Two lesson sequence exploring medieval public health. Town picture starter labelling positives and negatives, hyperlinked video exploring positives and negatives, group task comparing towns to monasteries - swap and share in a marketplace or carousel activity, table creation of similarities and differences of towns and monasteries, judgement on why monasteries were healthier and corners plenary.

Recap of liberal reform knowledge, categorising of impact of reforms cards, hyperlinked video showing causes of the reforms, judgement line (and written) plenary on overall success of the reforms.

Decision making starter - what would the US, south Vietnam and north Vietnam want in peace talks, video on paris peace talks and hand out, explanation of who gained most and why, video on fall of Saigon and hand out, spider diagram on why Saigon fell in 1975, interpretation plenary on the end of the Vietnam conflict - which view is most convincing?

Lesson exploring the liberal reforms up to 1945. Starter exploring health issues exisiting, hyperlinked video showing key health issues/solutions, analysis of reforms and changes made, categorising of causes of reforms (e.g. individuals, governments...), planning of question: how useful is source A to an historian studying the liberal reforms using the grid ( mark scheme and model answer included).

Video of a bombing run starter, source paired task discussing US morale in the 1970s, hand out and corresponding questions, hyperlinked video showing the impact of the bombing raids, timed-pair share questions regarding image of Phan Phuc, cartoon plenary

Source starter with inference linked in, spider diagram on why disease spread so easily, analysis of meaning and purpose of 'Court for King Cholera' source, video plenary - what can it tell us about the successes of the government in dealing with these issues? Similarities question: Comparing medieval towns to 19th century towns linked in as homework.

Card starter categorising reasons for loss into either US failures or success of the VC, group information poster task on the relative significance of key factors (one factor per group: impact of My Lai, protest movement etc), mind map creation using the group posters, continuum group task on relative importance of factors to the US loss, individual judgement on the most significant factor, essay planning (optional) or essay homework and model answer built in: “The main reason that the USA failed to win the war in Vietnam was the tactics of the Vietcong”. How far do you agree with this statement? Explain your answer. (16 marks + 4 SPaG)

Starter exploring exisiting knowledge of the NHS, hyperlinked video on what the NHS is (make notes), Beveridge report hand out and answers to questions, hyperlinked video of impact of NHS, comparison of benefits/issues of NHS (using photocopy of Oxford AQA book pp. 82-83, voting slip plenary comparing NHS to other liberal reforms - allows direct comparison and judgement on which was most successful.

Lesson analysing the Christmas Truce using sources of accounts from soldiers/the press at the time. Comparison to the Sainsburys advert to test if the interpretation is accurate. Plenary focuses on assessing if the article in 'The Guardian' is accurate in its assessment of the Christmas advert. The sources are attached to the PowerPoint.

Lesson focused around the sample question: Conservative electoral success in the years 1951-64 was due to rising living standards". Assess the validity of this view (25 marks) Lesson explores Level 3-5 criteria, examining how to reach this, pupils then plan an answer using the DEALs frame. Pupils then explore the model answer highlighting and identifying why it would achieve L5. Pupils then set a target for their next response.

A lesson exploring why immigration increased pre and during the 1920s and assessing the overall immigrant experience. Hyperlinked video starter, explanation and ranking task of causes, assessment of positives and negatives and challenge questions built in, leading to a source analysis plenary assessing a cartoon linked to immigration laws

Lesson exploring interpretations of the Christmas Truce 1914. The Sainsburys advert is used as a starter with three sources later used to highlight similarities and differences from what the advert shows. Pupils then describe what they have learned about the Christmas Truce. Pupils then answer - how accurate do they think the Sainsburys advert was about the truce.

Suggested structures and tips for all Paper 2 question styles with sample questions (not from the specimen) for students to plan and practise. Ideal for use pre mock/examinations in the summer.

Revision resource focusing on how to answer the 16 mark essay questions on Paper 1. The resource models the structure and models examples of good practice, offering pupils then the chance to structure their own answers. Several question styles included.

Lesson exploring England before 1066 focusing on society, the economy, how England was ruled and religion. The lesson uses sources as a starter, moves on to categorising themes and includes a choice of differentiated questions at the end and a progress check plenary

A guide for students showing them how to structure the America 1920-73 questions and the conflict and tension in Asia questions. All structures have several sample questions included for pupils to attempt and can be used in conjunction with the revision grids. A revision list is also enclosed at the end.

Lesson exploring the preparations of William of Normandy. Starter uses the Bayeux Tapestry to gain evidence from. Pupils then explore the advantages and disadvantages of William’s preparations in a table, linking them to the problems they could cause Harold Godwinson. Pupils answer an explain question (AQA 8145) - Explain what was important about William’s preparations for the invasion of England, leading to a judgement line plenary on how effective William’s preparations were

Lesson focusing on planning an answer to: Which contender had the stronger claim to the throne: Harold Godwinson or William of Normandy? Use of WAGOLLS and WABOLLS to introduce the ideas of explanation and linking to the question before students write up or plan their response (your choice). Judgement line plenary allows assessment of all students opinions. Mark scheme and assessment grid included.

Lesson exploring the way that Harold Godwinson died. Starter utilises the bayeux tapestry scene to explore how Harold is portrayed as being killed. Pupils then investigate five sources and complete the table to analyses the content and provenance of the sources. This is brought together with a paired summary analyses enabling students to reach a conclusion, leading to supported judgement on their own theory on Godwinson’s death.