Third and fourth lesson in The Globe historic environment series The lesson starts with an introduction to the Globe for pupils to read through. The video then explores the Globe with an accompanying video note sheet. Pupils then need a copy of the AQA resource source booklet on The Globe to analyse ONE source each - they will then feedback as a group. The lesson concludes with pupils listing what the Globe tells them about Elizabethan society and then a taboo plenary - the focus on society will be built on in the next lesson.

Second lesson in The Globe historic environment series The lesson recaps prior knowledge of the theater and moves on to focus on those who supported/disliked the theater. Pupils use the information to create a table comparing supporters/opponents - then a group task further develops this by giving each table one group (e.g. the Gentry) to focus on. Judgement line plenary lends itself to a judgement on how positive the theater was for society and the government.

Two lessons focusing on revising key content and all question styles from the Health and the People topic. The starter gets pupils to recall key individuals and topics. Each question style is then broken down and planned in a structured way, covering as much content as possible. Rolling revision progress check recaps key content before the 16 mark essay question is covered.

A two lesson resource focusing on the four question styles on Elizabethan England. Trio starter, leads into planning of the first three question styles using spec questions and additional questions. The Hardwick Hall section includes a card sort and opportunity to review the key changes Hardwick Hall demonstrates before planning an answer to the Hardwick Hall question on the spec paper. These lessons should thoroughly cover the skills and much of the key content pre-examination.

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 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).

Homework booklet to cut down teaching time for the AQA 8145 Elizabethan unit. The booklet focuses on society, theatre and the Spanish Armada with thinking tasks designed to encourage understanding.

Revision resource outlining how to answer the ‘8 mark write an account’ question style. Firstly the resource outlines how to answer the question, modelling examples. The students can then plan their own answers within a variety of contexts.

Revision resource outlining how to answer the ‘8 mark how convincing’ question style. Firstly the resource outlines how to answer the question, modelling examples. The students can then plan their own answers within a variety of contexts.

Revision resource focusing on how to answer the 16 mark ‘Hardwick Hall’ question on Paper 2. The resource models the structure and models examples of good practice, offering pupils then the chance to structure their own answer. The key changes demonstrated by Hardwick are also included.

Revision resource focusing on how to answer the 8 mark ‘explain how/what was important’ question on Paper 2. The resource models the structure and models examples of good practice, offering pupils then the chance to structure their own answers. Several question styles included.

Lesson exploring how to answer ALL the question styles for Conflict and Tension 1919-39. Starter for 10 recaps key knowledge - the rest of the lesson focuses on scaffolding students through how to answer the key questions within this unit.

Revision resource focusing on how to answer the 8 mark ‘write an account’ question on Paper 1. The resource models the structure and models examples of good practice, offering pupils then the chance to structure their own answers. Several question styles included.

Revision resource focusing on how to answer the 12 mark ‘how useful?’ question on Paper 1. The resource models the structure and models examples of good practice, offering pupils then the chance to structure their own answers following the ‘MAP’ frame. Several question styles included.

Revision resource focusing on how to answer the 16 mark essay questions on Paper 1. The resource models the structure and models examples of good practice, offering pupils then the chance to structure their own answers. Several question styles included.

Revision resource focusing on how to answer the 8 mark ‘how useful?’ question on Paper 2. The resource models the structure and models examples of good practice, offering pupils then the chance to structure their own answers following the ‘MAP’ frame. Several question styles included.

Revision resource focusing on how to structure the 16 mark statement essay question (e.g. How far has religion been the most important factor in bringing medical development. The sheet models the responses and allows opportunities for students to practice these questions in a variety of contexts.