Lesson five in the series of lessons focusing on Kenilworth Castle - the historic environment study 2021 The lesson focuses on recapping the key aspects of Kenilworth and why Dudley rebuilt it. The lesson starts with a review of the five main factors in a ‘giant post-it note’ task, leading to students using the AQA produced resource booklet on Kenilworth, and the previous lessons to complete the A3 knowledge audit. Students then discuss what Kenilworth can tell them about Elizabethan England, leading to a written answer on how Kenilworth Castle would have influenced Elizabethan England. Finally a taboo plenary recaps key terminology.

Lesson four in the series of lessons focusing on Kenilworth Castle - the historic environment study 2021 The lesson focuses on what other factors were significant in the development of Kenilworth Castle. The lesson starts with a brainstorming of why Dudley wanted to rebuild Kenilworth leading to two videos showing the different motivations (traitorous legacy and royal progresses). Students then complete the worksheet assessing the different factors and explaining why they would motivate Dudley to rebuild Kenilworth. The lesson culminates in a judgement on which factor would be most significant, finishing with a brain dump recapping the key factors involved in motivating Dudley.

3 retrieval grids covering Unit 5 of Britain 2S allowing students to revise, self-test and complete retrieval practice.

3 retrieval grids covering Unit 6 of Britain 2S allowing students to revise, self-test and complete retrieval practice.

3 retrieval grids covering Unit 4 of Britain 2S allowing students to revise, self-test and complete retrieval practice.

3 retrieval grids covering Unit 3 of Britain 2S allowing students to revise, self-test and complete retrieval practice.

3 retrieval grids covering Unit 2 of Britain 2S allowing students to revise, self-test and complete retrieval practice.

3 grids covering the content of Britain 2S unit 1 to enable retrieval, self-testing and revision

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.

Lesson two in the series of lessons focusing on Kenilworth Castle - the historic environment study 2021 The lesson focuses on the changes Dudley made to Kenilworth. The lesson starts with a comparison of 14th and 16th century Kenilworth with students identifying the changes they can see, leading to consideration of why these changes would be made. Using the hand out students complete the table assessing what specific changes were made (e.g. the gardens, gatehouse), thinking about which aspect Dudley changed the most. Students then explain why Dudley made these changes, choosing which they think was the most significant and why. Finally a 3,2,1 plenary recaps key content from the historic environment site.

Lesson one in the series of lessons focusing on Kenilworth Castle - the historic environment study 2021 The lesson focuses on the role Dudley played in Elizabeth’s life, introducing Kenilworth. The lesson starts with a recap of prior knowledge of Dudley from the ‘marriage’ lesson. Using the hand out students create a living graph showing how the relationship between Dudley and Elizabeth developed over time. Students then assess how their relationship would have been viewed by groups such as the royal court, privy council etc. leading to a ‘write an account’ question on the role Dudley played in Elizabeth’s life. The plenary assesses how far Dudley and Elizabeth came to marrying through a continuum.

4 pack of resources focusing on the three key aspects of Elizabethan England and specific focus on the Spanish Armada historic environment 2020 study. Useful for revision in class, starters/plenaries or knowledge retrieval homework.

4 pack of resources focusing on the key time periods: Medieval, Renaissance and early modern, 19th century and modern. Useful for revision in class, starters/plenaries or knowledge retrieval homework.

3 pack of resources focusing on the three areas of study within Conflict and Tension in Asia 1950-75. Useful for revision in class, starters/plenaries or homework knowledge retrieval.

3 quizzes for each key question within the America 1920-73 AQA 8145 unit - great for revision, starters/plenaries or homework knowledge retrieval.

Lesson reviewing the position of Britain under New Labour by 2007 The lesson starts with a video exploring the rise and fall of New Labour, allowing students to assess the key positives and negatives under Blair. Students then complete one aspect of the review table, leading to a snowball task where students teach each other. Students then use the completed table to assess the greatest successes and failures for New Labour, leading to a plenary assessing the overall impact of New Labour on Britain by 2007.

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.

Lesson exploring the relationship with Europe under Blair and New Labour. The lesson starts with a recap of the relationship under Thatcher/Major, leading to a clip allowing students to assess how Tony Blair would change this relationship based on his ideology/leadership style. Students then analyse the aims of British foreign policy using a Robin Cook source, moving on to assessing how Britain’s role in Europe became more positive/tensions continued. A plenary assesses what factors continued to inhibit Britain’s relationship with Europe in this period, focusing on long and short term issues.

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.