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).

A two lesson sequence focusing on why the Conservatives fell from power in 1964, including a practice 25 mark essay and model answer. The lesson starts with what factors cause a government to lose support, leading into an assessment of the factors involved with the Conservative Party. Students then assess the relative significance of the various factors in causing the Conservative loss in 1964. The lesson then moves to analyse the role of the Profumo Affair in the Conservative fall from government, using a video and a contemporary newspaper to assess the impact of the scandal. Pupils then assess the impact of Douglas-Home on the loss of support, moving to contrast him with Harold Wilson in the Labour Party (video and note sheet included). Students then plan a segment of the following essay: “The Conservatives lost the 1964 election as they were outdated and out of touch with the electorate”. Assess the validity of this view (25 marks). Students use the mark scheme to understand how to achieve Level 3 and above in their answer, moving on to planning a segment using the DEAL frame. Pupils then complete the plan for the essay for homework.

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.

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 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.

Lesson comparing the role of Louis Pasteur and Robert Koch in the development and acceptance of Germ Theory. The starter recaps prior learning of both men, leading to knowledge audit using the statements on the PPT. In groups students use the skim reading task, the previous lesson and the A3 sheets (photocopied from AQA Oxford Thematic Studies textbook) to create a poster campaigning for either Pasteur or Koch. Students then present to the group. Students then use the cards showing the role of each man to rank in terms of significance, using these to answer a question assessing who played the most significant role in the development of Germ Theory. A judgement line plenary allows assessment of pupil views.

Knowledge organiser covering the key content for unit 1 of Britain 2S. The key focus is on politics, economy, society and foreign policy.

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.

Knowledge organiser covering the Unit 5 - Towards a new consensus topic (end of Thatcher and Reagan) - useful for introduction/retrieval/revision

Revision grid with activities linked to key questions for the AQA Elizabeth 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 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.

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.

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.

Lesson 5 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson begins with a recap of the religious settlement and how Catholics and Protestants would have been pleased. Students then explore a source showing the impact the church had on people, before using a handout to review the role of the church in daily life an din enforcing the religious settlement. Students then create a perfect paragraph for the 12-mark explain question using the suggested pointers, leading to a plenary review of the role of the church and the part in played in maintaining religious order.

Lesson 25 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This double lesson explores why the attempts to colonise Virginia was significant. A starter for 10 recaps the learning on society, leading to an explanation of the significance of Virginia for England, ranking the most to least significant. Students then complete a carousel activity examining the reasons why the colonisation of Virginia failed. Students then apply their learning from the past three lessons to the following 16-mark essay question: ‘The main reason that voyages of exploration were undertaken during Elizabeth’s reign was to increase England’s wealth.’ How far do you agree? Explain your answer. (16) You may use the following in your answer: • Spain and the New World • Elizabeth I You must also use information of your own. This can be answered timed, or at home. Finally, students assess how far they think the failures in Virginia were due to Walter Raleigh.

Lesson 17 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on how education developed in Elizabethan England. A picture starter introduces the topic, leading to a video introducing the education development at the time. Students then explain how attitudes developed towards education, leading to a task where students assess how different classes and genders were impacted by educational changes. The lesson culminates in an explanation of how education grew, leading to a recap plenary reviewing the educational changes.