down and planned in a structured way, covering as much content as possible. Rolling revision progress check recaps key content before the 16 mark essay question is covered.

A two lesson resource focusing on the four question styles on Elizabethan England. Trio starter, leads into planning of the first three question styles using spec questions and additional questions. The Hardwick Hall section includes a card sort and opportunity to review the key changes Hardwick Hall demonstrates before planning an answer to the Hardwick Hall question on the spec paper. These lessons should thoroughly cover the skills and much of the key content pre-examination.

3 pack of resources focusing on the three areas of study within Conflict and Tension in Asia 1950-75. Useful for revision in class, starters/plenaries or homework knowledge retrieval.

Lesson 5 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson begins with a recap of the religious settlement and how Catholics and Protestants would have been pleased. Students then explore a source showing the impact the church had on people, before using a handout to review the role of the church in daily life an din enforcing the religious settlement. Students then create a perfect paragraph for the 12-mark explain question using the suggested pointers, leading to a plenary review of the role of the church and the part in played in maintaining religious order.

Lesson 25 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This double lesson explores why the attempts to colonise Virginia was significant. A starter for 10 recaps the learning on society, leading to an explanation of the significance of Virginia for England, ranking the most to least significant. Students then complete a carousel activity examining the reasons why the colonisation of Virginia failed. Students then apply their learning from the past three lessons to the following 16-mark essay question: ‘The main reason that voyages of exploration were undertaken during Elizabeth’s reign was to increase England’s wealth.’ How far do you agree? Explain your answer. (16) You may use the following in your answer: • Spain and the New World • Elizabeth I You must also use information of your own. This can be answered timed, or at home. Finally, students assess how far they think the failures in Virginia were due to Walter Raleigh.

This lesson focuses on a review of the key content and assessing the impact of the war and the ultimate reasons for US military failure. The lesson begins with a ‘giant post it’ task reviewing knowledge of Vietnam. Students then recap the successes and failures of the four key Presidents linked to Vietnam (Eisenhower, Kennedy, Johnson and Nixon), asking students to consider the relative success of each. A categorisation task then considers the US failures and VC successes, leading to exploration of the impact using the Oxford AQA textbook and previous knowledge to explore the impact of the Vietnam War. Students then utilise this learning in a ‘perfect paragraph’ task for the 8-mark write an account question. Finally, students use a model answer focusing on why the US lost the war to explore why this would achieve a Level 4 in the 16-mark essay response.

This lesson explores the role of Edward Jenner in the development of causes and cures, focusing on vaccination and the significance, linking to utility. The lesson begins with a picture link, moving on to inoculation and why this was used. A video then introduces the work of Jenner and discovery of vaccination, leading to an explanation of why this was significant. Students then rank reasons for opposition and move to consider the overall significance of the discovery of vaccinations. Finally, students apply knowledge to an 8-mark utility question, leading to a judgement line plenary on the overall importance of vaccination.

This lesson explores how liberals view the state. The lesson begins with a knowledge recall quiz, leading to an introductory video on liberal views on the state. Students then use the table to summarise the liberal approach to limited government. The main tasks focuses on exploring what liberal thinkers agree and disagree on re. the nature of the state, leading to an extract practice. The judgement asks students to debate if ‘liberal democracy is a contradication in terms’ - leading to a judgement line plenary.

Lesson 4 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson begins by exploring the differences between a Catholic and Protestant church, allowing students to identify areas of disagreement. Students then read through the key areas of the Relgious Settlement and create a table showing the positives and negative impacts of this. Students then link this to a 4-mark ‘describe two features’ question, self or peer-assessing the answer. Moving on, students categorise cards into the overall positive and negative effects of the Religious Settlement, reaching a judgement on the most significant. Students then assess how successful they think Elizabeth’s attempts were at solving the religious divisions in 1559.

Lesson 3 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson begins by comparing Catholic and Protestant beliefs, and exploring why there would be conflict. Students then complete a guided reading article, gaining context on the English Reformation and the situation for Elizabeth by 1558. The lesson then moves to explore the three key problems facing Elizabeth, allowing students to explain why each was an issue, and potential solutions that could be found. The lesson culminates in a retrieval plenary, allowing a review of the past three lessons.

Lesson 13 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the how England and Spain’s relationship deteriorated, linked to the Netherlands. The starter focuses on Elizabeth’s options over Spain sending troops to the Netherlands in 1567, leading students to assess the pros and cons o Elizabeth’s early actions. Students then create a ‘living graph’ showing the extent of influence/control both Spain and England had at key points between 1567-1584. Students then review Elizabeth’s role in the worsening of relations, leading to a judgement line plenary.

L6 in the 2023 Historic Environment series on Sheffield Manor Lodge. This lesson explores why new manor houses emerged in this period; how SML changed before, during and because of Mary and finally how far SML reflects a typical manor house. The lesson begins with students exploring features of a manor house with a diagram of Hardwick Hall. Students then use the hand out to create a spider diagram showing why new manor houses were built and key features. Students then complete a card sort categorising changes made before 1570, changes made because of Mary’s arrival and how Mary herself influenced changes. Students then record their findings in either a table or spider diagram. Students then review how SML reflects both a typical and non-typical manor house. Finally, students explain how far SML reflects a traditional, typical Elizabethan manor house at this time.

L8 in the 2023 Historic Environment series on Sheffield Manor Lodge. This lesson explores the assessment criteria and the different potential question styles, leading to the planning of an exemplar and analysis of model paragraph. The lesson begins with students reviewing the key features/learning in a retrieval quiz. Students then explore how to approach a question focused on MQ of S imprisonment, moving on to adding evidence to a causation question on the development of manor houses in this period. Students then plan an answer to a ‘change’ question based on improved security in Elizabethan England and how manor houses (and SML) display this, exploring the mark scheme and completing the essay plan. A model paragraph is then used to annotate as a plenary exploring strengths and areas for development.

L7 in the 2023 Historic Environment series on Sheffield Manor Lodge. This lesson explores why the functions, features and purposes of SML with a thematic approach utilising the AQA Historic Environment booklet. The lesson begins with students recapping the previous 6 lessons in a ‘giant post-it’ starter, reviewing the learning. Students then complete the A3 data capture using the source booklet extracting evidence on how SML shows: Wealth of the owner, improved security for Elizabeth, how it was designed to host royalty, it’s location and how it developed over time. Students use this information to then explore what SML can tell us about Elizabethan England in this period leading to a judgement on the MAIN purpose of SML at this time. Finally students complete a 3, 2, 1 retrieval plenary.

Knowledge organiser for the 2023 Historic Environment site Sheffield Manor Lodge. For use with revision, giving an over and complimenting the L1-8 on Sheffield Manor Lodge.

L4 in the 2024 Historic Environment series on The Americas and Drake’s circumnavigation, 1577-1580. This lesson explores what was the impact of Drake’s circumnavigation. The lesson begins with a trio retrieval starter, leading to a ‘rapid recap’ of the benefits and dangers for Drake and his crew on the journey. Students then complete a carousel activity exploring the various impacts of the circumnavigation including improvement in Drake’s social status and geographical understanding. Students then work in groups to analyse the strengths and weaknesses of the various impacts, leading to a judgement on what they think is the most significant impact of the circumnavigation.

L5 in the 2024 Historic Environment series on The Americas and Drake’s circumnavigation, 1577-1580. This lesson assesses how great an achievement Drake’s circumnavigation was. The lesson begins by using the images to recap the previous lesson - the results of the circumnavigation. Students then explore the benefits and negatives/limitations of the voyage for those stakeholders involved (e.g. Drake, his backers, his crew etc). Students then use this sheet, and the previous lesson to explore ONE of two questions assessing the achievements and successes of the voyages. In groups students plan a question and then feedback, completing the question planning grid. Students then choose one question to answer (linked to AQA updated scheme 2024). The lesson culminates in a judgement line plenary assessing how successful students consider Drake’s voyage to have been.

Lesson 2 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson starts by exploring students existing knowledge of Elizabeth, linking this to the Tudor family tree and why she was an ‘unexpected queen’. Students then explore one interpretation to introduce the problems faced at the start of her reign. Students then are given one problem to teach the rest of the group, building on this later by ranking the six key problems (legitimacy, marriage, French threat, religion, financial weakness and Mary, Queen of Scots) and explaining which posed the more significant threat. Linking to the previous lesson students aim to ‘solve’ the problems, trying to link in the groups who held power in England at the time. The lesson ends with a judegment line plenary mirroring the ‘how far do you agree’ essay question.