A revision double lesson focusing on reviewing the political and economic issues under Major and his leadership. The lesson begins with anagram unscrambles and definitions, moving into a revision clock of the key political and economic issues. Students then analyse a source regarding the 2002 election, leading to an essay plan assessing Major’s strengths and weaknesses. Finall, a trio plenary allows students to make and explain links between topics and factors.

A double-lesson, reviewing the whole of unit 6 - the era of New Labour in the Britain 2S module. The lesson begins with a ‘who am I’ starter reviewing the key individuals in this unit, moving on to reviewing the whole period completing the table and assessing the overall successes and failures under New Labour. Students then explore the content, motive, provenance and knowledge associated with a source on Conservative divisions and failures in the period before completing 3, five-minute essay plans on various strands of the unit. Finally, students review the four key reasons why Labour were electorally successful in a group activity before assessing the overall success of Labour in a judgement line plenary.

A double-lesson, reviewing the whole of unit 4 - 1979-87 in the Britain 2S module. The lesson begins with students creating their own interpretation of Thatcher, recapping the concept of Thatcherism using a video. Students then review the whole period completing the time line, moving onto assessing the successes and limitations of Thatcher economics in a card sort task. Students then explore the content, motive, provenance and knowledge associated with a source on Thatcher’s views of Europe before completing an essay plan regarding industrial disputes. Finally, students review their learning in a ‘trios’ plenary, making links between key concepts, individuals and events throughout the period.

A double-lesson, reviewing the whole of unit 5 - 1989-97 in the Britain 2S module. The lesson begins with students ‘unscrambling’ the scrambles and defining the word/events. Students then complete the revision clock reviewing the political changes within this period, leading to a knowledge organiser review of society and foreign policy. Students then explore the content, motive, provenance and knowledge associated with a source on why the Conservative’s won the 1992 election before completing an essay plan regarding race relations by 1997. Finally, students review their learning in a ‘trios’ plenary, making links between key concepts, individuals and events throughout the period.

*Ninth lesson in the scheme - how the Normans changed England * Lesson exploring the health of medieval England. Positive and negative annotation of a source starter introduces conditions in medieval England, video expands on the positive and negatives, group task analysing either a medieval town or monastery (timed challenge), one stay another stray activity to share information about both factors to complete the table, differentiated summary questions for pupils to demonstrate their understanding, corners plenary assessing why monasteries were healthier than other areas. NB - the textbook pages used are from the AQA 8145 thematic studies booklet Health and the People (pp. 16-19)- i cannot upload due to copyright.

Lesson exploring the impact of the Plague on medical development. Starter for 10 recapping previous learning (answers included), hyperlinked video on the Plague, plague worksheet with assessment of attempted solutions, planning of similarities with black death answer, plenary assessment of a model paragraph for students to focus on WWW and EBI.

Video starter - notes on how the media reported the war and the impact it had, use the hand out to create a 'living graph' showing the positive and negative impacts of the media reports as the war progressed, card sort on the impact of the media, signficance plenary (written and either judgement line, post-it or continuum).

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.

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

*Fifth lesson in the scheme - how the Normans changed England * Lesson exploring how castles helped the Normans to defend themselves. Picture video identifies features of defence, leading to a labelling exercise, carousel data capture activity, justification of the ‘best’ method of defence leading to GCSE style interpretation plenary.

*Eighth lesson in the scheme - how the Normans changed England * Lesson exploring the role of the Medieval village in helping the Normans to keep control. Source starter recaps the life of a peasant, inference using a source to investigate life in a medieval village, source worksheet and table completion, assessment of key roles in the village, analysis in a table of how the village helped the Normans to keep control, leading to an explanation plenary on the importance of the role of the village to the Normans.

Lesson exploring who the Vietcong were, their aims and why people supported them. Video starter introduces the VC; the next activity focuses on the impact of Le Duan’s report to Ho Chi Minh; pupils use the hand out to explain why people supported the VC and finally explore what guerrilla tactics were and why they would work (more detail is explored in a alter lesson).

Two lesson sequence exploring the extent of multiculturalism in Britain by 2007. The lesson starts with a video focusing on the legacy of the murder of Stephen Lawrence, asking students what they can infer about equality in the 1990s. Using the first side of the hand out students create a table showing progress/tensions re. integration, leading on to a report on the 7/7 bombings and the impact. A clip of a speech by David Cameron promotes discussion around the idea that ‘multiculturalism’ was dead by this point. Students then categorise the responses to the 7/7 bombings into positive and negative, focusing on the long term impact on race relations. A judgement line plenary allows students to show the extent of their agreement to the idea that Britain was a muticultural society by 2007, leading to a 10 mark source practice homework question on community relations.

A double-lesson, reviewing the whole of unit 1 - 1951-64 in the Britain 2S module. The lesson begins with a ‘trio’ starter, leading to a timeline (colour coded) of the key events, individuals and issues in the period. Students then review key terminology associated with this unit, moving on to an exploration of the essay markscheme and structure and a 25-mark essay plan. Students then explore the content, motive, provenance and knowledge associated with a source on 1960s society. A group task explores the different reasons why Britain could and could not be considered to be a world power, culminating in a judgement line plenary assessing the successes of the Conservatives during this period.

A double-lesson, reviewing the whole of unit 2 - 1964-70 in the Britain 2S module. The lesson begins with a ‘links for learning’ starter exploring the links between individuals, events and issues at the time. Students then review the whole period completing the table exploring the impact and relative successes for Britain in this period. A ‘who am I’ task reviews the key individuals from this period. Students then explore the content, motive, provenance and knowledge associated with a source on 1960s social change before completing 3, 5-minute essay plans to apply the key content in a variety of ways. A group task explores the different reasons why Labour lost the 1970 election, culminating in a 3,2,1 plenary reviewing some of the key issues within this period.

Lessons three and four in the series of lessons focusing on Kenilworth Castle - the historic environment study 2021 The lesson focuses on the how Dudley used Kenilworth and the developments he made to ‘win over’ Elizabeth. The lesson starts with a video reviewing the learning on Kenilworth so far, leading to another video which explores Elizabeth’s preferences for Dudley. Students then complete the data capture sheet in a carousel task assessing how Dudley used aspects of Kenilworth to appeal to Elizabeth (e.g. the gardens). Students then explain how Dudley tried to use Kenilworth to gain Elizabeth’s hand in marriage, moving on to a group debate about why Dudley failed to win over Elizabeth. This leads to a judgement line plenary assessing if regardless what Dudley did to Kenilworth, would Elizabeth have always rejected him. This sets up the next lesson - other motivations for Dudley’s changes to Kenilworth.

Two lesson sequence exploring VC tactics (tunnels, Ho Chi Minh trail and booby traps), building towards a 12 mark utility question. Starter recaps the VC, pupils then create a symbol poster on one tactic before analysing the advantages and disadvantages of each tactic using the worksheet. The second lesson focuses on exploring utility using the MAP frame (Meaning, Agree and Provenance) culminating in pupils planning a 12 mark response.

Two lesson sequence exploring the feminist movement in the 1960s. Whiteboard starter recapping position of women in 20s, 30s, 40s and 50s, video and note sheet (hyperlinked) showing issues facing women and how they protested in the 1960s, timeline creation (carousel activity) showing key legislation/events ( equal pay act, NOW, Women Bill of Rights, ERA, Roe v Wade) with key information included, interpretations grid analysing contrasting views on the impact of feminism - allows scaffolded planning for the first three interpretations questions (how differ, why differ and which is most convincing), comparison plenary of campaigns - civil rights or feminism: similarities and differences and which was most successful and why.

Lesson exploring the role of MLK through 1950s and 60s protests. Recap starter of existing knowledge of MLK, video interpretation of King, carousel activity exploring events like the bus boycott, sit ins, freedom marches etc, activity on significance of King using all learning, significance scale pyramid plenary, essay homework and model answer built in.

A workbook that reviews the key content required for the 2025 Historic Environment study on Hardwick Hall. The booklet covers why manor houses were built, who Bess of Hardwick was, typical features of manor houses, how Hardwick Hall was and was not a typical manor house, changes reflected by Hardwick and essay planning.