A review starter/plenary for AQA 8145 Health and the People - focused on linking key concepts/images to review knowledge.

A review starter/plenary for AQA 8145 Health and the People - focused on the key themes of surgery, causes and cures and public health. Students match up three words and must write a definition explaining the links. Challenge questions built in.

A review starter/plenary for AQA 8145 Health and the People - focused on the modern period (20th and 21st century) . 10 recap questions to be completed in pairs/individually. Answers included. Useful for interleaving and reviewing knowledge.

Lessons focused around the 2020 Historic Environment on the Spanish Armada. *Note - the AQA source booklet is required with this lesson - this can be found on eaqa.org.uk The fifth and sixth lessons focus on analysing the AQA source material to bring together all knowledge of the Armada. Pupils start by recapping key learning through a video, making notes. Each pair or trio is then allocated a source and given 7 minutes to analyse it focusing on; what it tells them about the Armada and what knowledge links to the source. Pupils then present back to the group. Pupils then use the annotated sources to complete the knolwedge audit sheet (can be done as homework), bringing it together by identifying what the Armada study can tell us about Elizabethan England. Pupils then complete a taboo plenary to recap key terminology.

Lessons focused around the 2020 Historic Environment on the Spanish Armada. The seventh lesson focuses on applying knowledge to a sample 16 mark essay question (based on the specimen paper Stamford Bridge question, as advised by AQA) : “Luck was the main reason for the outcome of sea battles like the Spanish Armada in this period”. How far does a study of the Spanish Armada support this statement? You should refer to the Spanish Armada and your contextual knowledge. (16 marks) The lesson starts with pupils recapping all they can remember about the Armada. Pupils then use a variety of sources to explore the significance of the Armada both today and in the Elizabethan period. Pupils use the mark scheme to list ‘top tips’ for answering this 16 mark essay question, building on this by completing a PEE planning sheet, using the learning from previous lessons. Using their PEE sheet pupils complete the essay plan for the above question (can be done in class or at home), allowing them to practice answering it in timed conditions in the following lesson. The plenary is a model paragraph that can be printed out from the PPT and annotated in pairs focusing on the strengths.

Model answer for the 2020 AQA historic environment topic - the Spanish Armada. The answer is based on the following question - “Luck was the main reason for the outcome of sea battles like the Spanish Armada in this period”. How far does a study of the Spanish Armada support this statement? You should refer to the Spanish Armada and your contextual knowledge. (16 marks) This question is based on the specimen Stamford Bridge question, as advised by AQA. This answer can be used for revision, modelling, annotation or formal assessment.

Lessons focused around the 2020 Historic Environment on the Spanish Armada. The first lesson focuses on why England and Spain went to war. The lesson starts with a discussion around sources, using existing knowledge to draw out inferences, linking in knowledge of the wider Elizabethan period. The main activity is an information hunt, exploring the reasons for the causes of the conflict, leading to thematic coding of the causes into political, religious, economic and personal reasons. This culminates in a corners plenary, requiring all students to reach a judgement on the ‘most significant’ theme.

Lessons focused around the 2020 Historic Environment on the Spanish Armada. The second lesson focuses on the comparison of the military power of both nations and how ‘prepared’ both sides were for the Armada. The lesson starts with a recap of the causes of the Armada from the previous lesson, allowing judgements to be made on significance. Students then use a video to make notes on naval advances in the 16th century, leading to an exploration of these advances on a worksheet (photocopy on A3) to allow students to assess how the English may have had an advantage over the Spanish. Pupils then explore the contrasting leaders on both sides, creating a table showing advantages and disadvantages for each based on this. This culminates in a post-it note plenary reaching a judgement as to who they think had the advantage before the Armada started.

Lesson introducing the unit on John Major. The lesson starts with a source from Major - pupils explore the content and validity of the source. Using the Oxford textbook pupils list the reasons for Thatcher’s resignation (on the PowerPoint also) and rank in terms of significance. A video explores her resignation, encouraging students to think about the position of the Conservative Party by 1990. Using the Oxford textbook students annotate characteristics of John Major exploring why he would be an ideal choice for the Conservatives. The plenary is a video of Major discussing Thatcher’s legacy leading to students explaining why he was the ideal candidate to lead the Conservative Party in 1990.

Lesson exploring the different pressure groups and opposition shown to Thatcher 1979-87 The lesson begins with analysis of a source focusing on content, tone and provenance to introduce social opposition. Students then complete the table using the Oxford AQA approved textbook (pp 131-133) analysing the various opposition groups and the impact they had. This then leads to a written judgement and corners plenary assessing which group posed the largest ‘threat’ to Thatcher.

Homework booklet to cut down teaching time for the AQA 8145 Elizabethan unit. The booklet focuses on society, theatre and the Spanish Armada with thinking tasks designed to encourage understanding.

Second lesson in The Globe historic environment series The lesson recaps prior knowledge of the theater and moves on to focus on those who supported/disliked the theater. Pupils use the information to create a table comparing supporters/opponents - then a group task further develops this by giving each table one group (e.g. the Gentry) to focus on. Judgement line plenary lends itself to a judgement on how positive the theater was for society and the government.

Model answer for the 2019 historic environment question for AQA 8145 Elizabethan England on the Globe. The answer explains several factors, focusing on how the Globe shows changes in society using features of the site and wider evidence. Useful for revision, essay planning and in-class assessment.

The sixth lesson in the learning sequence on The Globe historic environment. This lesson starts by recapping the key features of The Globe, building on this to review the annotated diagram. Pupils then analyse the mark scheme and suggested structure and come up with their ‘top tips’ for answering this question. Pupils then use their changes table from the previous lesson to complete the PEE planning grid to practice structuring the answer. Pupils can then use this to complete the essay plan to the sample question: “The main change that the theatre demonstrated was increase in wealth of the Nobility and the Gentry”. How far does a study of The Globe Theatre support this statement? You should refer to The Globe Theatre and your contextual knowledge. (16 marks). The plenary is a model paragraph that can be printed out and annotated in pairs to demonstrate good practice.

AQA 8145 - Analysis of the Elizabethan theatre with focus on exploring features of The Globe, carousel on key playwrights like Marlowe, Shakespeare and Burbage, analysis of the impatc theatre had on Elizabethan England. Summary interpretation question and mark scheme included.

Lesson one in the Globe historic environment series. This lesson explores what the theatre was like in Elizabethan England. A picture starter encourages discussion on the theatre, following on a video introduces the theatre whilst pupils annotate the labelled diagram using the information from the video. Pupils then apply the information to a describe question on the features of the theatre in Elizabethan society. Pupils then read and highlight the hand out and complete the table analysing the three key figures (Shakespeare, Burbage and Marlowe) and the impact they had then and now, finally pupils reduce the theatre in Elizabethan England to no more than 30 words.

Third and fourth lesson in The Globe historic environment series The lesson starts with an introduction to the Globe for pupils to read through. The video then explores the Globe with an accompanying video note sheet. Pupils then need a copy of the AQA resource source booklet on The Globe to analyse ONE source each - they will then feedback as a group. The lesson concludes with pupils listing what the Globe tells them about Elizabethan society and then a taboo plenary - the focus on society will be built on in the next lesson.

The fifth lesson in The Globe historic environment lesson sequence. This lesson starts by introducing the key societal changes to pupils, reinforced by a video clip. Pupils then complete the card sort in pairs to match up the evidence on The Globe to the different changes; using the cards to populate the table showing the different changes. The plenary asks students to consider which change they think is the most significant and to justify their choice.

Lesson exploring why the poll tax was introduced and why it was hated. The lesson starts with recapping Thatcher’s interactions/policies towards local governments. Pupils then explore any positives or negatives of the poll tax using the information given, following on with a video exploring the poll tax riots with accompanying questions. Pupils then categorise the impact of the poll tax thematically using cards, moving on to exploring the long term impact of the poll tax on Thatcher. Finally, a plenary explores why Thatcher was becoming so unpopular in the mid 1980s.