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.

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.

Lesson 17 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on how education developed in Elizabethan England. A picture starter introduces the topic, leading to a video introducing the education development at the time. Students then explain how attitudes developed towards education, leading to a task where students assess how different classes and genders were impacted by educational changes. The lesson culminates in an explanation of how education grew, leading to a recap plenary reviewing the educational changes.

Lesson 16 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on reviewing the threats Elizabeth faced at home and abroad 1569-1588. The lesson starts with a ‘starter for 10’ recap of the key content, leading to a living graph assessing the extent of the threat faced at different stages (students use work books or text books) Students then write a plan for: Explain why Elizabeth faced challenges at home and abroad 1569-1588. You may use the following in your answer: • Excommunication by the Pope • Mary, Queen of Scots. You must also use information of your own (12 marks) Finally, assess whether Elizabeth would have felt more under threat in 1569 or 1588, leading to an exploration plenary of the reasons why Elizabeth was able to survive the challenges she faced by 1588.

Lessons focused around the 2020 Historic Environment on the Spanish Armada. The fourth lesson focuses on the key reasons for the failure of the Armada. The lesson starts with pupils analysing Phillip II’s plan and assessing advantages and disadvantages for Spain. Pupils then categorise the cards into reasons for failure; focusing on weather, English tactics, leadership, luck, Spanish mistakes and English ship design/weapons. Using the cards and additional information (plus relevant textbooks if required), in small groups pupils create a mini poster explaining one of the above reasons for defeat - presenting back after 15 minutes whilst all students complete a table recording the key details, allowing students to assess which reason for defeat they feel is most significant. The plenary focuses on the ‘how convincing’ question, using the Armada portrait as the source material.

Lesson 11 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the execution of Mary, Queen of Scots and the impact on Elizabeth, linking to a 16-mark essay plan which allows a review of the previous 6 lessons. The lesson starts with a video recapping the threat of Mary, leading to a review of the 4 plots she was implicated in with students assessing how far she was involved. Students then explore the importance of Walsingham’s spy network and explain the significance of Mary’s execution for Elizabeth. Students then debate whether Elizabeth should have ordered the execution. Students then explore how to structure the 16-mark essay and explore the assessment criteria. Students then complete the essay plan for: ‘The Revolt of the Northern Earls was the most significant challenge to Elizabeth’s rule in the years 1569–86.’ How far do you agree? Explain your answer. (16) You may use the following in your answer: • the Earl of Northumberland • Babington’s execution (1586) You must also use information of your own. Finally, a judgement line plenary ends the lesson allowing students to decide if Mary’s execution solved the issue over succession/religion for Elizabeth.

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.

Lesson 10 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on how three key plots changed how Catholics were treated in England. The lesson begins with a silent debate exploring the impact of the excommunication and the significance of this. Students then explore one of the plots (Ridolfi, Throckmorton or Babington) and create a symbol poster, moving on to teaching two other small groups and making notes on all three plots. This is then linked to a ‘describe two features’ answer which is peer-assessed. Students then explore two contrasting interpretations of Elizabeth’s treatment of Catholics, assessing which they agree with most, leading to a summary of the changing laws LINKED to the specific plots which influenced them. The lesson culminates in a summary of the successes and failures of Elizabeth in dealing with these Catholic threats.

Lesson 1 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson begins by laying the foundations for social structure and political power in 1558. The lesson starts with an exploration of hierarchy, linking to the Great Chain of Being. Moving on students watch a video to explore social change, and then apply learning from a worksheet to a 4-mark describe two features question, allowing opportunity for self or peer-assessment. Students then explore the key political groups/individuals and assess their function, leading to a judgement on who held the most power in 1558. The lesson culminates in a judgement on the extent of decision making power that Elizabeth had upon her accession to the throne in 1558.

The fourth lesson in the AQA Historic Environment 2022 series on Burghley’s Almshouses. This lesson focuses on why more almshouses were built across England at this time. The lesson begins with a recap of the 1601 Poor Law asking students to assess success/limitations and then linking in the idea of almshouses. Students then use a video to explore why individuals like Whitgift built their almshouse. Students then complete the data capture assessing the differing reasons why more almshouses were built in Elizabethan England, moving on to a judgement on the most significant factor. The lesson then links back to Burghley’s personal motivations culminating in a debate and judgement plenary as to the key reason for his building of the almshouses.

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.

Lessons focused around the 2020 Historic Environment on the Spanish Armada. The third lesson focuses on the chronology of the Armada, with specific focus on the ‘turning points’ of the battle. The lesson starts with a comparison of two accounts of the Armada, linking to the ‘how convincing’ question stem in this unit. In pairs pupils then annotate a variety of sources to understand the key events of the Armada. Pupils then use an overview worksheet to identify when and why the Armada was defeated, using this information to create a ‘symbol poster’/flash cards on the key turning points. Pupils use this information to answer: At which point do you think the Armada was defeated? Finally, pupils recap their learning in a 3,2,1 plenary.

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.

The second lesson in the AQA Historic Envrionment 2022 series on Burghley’s Almshouses, focusing on how the government tackled poverty in Elizabethan England. The lesson begins with students creating their own definitions for the key terms, moving on to a video that introduces urban issues and poverty in the towns and cities. Students then analyse two contemporary sources portraying beggars with teacher option to type directly onto the PPT and annotate live with students. The lesson then uses the hand out to assess what Elizabethan attitudes were like towards the poor, before analysing the different types of poor and how different towns dealt with poverty. Students then categorise the reasons why the government began to act to tackle poverty before analysing the different acts passed to tackle poverty and explaining the effectiveness of each. Finally, students assess whether poverty was dealt with effectively during Elizabeth’s reign in a judgement line plenary.

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.

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.

*Eleventh lesson in the scheme - how the Normans changed England * Lesson exploring the extent of change brought to medieval England under the Normans. Video starter introduces the key changes made, paired card sort - change and continuity leads to completion of Venn diagram (attached at end of PPT), judgement on the most significant change, summary answer to how far the Normans changed England, plenary reviewing different groups in society and how far their lives changed. NB: Assessment GCSE write an account question plan attached for completion next lesson

Tenth lesson in the scheme - how was the power of the monarch challenged in medieval England? Lesson exploring the impact of the Peasants’ Revolt. Starter recaps what life was like for peasants BEFORE the revolt, video explores the significance of the revolt, categorisation card sort into positive and negative impacts of the revolt leading to a creation of a Venn diagram (attached at the end of the PPT) to assess the overall impact. Creation of a table showing change/continuity for peasants after the revolt leading to a written judgement on the overall impact. A continuum plenary shows pupils understanding of how much the revolt improved life for peasants.

Sixth lesson in the scheme - how was the power of the monarch challenged in medieval England? Lesson exploring the impact and significance of the Black Death. Starter recapping medieval understanding of the causes of the Black Death, rally-robin source task, video notes assessing positive and negative impacts of the Black Death, categorisation of the long and short term impact of the Black Death (could be done as a card sort instead), video assessing the positives for the peasants of the Black Death, leading to differentiated summary question choice on the overall effects of the Black Death on England.Finally, a judgement line plenary assesses pupil understanding of the impact. NB - significance assessment plan is attached for homework for use in the following lesson.

Two lesson sequence exploring the development of the ‘special relationship’ under Blair and Britain’s involvement in the ‘War on Terror’ The lesson starts with a recap of what the special relationship was like by 1997, leading to assessment on how Tony Blair would change/develop this based on his ideology/leadership style. Using the hand out students list similarities and differences of the relationship under Blair, moving to analysis of a source on the ‘Blair Doctrine’ using the TEACUP frame. A clip allows students to assess how events in Yugoslavia and Sierra Leone gave Blair confidence, leading to assessment of the changes that 9/11 brought to British foreign policy. Students then categorise why the invasion of Iraq occurred, moving to assessing why the invasion of Iraq was/is so controversial. Students then analyse a source from 2006 to consider how foreign policy developed under Blair, leading a table analsying how Britain’s position in the world had changed by 2007.