Lesson exploring the way that Harold Godwinson died. Starter utilises the bayeux tapestry scene to explore how Harold is portrayed as being killed. Pupils then investigate five sources and complete the table to analyses the content and provenance of the sources. This is brought together with a paired summary analyses enabling students to reach a conclusion, leading to supported judgement on their own theory on Godwinson’s death.

Two lesson sequence exploring who thought they deserved the throne and why their claims were valid/invalid. The starter explore how the throne was passed on in Medieval England the positives and negatives of each method. A peer-assess describe question is included. The main task is individual research of one claimant which leads into a snowball/market place the following lesson to share the learning of all the claimants, leading to a judgement on who had the strongest/weakest claim to the throne. An explanation question is included to assess student understanding and corners plenary assesses all students. A homework task (optional) is included which tests who had the stronger claim of Godwinson and William linked to the 12 mark essays for AQA 8145. Plan included.

*Thirteenth lesson in the scheme - how the Normans changed England * Lesson exploring which area of life saw the most change under the Normans. GCSE style interpretation starter, video introducing key changes - students thematically categorise them, thematic card sort categorising the key changes, completion of living graph (attached at the end of the PPT), GCSE describe style question summarising the key changes made to England leading to a voting plenary on the area that saw the most change.

Knowledge organiser summarising the key changes the Normans made to England and how they were able to keep control. Suitable for KS3 or GCSE revision.

*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.

Second lesson of the scheme - changes made by the Normans to England Lesson exploring the use of land/Feudal system by William. Starter for 10 recaps previous learning, video introduces the feudal system leading to a labelling exercise of the system in action explaining the different roles, table creation of the positive and negatives of the system using the hand out, discussion plenary on the benefits of the system for William.

*Sixth lesson in the scheme - how the Normans changed England * Lesson exploring how castles helped the Normans to keep control of England. Pevensey castle starter - links to prior lesson on defensive features, information hunt on Pevensey, picture annotation around William - how castles helped him, choice of differentiated summary questions to demonstrate learning, judgement line plenary on how important castles were in keeping control.

Lesson exploring the changing nature of Britain’s relationship with Europe under Thatcher. Recap starter gets pupils to review existing knowledge of the EEC/Europe (included in PPT), leading to a video giving an overview of Thatcher’s views on Europe and others views on Thatcher. Students split up and plan half an answer to a 25 mark essay question: The Conservative party was pro-European between 1973 and 1987’. Assess the validity of this view after ‘bugging’ the question. After 15 minutes pupils swap and teach each other - focus on explanation and assessment at this stage. Criteria for Level 4 and Level 5 is shared with students who use this to craft an essay judgement using their learning from the lesson. A continuum plenary assesses the strength of Britain’s relationship with Europe by 1987. An assessment (20 mark source adaption) planning sheet is included on Thatcher’s foreign policy - for use as a timed piece in the following lesson.

*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 the significance of the Gulf of Tonkin in the US escalation in Vietnam. The starter recaps key definitions and asks students to explain their role in US involvement, the next activity introduces the Gulf of Tonkin using a small video, pupils then analyse President Johnson’s views and reluctance to escalate in the context of the election, pupils then ‘storyboard’ the incident using symbols to review the key events, building towards a ‘write an account’ question style (planning grid on the main hand out).

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.

Lesson exploring the Norman link to the throne of England. The starter recaps the position of Normandy and its significance, the main task is a carousel/information hunt to discover why the Normans were important and why William felt he had a claim to the throne. Bringing it all together pupils list why William would be an effective King and using the information on the slides assess ‘how’ significant Normandy was to England by 1066.

*Twelfth lesson in the scheme - how the Normans changed England * Assessment lesson exploring the changes the Normans made to England. Starter using assessment plan completed for homework - opportunity to peer-assess/improve, annotation of sample paragraph exploring WWW/EBI (attached at end of PPT for printing out in pairs), discussion of improved paragraph, time given to write assessment with continuum plenary allowing pupils to show the extent of change they think the Normans brought to England.

First lesson in the scheme - how was the power of the monarch challenged in Medieval England Lesson exploring interpretations of King John. Interpretation starter exploring ideas of John as a King, video exploring the views of John presented in modern media, comparison of Richard and John - annotation of their personalities based on the profiles, source analysis leading to a table creation on the positive and negative aspects of John’s character, individual written interpretation of John, leading to a vote/judgement line plenary on John as a King.

*Tenth lesson in the scheme - how the Normans changed England * Lesson exploring the change and continuity in religion under the Normans. Source starter introducing religion in medieval England, discussion of statements to explain the importance of Norman control of religion at the time, analysis of the changes made through table completion, group assessment of the positives of religious changes leading to a judgement line plenary on the importance of changes made to religion.

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).

For AQA 8145 spec: Exploration of three potential suitors for Elizabeth and arguments for and against why she did not marry. Building to "How convincing" question with model answer.

AQA 8145 - Starter key words match up (e.g. idle-poor, vagabonds) definitions, video hyperlinked in to introduce types of poor, leaflet design warning society about the different types of poor, card sort on how different towns dealt with the poor and summary hypothesis on how the government as a whole could deal with the issue of poverty.

For new Germany unit - 1890-1945 Starter video recapping Reichstage fire and assessment of Hitler's position after this, information hunt activity concerning the different factors enabling Hitler to eliminate outside opposition (e.g. Enabling Act...), judgement activity on most significant factor and judgement line plenary.

For AQA 8145 conflict and tension 1919-39 One lesson analysing the successes the league had. Recap starter on issues the league faced, decision making task - can do individually/paired or grouped. There are 10 situations and each needs a solution using the league sanctions. This can be fedback and compared to what the league did - opportunity for analysing the successes and failures of this, building towards a "write an account" style question on how the league dealt with crises 1920-35.