A double-lesson, reviewing the whole of unit 4 - 1979-87 in the Britain 2S module. The lesson begins with students creating their own interpretation of Thatcher, recapping the concept of Thatcherism using a video. Students then review the whole period completing the time line, moving onto assessing the successes and limitations of Thatcher economics in a card sort task. Students then explore the content, motive, provenance and knowledge associated with a source on Thatcher’s views of Europe before completing an essay plan regarding industrial disputes. Finally, students review their learning in a ‘trios’ plenary, making links between key concepts, individuals and events throughout the period.

A double-lesson, reviewing the whole of unit 2 - 1964-70 in the Britain 2S module. The lesson begins with a ‘links for learning’ starter exploring the links between individuals, events and issues at the time. Students then review the whole period completing the table exploring the impact and relative successes for Britain in this period. A ‘who am I’ task reviews the key individuals from this period. Students then explore the content, motive, provenance and knowledge associated with a source on 1960s social change before completing 3, 5-minute essay plans to apply the key content in a variety of ways. A group task explores the different reasons why Labour lost the 1970 election, culminating in a 3,2,1 plenary reviewing some of the key issues within this period.

A double-lesson, reviewing the whole of unit 1 - 1951-64 in the Britain 2S module. The lesson begins with a ‘trio’ starter, leading to a timeline (colour coded) of the key events, individuals and issues in the period. Students then review key terminology associated with this unit, moving on to an exploration of the essay markscheme and structure and a 25-mark essay plan. Students then explore the content, motive, provenance and knowledge associated with a source on 1960s society. A group task explores the different reasons why Britain could and could not be considered to be a world power, culminating in a judgement line plenary assessing the successes of the Conservatives during this period.

Knowledge organiser for the 2022 Elizabethan England Historic environment topic - Burghley’s Almshouses. The organiser covers why poverty increased, how the government tackled poverty, what motivated the government, Burghley��s personal motivations and why more almshouses were built across England in this period.

A model answer for the 16-mark Historic Environment focus of Burghley Almshouse. The answer focuses on key themes for the creation of the Almshouse including legacy/memorial, religious motivations, fear of poverty/rebellion, and loyalty and status. The answer integrates key features and themes of Burghley’s Almshouse.

Lesson 6 in the AQA historic environment 2022 series on Burghley’s Almshouses. The lesson focuses on the criteria for and the planning of the 16-mark essay. The lesson begins with a recap quiz on the past-five lessons, exploring reasons for poverty, government responses, motivations of Burghley and features of the almshouses. The lesson moves on to recapping the key features/aims of the almshouses using sources, leading to an exploration of the question style/mark scheme for the 16-mark essay. Pupils then complete the essay plan before reviewing a model paragraph and assessing WWW/EBI of this. The essay can be completed in the following lesson or for homework.

The fifth lesson in the AQA Historic Environment 2022 series on Burghley’s Almshouses. This lesson uses the sources provided by AQA to thematically assess the almshouses. The lesson starts with a giant-post-it recap of the key reasons Burghley built his Almshouses, leading to exploration of the source booklet to assign the evidence/features of the almshouses to these key reasons in a table. The pupils then explore what we can learn about wider society from the almshouses, leading to a written judgement. The lesson culminates in a recap of the key learning using whiteboards.

The fourth lesson in the AQA Historic Environment 2022 series on Burghley’s Almshouses. This lesson focuses on why more almshouses were built across England at this time. The lesson begins with a recap of the 1601 Poor Law asking students to assess success/limitations and then linking in the idea of almshouses. Students then use a video to explore why individuals like Whitgift built their almshouse. Students then complete the data capture assessing the differing reasons why more almshouses were built in Elizabethan England, moving on to a judgement on the most significant factor. The lesson then links back to Burghley’s personal motivations culminating in a debate and judgement plenary as to the key reason for his building of the almshouses.

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 second lesson in the AQA Historic Envrionment 2022 series on Burghley’s Almshouses, focusing on how the government tackled poverty in Elizabethan England. The lesson begins with students creating their own definitions for the key terms, moving on to a video that introduces urban issues and poverty in the towns and cities. Students then analyse two contemporary sources portraying beggars with teacher option to type directly onto the PPT and annotate live with students. The lesson then uses the hand out to assess what Elizabethan attitudes were like towards the poor, before analysing the different types of poor and how different towns dealt with poverty. Students then categorise the reasons why the government began to act to tackle poverty before analysing the different acts passed to tackle poverty and explaining the effectiveness of each. Finally, students assess whether poverty was dealt with effectively during Elizabeth’s reign in a judgement line plenary.

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.

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

Lesson exploring why Diem’s government became so unpopular in South Vietnam. The lesson starts with a recap of Dien Bien Phu and a link to the chaos after the French defeat. Moving on students review Diem’s profile, and using the video describe why he may have been unpopular in South Vietnam. This is consolidated with the first hand out for students to highlight and list reasons for his unpopularity. Students then complete the table exploring how different factors led to the Civil War/tension in the South. The lesson ends with a hypothesis of what the US would do now, linking in previous learning from the Korean War and Cold War context.

Knowledge organiser for Unit 3 of Britain 2S (Heath, Wilson and Callaghan). The documents cover the three leaders, economy, social change and foreign affairs (with key focus on the EEC)

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

Lesson exploring the French defeat at Dien Bien Phu. The starter uses a video to outline the key events of Dien Bien Phu. Students then use the hand out to choose the four key moments and illustrate them, leading to an explanation of the impact of the French defeat considering the wider context. The students then explore the terms of the Geneva Agreement, annotating them to assess how each side would view them. Finally a plenary exploring a brief bio of Ngo Diem introduces the next lesson to students and asks them to explore why he would be unpopular in the South.

Lesson exploring the background to French control and conflict in Indochina with focus on Vietnam. The starter explores exisiting knowledge of the Vietnam conflict, moving to using a video to gain an overview of the French in Asia with accompanying video questions. The lesson then moves on to exploring why France wanted to retain Indochina and the roles played by Ho Chi Minh, the Vietminh, French, China and America in causing increasing tensions. The lesson ends with a hypothesis on the pros/cons of increased US involvement. The next lesson explores the defeat of the French at Dien Bien Phu

A knowledge organiser for the 2021 historic environment Kenilworth Castle. Covers all the key content for students and links to the 7 lesson SOL giving students an overview of the motivations behind the redevelopment of Kenilworth, linked with the key design features.