Lesson exploring the Conservative election victory in 1951 and the post-war consensus. The lesson starts with a recap snowball of Britain by 1951. Pupils are then introduced to how to approach assessing the value of a source using a source regarding the Attlee legacy by Hugh Dalton. Students are guided through assessing the content and provenance, using the source on the sheet to highlight and annotate. A video then assesses why the Conservatives were successful in 1951 in comparison to Labour under Attlee, leading to a ranking exercise of the reasons for the post-war consensus regarding key policies. The plenary asks students to explain why there was a post-war consensus and why this would help the Conservatives to maintain support from the electorate.

Lesson exploring the divisions within the Labour Party 1951-64, with focus on the Bevanites v. Gaitskellites. The starter uses the previous lessons exploring the Conservative leaders, asking students to assess why the Conservatives were more popular. A video then introduces the divisions regarding the nuclear deterrent and a second video assesses the divisions regarding Clause IV. Students then analyse the profiles of Bevan and Gaitskell and assess the strengths and weaknesses of each and the significance of this division on the elections results 1955 and 1959. Pupils then rank the reasons for division in terms of significance, leading to a ‘write an account’ question on the reasons for Labour divisions. A corners plenary allows students to assess the relative significance of the different factors in causing the divisions in the party up to 1964.

First lesson in the Britain 2S A level unit allowing students context of 1950s Britain. The lesson starts with an overview of the A Level, moving on to looking at three videos to explore 1950s society and politics. A data capture activity allows students to gain an overview of the period, leading to a brief source analysis activity of Britain’s position in the world in the 1950s. A reduction plenary allows students to summarise Britain’s position by the 1950s. NB: A ‘how to answer the questions’ guide is also included, to give to pupils at the start of the unit.

Lesson exploring the increase in living standards under the Conservatives, with a focus on consumerism and affluence. The starter explores what it means to be affluent using two case studies, leading to an exploration of a source showing the changes in the lives of people in the 1950s. Three videos (adverts) explore the changes in consumerism and disposable income, leading to a discussion on the causes of affluence. Students then use the handout to explore how and why people felt better off and defining consumerism. This leads to a spider diagram on the impact of affluence. The plenary asks students to consider if this new affluence was widespread assessing the position of the working, middle and upper classes.

Lesson exploring what ‘the establishment’ was in the context of 1951-64. The starter asks students to define what they understand of the establishment, followed up by a definition that students can highlight and discuss. Students then annotate the profiles of the Conservative PMs in this period, showing how they were associated with the establishment. A clip of ‘That Was The Week That Was’ introduces the ideas of challenges to the establishment, leading to use of the Oxford AQA textbook pp. 21-23 to list ways that deference declined in this period. The plenary asks students to consider the political and social impact of the establishment on Britain.

Lesson exploring the post-war boom and the notion that people had ‘never had it so good’. The starter asks students to consider features of a healthy economy, moving on to assessing the famous Harold Macmillan quote and thinking why it may not be valuable. A PPB of the Conservative party allows students to assess Conservative successes, leading to a ranking card sort of the factors causing the post-war boom. A judgement is then reached regarding the most significant factors. Pupils then analyse economic data to assess the reality of the boom, leading to a plenary comparing industrial production in Britain to other nations. This leads into the following lesson assessing the ‘negatives’ in the economy.

Lesson planning a 30 mark source question focused on the successes of the British economy 1951-64. The starter explores the mark scheme, asking students to consider what makes a L4/5 response. Pupils then add to their TEACUP analysis homework of one source, using this to complete the content, tone, provenance planning grid in relation to the question. Pupils then feed back their analysis whilst the other groups complete the rest of the planning grid. A post-it plenary asks students to assess which source they find the most valuable and justify their choice. This answer can then be written in timed conditions in class or for homework depending on curriculum time.

Lesson exploring the negative elements of the British economy 1951-64. The lesson starts with pupils listing features of a troubled economy, leading to a comparison of Thorneycroft and McLeod’s theories and the impact on the Conservatives. Pupils then use the hand out to create a table comparing the successes and failures of the economy in this period, leading to a judgement line on how healthy the economy was. The homework is planning ONE source to address the 30 mark source question in the following lesson, allowing pupils to practice skills of primary source analysis.

Lesson exploring growin racial tensions due to immigration in Britain 1951-64. The trio starter recaps previous learning over the unit. Pupils then use the images to explore the experience of ‘new Commonwealth’ immigrants and begin to think about why there would be hostility to immigrants at this time. A video (watch up to election of Wilson) explores the experience immigrants had, leading to a contemporary news report on the Notting Hill riots. Students then read and use the hand out to answer two questions on the ‘issue’ of immigration and the positive and negative impacts. Finally a source plenary allows students to practice analysing content and value of a source relating to the Notting Hill riots.

Lesson allowing students the opportunity to review all content from Unit 1 of Britain 2S. The lesson starts with an introductory video on the state of Britain by 1964. Students then focus on one aspect of Britain (politics, economy, society and foreign policy) using the textbook/class notes. Students then snowball the information with other groups to complete the A3 sheet. Students then use the sheets to assess the greatest successes/areas of failure for the Conservatives during this period, leading to a judgement line plenary.

Lesson focusing on planning an answer to: “By 1964 Britain could no longer consider herself a world power” (25 marks). The lesson starts with pupils recapping the previous three lessons focusing on how Britain was and was not a world power by 1964 (evidence gathering). Students then use the mark scheme to set a target from their previous 25 mark essay to achieve the level above. Split the students in half with half planning one side of the essay, the others opposing the argument, then pair students up to swap their learning. The plenary links in to the judgement element asking pupils how far they agree Britain was no longer a world power by 1964.

Lesson reviewing the theme Public Health. The starter is a 3,2,1 knowledge recall task, leading to completion of a chart assessing public health from 1000-present day by categorising the evidence from the timeline into both themes and periods (medieval-modern). This leads into a challenge question assessing which development was the most helpful/most hindered public health. Pupils then write a judgement to a 16 mark question (governments most important factor) and the compare theirs to a model paragraph; annotating it showing strengths and weaknesses. The plenary is a ‘rolling revision’ - using dice to explain key knowledge to their partners.

Lesson reviewing the theme of surgery. The starter asks students to match up the trios and explain the links between them to their partner. Moving on the main task is a carousel activity completing the table assessing areas of development in surgery across the four key time periods. The areas of development include; training, anatomical knowledge, anesthetics, preventing blood loss, treating infection and techniques and treatments. Students then colour code the evidence into the key factors for the 16 mark essay question. A summary video reviews the key modern developments, leading to a judgement on the most significant factor in causing development in surgery from individuals, governments or science and technology. The plenary recaps key individuals in the development of surgery with a ‘who am i?’ task.

Lesson exploring the development and impact of penicillin, linked to the 9 mark similarities question. The lesson starts with a video with a note sheet, leading to a categorisation card sort task asking students to apply the key factors to the different cards (war, individuals, luck, communication, science and technology). Students then use the cards to explain how the different factors contributed to the development of penicillin, leading to a quick video recap on the impact of penicillin. Students then reach a judgement on the most important factor in the development of penicillin. Using all of their learning students plan and answer the following question: Explain two similarities of the work of Louis Pasteur and Alexander Fleming (8 marks). Students then self or peer-assess their answers using the assessment grids.

Lesson exploring the short, medium and long term significance of Germ Theory on medical understanding. the lesson starts with a ‘factors’ sheet - asking students to categorise the evidence and explain how contributed to the understanding of germs/discovery of vaccines. Using the cards students then populate the significance table, moving on to explaining why this evidence is so significant. Using the table students complete the 8 mark assessment: Explain the significance of the discovery of Germ Theory (8 marks) - a model answer and assessment grid is included which can be used for peer/self-assessment.

Lesson exploring the key developments in understanding causes and cures of diseases in the 20th century. The lesson starts with 5 key statements for students to respond to on their whiteboards, leading to an introductory video that summarise some of the key developments of the 20th century. Students then complete a carousel assessing various developments, completing the A3 sheet as they go. Students will focus on: long-term significance of antibiotics, alternative medicine, DNA and a timeline of treatment since 1945. Using the sheet students then choose the top 3 medical developments from the 20th century, comparing them to other ‘less significant’ developments. Students then recap the whole ‘causes and cures’ topic by matching up and explaining the trios.

Lesson reviewing the CAUSES and CURES theme of Health and the People (Medieval medicine to modern medicine - including Black Death, Plague, Jenner, Germ Theory etc) The links for learning starter encourages students to link the pictures/words and explain what links the factors. Using the cards students populate the A3 table, leading to a categorisation of factors that helped/hindered medical progress. Students then list what causes of diseases there were/beliefs and link this to the cure - this allows students to then assess which were accurate or not over time. The articulate plenary allows a recap of the key terms used in the lesson.

Lesson comparing the role of Louis Pasteur and Robert Koch in the development and acceptance of Germ Theory. The starter recaps prior learning of both men, leading to knowledge audit using the statements on the PPT. In groups students use the skim reading task, the previous lesson and the A3 sheets (photocopied from AQA Oxford Thematic Studies textbook) to create a poster campaigning for either Pasteur or Koch. Students then present to the group. Students then use the cards showing the role of each man to rank in terms of significance, using these to answer a question assessing who played the most significant role in the development of Germ Theory. A judgement line plenary allows assessment of pupil views.

For Conflict and tension - 1919-39 new AQA GCSE spec A 3 lesson sequence exploring firstly: The terms of the Treaty - video included, opportunity to ask pupils to construct their own treaty and compare it to the actual treaty. The second lesson explores the peacemakers reaction to the treaty and who was satisfied by each term, source analysis plenary The final lesson is an essay-planning lesson for the 16 mark essay - "Georges Clemenceau was the most satisfied with the treaty". Do you agree? Opportunity for group work and collaboration. A mark scheme and model answer are also attached.