Lesson outlining the causes and impact of the Good Friday Agreement. The lessons starts by reviewing the Downing Street Declaration and linking it to wha it was like in northern Ireland by 1997. Pupils then use the hand out to underline and annotate why there was a good chance that peace could be achieved in 1997. A video then outlines the Good Friday Agreement with a focus on the positives and negatives of this. Using the video and hand out students then explore the disagreements that emerged after the GFA. Students then bring their learning together and list the main reasons for the success of the peace process in Northern Ireland. A summary timeline is completed for homework outlining the key aspects of Northern Ireland from 1960, categorised into successes and failures.

Lesson exploring the constitutional change enacted by the Labour Party after 1997. The lesson starts with images outlining key areas of constitutional change wanted by the Labour Party. This leads on to a video explaining devolution for Scotland and Wales, moving to students exploring the three key areas of change (devolution, reforms to parliament and citizens rights) in a snowball activity. Students then analyse the successes and failures of the reforms and the long and short term impacts, building to students linking back to New Labour promises and comparing how far constitutional changes met these promises.

Lesson exploring the ideology of Blair and New Labour. The starter recaps prior learning of why Labour won the 1997 election, leading to a video clip showing Blair on the eve of election victory. Students then analyse a source to find the meaning, exploring what Blair is trying to convey about New Labour. Pupils then analyse the 1997 election manifesto in pairs, assessing why New Labour appealed to the public. A final clip explores Blair’s reaction to the death of Princess Diana and why this appealed to the public. The plenary asks students to explain to their partner what the ‘third way’ was and successes and limitations of this.

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.

Lesson exploring the relationship with Europe 1951-64 and the attempt to join the EEC. The starter explores the benefits and negatives of being in the EU with a link to Brexit. Students then analyse a source exploring British foreign policy aims, with focus on Britain’s view of itself as a world power at this time (leading to a 25 mark essay in two lessons time). Students then rank why Britain initially did not become a member of the EEC, linking to a clip from ‘Yes Minister’ discussing the role of Brussels. Students then explain why Britain attempted to join the EEC in the 1960s, leading to a group task assessing four key reasons why Britain was unsuccessful (De Gaulle, Commonwealth, economic successes and British political attitudes). The plenary asks for a judgement on which factor was most significant in preventing British entry.

Lesson exploring how the Special Relationship between Britain and the USA changed 1951-64. The lesson starts with exploring students understanding of what the special relationship is, leading to a discussion on who holds the balance of power within it. Students then watch four videos to explore four key events - Burgess and Maclean, nuclear deterrent, Korean War and Suez Crisis (hyperlinked in), completing the table as they go. Using the Oxford AQA Making of Modern Britain textbook students then add to their table, exploring which issue/event had the biggest impact on the Special Relationship. Students then colour code the table showing how Britain was and was not still a world power by 1964, leading to a table showing change and continuity in the Special Relationship at this time. Finally a continuum plenary asks students to assess where they would place Britain on a scale in terms of their position as a world power by 1964 (links to 25 mark essay after the next lesson).

Lesson exploring the Conservative election victory in 1951 and the post-war consensus. The lesson starts with a recap snowball of Britain by 1951. Pupils are then introduced to how to approach assessing the value of a source using a source regarding the Attlee legacy by Hugh Dalton. Students are guided through assessing the content and provenance, using the source on the sheet to highlight and annotate. A video then assesses why the Conservatives were successful in 1951 in comparison to Labour under Attlee, leading to a ranking exercise of the reasons for the post-war consensus regarding key policies. The plenary asks students to explain why there was a post-war consensus and why this would help the Conservatives to maintain support from the electorate.

Lesson exploring the divisions within the Labour Party 1951-64, with focus on the Bevanites v. Gaitskellites. The starter uses the previous lessons exploring the Conservative leaders, asking students to assess why the Conservatives were more popular. A video then introduces the divisions regarding the nuclear deterrent and a second video assesses the divisions regarding Clause IV. Students then analyse the profiles of Bevan and Gaitskell and assess the strengths and weaknesses of each and the significance of this division on the elections results 1955 and 1959. Pupils then rank the reasons for division in terms of significance, leading to a ‘write an account’ question on the reasons for Labour divisions. A corners plenary allows students to assess the relative significance of the different factors in causing the divisions in the party up to 1964.

First lesson in the Britain 2S A level unit allowing students context of 1950s Britain. The lesson starts with an overview of the A Level, moving on to looking at three videos to explore 1950s society and politics. A data capture activity allows students to gain an overview of the period, leading to a brief source analysis activity of Britain’s position in the world in the 1950s. A reduction plenary allows students to summarise Britain’s position by the 1950s. NB: A ‘how to answer the questions’ guide is also included, to give to pupils at the start of the unit.

Lesson exploring the increase in living standards under the Conservatives, with a focus on consumerism and affluence. The starter explores what it means to be affluent using two case studies, leading to an exploration of a source showing the changes in the lives of people in the 1950s. Three videos (adverts) explore the changes in consumerism and disposable income, leading to a discussion on the causes of affluence. Students then use the handout to explore how and why people felt better off and defining consumerism. This leads to a spider diagram on the impact of affluence. The plenary asks students to consider if this new affluence was widespread assessing the position of the working, middle and upper classes.

Lesson exploring what ‘the establishment’ was in the context of 1951-64. The starter asks students to define what they understand of the establishment, followed up by a definition that students can highlight and discuss. Students then annotate the profiles of the Conservative PMs in this period, showing how they were associated with the establishment. A clip of ‘That Was The Week That Was’ introduces the ideas of challenges to the establishment, leading to use of the Oxford AQA textbook pp. 21-23 to list ways that deference declined in this period. The plenary asks students to consider the political and social impact of the establishment on Britain.

Lesson exploring the post-war boom and the notion that people had ‘never had it so good’. The starter asks students to consider features of a healthy economy, moving on to assessing the famous Harold Macmillan quote and thinking why it may not be valuable. A PPB of the Conservative party allows students to assess Conservative successes, leading to a ranking card sort of the factors causing the post-war boom. A judgement is then reached regarding the most significant factors. Pupils then analyse economic data to assess the reality of the boom, leading to a plenary comparing industrial production in Britain to other nations. This leads into the following lesson assessing the ‘negatives’ in the economy.

Lesson planning a 30 mark source question focused on the successes of the British economy 1951-64. The starter explores the mark scheme, asking students to consider what makes a L4/5 response. Pupils then add to their TEACUP analysis homework of one source, using this to complete the content, tone, provenance planning grid in relation to the question. Pupils then feed back their analysis whilst the other groups complete the rest of the planning grid. A post-it plenary asks students to assess which source they find the most valuable and justify their choice. This answer can then be written in timed conditions in class or for homework depending on curriculum time.

Lesson exploring the negative elements of the British economy 1951-64. The lesson starts with pupils listing features of a troubled economy, leading to a comparison of Thorneycroft and McLeod’s theories and the impact on the Conservatives. Pupils then use the hand out to create a table comparing the successes and failures of the economy in this period, leading to a judgement line on how healthy the economy was. The homework is planning ONE source to address the 30 mark source question in the following lesson, allowing pupils to practice skills of primary source analysis.

Lesson allowing students the opportunity to review all content from Unit 1 of Britain 2S. The lesson starts with an introductory video on the state of Britain by 1964. Students then focus on one aspect of Britain (politics, economy, society and foreign policy) using the textbook/class notes. Students then snowball the information with other groups to complete the A3 sheet. Students then use the sheets to assess the greatest successes/areas of failure for the Conservatives during this period, leading to a judgement line plenary.

Lesson focusing on planning an answer to: “By 1964 Britain could no longer consider herself a world power” (25 marks). The lesson starts with pupils recapping the previous three lessons focusing on how Britain was and was not a world power by 1964 (evidence gathering). Students then use the mark scheme to set a target from their previous 25 mark essay to achieve the level above. Split the students in half with half planning one side of the essay, the others opposing the argument, then pair students up to swap their learning. The plenary links in to the judgement element asking pupils how far they agree Britain was no longer a world power by 1964.

Lesson exploring the development and impact of penicillin, linked to the 9 mark similarities question. The lesson starts with a video with a note sheet, leading to a categorisation card sort task asking students to apply the key factors to the different cards (war, individuals, luck, communication, science and technology). Students then use the cards to explain how the different factors contributed to the development of penicillin, leading to a quick video recap on the impact of penicillin. Students then reach a judgement on the most important factor in the development of penicillin. Using all of their learning students plan and answer the following question: Explain two similarities of the work of Louis Pasteur and Alexander Fleming (8 marks). Students then self or peer-assess their answers using the assessment grids.

Lesson exploring the short, medium and long term significance of Germ Theory on medical understanding. the lesson starts with a ‘factors’ sheet - asking students to categorise the evidence and explain how contributed to the understanding of germs/discovery of vaccines. Using the cards students then populate the significance table, moving on to explaining why this evidence is so significant. Using the table students complete the 8 mark assessment: Explain the significance of the discovery of Germ Theory (8 marks) - a model answer and assessment grid is included which can be used for peer/self-assessment.