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.

A model answer for the 2021 historic environment site Kenilworth Castle. The answer focuses on the purpose for the redevelopment and rebuilding of Kenilworth Castle with the stem of the question focusing on marriage, with other factors analysed including legacy, new fashions and trends and royal progresses.

Resource useful as a starter or plenary reviewing the historic site Kenilworth Castle. Teacher answers included.

The final lesson on the 2021 historic environment Kenilworth Castle. This lesson focuses on planning the 16 mark essay with a focus on marriage to Elizabeth as the stated factor. Students start with a rapid recap reviewing key knowledge of Kenilworth (answers included for teachers), leading to annotation of the changing nature of castles by the Elizabethan period. Students study the guidance to list what would make a good 16 mark answer, leading to completion of the essay plan which can be used for homework or timed in class. A model paragraph plenary allows students to see integration of the knowledge of the site to the essay.

Lesson five in the series of lessons focusing on Kenilworth Castle - the historic environment study 2021 The lesson focuses on recapping the key aspects of Kenilworth and why Dudley rebuilt it. The lesson starts with a review of the five main factors in a ‘giant post-it note’ task, leading to students using the AQA produced resource booklet on Kenilworth, and the previous lessons to complete the A3 knowledge audit. Students then discuss what Kenilworth can tell them about Elizabethan England, leading to a written answer on how Kenilworth Castle would have influenced Elizabethan England. Finally a taboo plenary recaps key terminology.

Lesson four in the series of lessons focusing on Kenilworth Castle - the historic environment study 2021 The lesson focuses on what other factors were significant in the development of Kenilworth Castle. The lesson starts with a brainstorming of why Dudley wanted to rebuild Kenilworth leading to two videos showing the different motivations (traitorous legacy and royal progresses). Students then complete the worksheet assessing the different factors and explaining why they would motivate Dudley to rebuild Kenilworth. The lesson culminates in a judgement on which factor would be most significant, finishing with a brain dump recapping the key factors involved in motivating Dudley.

3 retrieval grids covering Unit 5 of Britain 2S allowing students to revise, self-test and complete retrieval practice.

3 retrieval grids covering Unit 6 of Britain 2S allowing students to revise, self-test and complete retrieval practice.

3 retrieval grids covering Unit 4 of Britain 2S allowing students to revise, self-test and complete retrieval practice.