Lesson reviewing key content and linked to exam skills for Hardwick Hall. Recap starter on Hardwick, use of diagram to define how Hardwick is a "typical" manor house, card sort matching key features to key changes (e.g. rise of the Gentry), use of the cards to create PEE points linked to the 16 mark essay question, model paragraphs linked in to show use of PEEEE skills, post-it plenary writing criteria to the 16 mark essay question.

Lesson 12 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on how England and Spain were vying for power of the seas and links in Drake’s circumnavigation. The lesson begins with a trio starter, recapping key terms/content. Students then explore Elizabeth’s foreign policy aims and how she could achieve them. Students then create a timeline of Drake’s events to plot how this impacted on Spanish relations. Students then explain what was the most significant outcome of Drake’s voyages, leading to a group task assessing the relative significance of each outcome. Finally, students show on a post-it note their opinion of the most important outcome.

Lesson 13 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the how England and Spain’s relationship deteriorated, linked to the Netherlands. The starter focuses on Elizabeth’s options over Spain sending troops to the Netherlands in 1567, leading students to assess the pros and cons o Elizabeth’s early actions. Students then create a ‘living graph’ showing the extent of influence/control both Spain and England had at key points between 1567-1584. Students then review Elizabeth’s role in the worsening of relations, leading to a judgement line plenary.

Lesson 6 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the Puritan challenge to the religious settlement. The lesson begins with an inference starter on Puritan beliefs, before students link in why the religious settlement left some angry. Students then create a symbol poster reviewing the key aspect of Puritanism and the anger around crucifixes and vestments. Students then use the learning from the lesson to plan an answer to: Explain why the Puritans challenged Elizabeth’s religious settlement. You may use the following in your answer: • vestments • the Act of Uniformity You must also use information of your own (12 marks) Finally, students review the past three lessons in a retrieval plenary.

Revision booklet for America 1920-73 - part 1: 1920-29. The booklet includes key information and guided tasks to review the key content in preparation for the exams.

Revision booklet for America 1920-73 - part 3: Post-War America The booklet includes key information and guided tasks to review the key content in preparation for the exams.

Revision booklet for America 1920-73 - part 2: Depression and the New Deal The booklet includes key information and guided tasks to review the key content in preparation for the exams.

Lesson 8 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the problem posed by Mary Queen of Scots. The lesson starts with a recap of existing knowledge of Mary, linking in a video exploring her background and key events associated with her. Students then create a timeline exploring how she came to be in England, with focus on Elizabeth’s actions. This then leads to an exploration of Elizabeth’s options, with students considering the strengths and weaknesses of each for Elizabeth. Finally, students summarise the pros and cons of the choice made by Elizabeth to hold Mary captive in England.

Lesson 7 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the threat posed by Catholicism to Elizabeth/England by 1569. The lesson starts with a consideration of the views of the Pope, and how this would influence other Catholics. Students then explore the situation by 1568 using an interpretation, moving to an assessment of the different Catholic threats/Elizabeth’s responses by 1569. Students complete the table explaining the extent of each threat. Linking to this, students then assess the relative significance of the different threats, before holistically considering the extent of threat to Elizabethan England. Finally, students explore the successes and failures of Elizabeth in dealing with the Catholic threats.

Lesson 9 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the rebellion of the northern earls in 1569. The lesson begins with a recap of previous knowledge off the rebellion, leading to a video which introduces the causes, events and consequences. Students then use the information sheet to choose the three key points on: Causes, individuals, religious reasons, political reasons, events and significance. Students then practice a perfect paragraph on a 12-mark explain question (Explain why Catholic threats to Elizabeth increased after 1566), finishing with a plenary linked to ‘what to do with Mary, Queen of Scots’ after the rebellion (links to next lesson).

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.

Lesson 4 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson begins by exploring the differences between a Catholic and Protestant church, allowing students to identify areas of disagreement. Students then read through the key areas of the Relgious Settlement and create a table showing the positives and negative impacts of this. Students then link this to a 4-mark ‘describe two features’ question, self or peer-assessing the answer. Moving on, students categorise cards into the overall positive and negative effects of the Religious Settlement, reaching a judgement on the most significant. Students then assess how successful they think Elizabeth’s attempts were at solving the religious divisions in 1559.

Lesson 3 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson begins by comparing Catholic and Protestant beliefs, and exploring why there would be conflict. Students then complete a guided reading article, gaining context on the English Reformation and the situation for Elizabeth by 1558. The lesson then moves to explore the three key problems facing Elizabeth, allowing students to explain why each was an issue, and potential solutions that could be found. The lesson culminates in a retrieval plenary, allowing a review of the past three lessons.

Lesson 2 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson starts by exploring students existing knowledge of Elizabeth, linking this to the Tudor family tree and why she was an ‘unexpected queen’. Students then explore one interpretation to introduce the problems faced at the start of her reign. Students then are given one problem to teach the rest of the group, building on this later by ranking the six key problems (legitimacy, marriage, French threat, religion, financial weakness and Mary, Queen of Scots) and explaining which posed the more significant threat. Linking to the previous lesson students aim to ‘solve’ the problems, trying to link in the groups who held power in England at the time. The lesson ends with a judegment line plenary mirroring the ‘how far do you agree’ essay question.

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.

The third lesson in the AQA Historic Environment 2022 series on Burghley’s Almshouses. The lesson focuses on the role Burghley played and why he founded the Almshouses. The lesson starts with a recap of the role of Burghley (William Cecil), leading to a video exploring his role and the Privy Council. Students then explain the significance of the role of Burghley in England, moving on to explore the almshouses using four key sources and annotating them. The lesson then focuses on the motivation of Burghley in building the almshouses, asking students to assess the significance of each factor in encouraging the establishment of the almshouses. The plenary asks students to assess the significance of Burghley himself in tackling the issue of poverty in England.

The first lesson in the AQA historic environment 2022 series on Burghley’s Almshouses focusing on why there was poverty in Elizabethan England. The lesson begins with students exploring what the lesson focus is about, moving on to a video which introduces the issues of poverty, leading to pupils creating a spider diagram (making links between factors) on the causes of poverty using the hand out. Students then create arguments on the relative importance of the different factors in causing poverty, moving on to making links with how the different groups in society would view the growth in poverty. Finally students choose the factor they think is the most significant factor, justifying their choices.

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.

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.

Lessons focused around the 2020 Historic Environment on the Spanish Armada. The first lesson focuses on why England and Spain went to war. The lesson starts with a discussion around sources, using existing knowledge to draw out inferences, linking in knowledge of the wider Elizabethan period. The main activity is an information hunt, exploring the reasons for the causes of the conflict, leading to thematic coding of the causes into political, religious, economic and personal reasons. This culminates in a corners plenary, requiring all students to reach a judgement on the ‘most significant’ theme.