Two lesson sequence exploring the development of the ‘special relationship’ under Blair and Britain’s involvement in the ‘War on Terror’ The lesson starts with a recap of what the special relationship was like by 1997, leading to assessment on how Tony Blair would change/develop this based on his ideology/leadership style. Using the hand out students list similarities and differences of the relationship under Blair, moving to analysis of a source on the ‘Blair Doctrine’ using the TEACUP frame. A clip allows students to assess how events in Yugoslavia and Sierra Leone gave Blair confidence, leading to assessment of the changes that 9/11 brought to British foreign policy. Students then categorise why the invasion of Iraq occurred, moving to assessing why the invasion of Iraq was/is so controversial. Students then analyse a source from 2006 to consider how foreign policy developed under Blair, leading a table analsying how Britain’s position in the world had changed by 2007.

Revision resource focusing on how to answer the 16 mark ‘Hardwick Hall’ question on Paper 2. The resource models the structure and models examples of good practice, offering pupils then the chance to structure their own answer. The key changes demonstrated by Hardwick are also included.

Lesson exploring social and economic policies of Kennedy and Johnson. JFK picture starter, analysis of JFK quote, highlight successes and failures of 'new frontier', assessment of success of this, analysis of Johnson quote, card sort on Great Society Programme - used to create a positive/negative table, video interpretation of the Great Society (opportunity to analyse provenance), justification plenary on who made a larger impact to society in the 1960s - Kennedy or Johnson.

Punk starter - Sex Pistols and Clash videos, label a punk rocker, hyperlinked video on skinhead development and football hooliganism, linking to 25 mark essay question on transformation of society from 1964-79.

Exploration of social change in the 1920s. Whiteboard picture starter, carousel activity/market place exploring differen aspects of social change (music, cars, cinema and sport), judgement on if the roaring 20s really "roared" for everyone

Lesson focusing on planning a 30 mark source question linked to the June 2017 exam paper. The question: With reference to these sources and your understanding of the historical context, assess the value of these three sources to an historian studying the reasons for the 1984/85 miners’ strike. (30 marks) Pupils use the level criteria to outline criteria for a level 4+ answer. In groups pupils analyse one source focusing on content, tone and provenance, feeding back to the whole group. A post-it plenary encourages students to reach a judgement on the ‘most valuable’ source. NB - the Arthur Scargill source is different due to copyright, however the June 2017 mark scheme would still be valid

Lesson exploring the extent of the liberalisation of society under John Major. The starter recaps social liberalism by defining the characteristics, allowing a discussion of who may oppose liberalisation. Analysis of a John Major extract allows students to infer conservative policy and attitudes towards society, leading to analysis of the role of Princess Diana in relation to AIDS patients using a news report clip. Two further videos (Peter Lilley and Gay pride march) allow a contrast of opposing views. The main activity gives students key information on the changes in society and asks them to assess the impact on wider society these changes would have. This leads to a plenary assessing how far there has been progress in the area of social liberalism by 1997.

Lesson exploring the relationship with Europe under Blair and New Labour. The lesson starts with a recap of the relationship under Thatcher/Major, leading to a clip allowing students to assess how Tony Blair would change this relationship based on his ideology/leadership style. Students then analyse the aims of British foreign policy using a Robin Cook source, moving on to assessing how Britain’s role in Europe became more positive/tensions continued. A plenary assesses what factors continued to inhibit Britain’s relationship with Europe in this period, focusing on long and short term issues.

Lesson exploring change and continuity for women in Britain by 1964. The lesson starts with classic adverts for Fairy Liquid, asking students to assess how women are portrayed, moving to a contemporary source analysis task, annotating the sources to assess how women were shown in the media. Students then use the handout to complete the table task, assessing the impact of the social changes; both positive and negative on the position of women. This leads to a change and continuity task, which is rounded off with a judgement continuum allowing students to show the extent of change in the position of women by 1964.

Lesson exploring growin racial tensions due to immigration in Britain 1951-64. The trio starter recaps previous learning over the unit. Pupils then use the images to explore the experience of ‘new Commonwealth’ immigrants and begin to think about why there would be hostility to immigrants at this time. A video (watch up to election of Wilson) explores the experience immigrants had, leading to a contemporary news report on the Notting Hill riots. Students then read and use the hand out to answer two questions on the ‘issue’ of immigration and the positive and negative impacts. Finally a source plenary allows students to practice analysing content and value of a source relating to the Notting Hill riots.

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

Lesson 4 in the Hardwick Hall 2025 Historic Environment learning sequence. This lesson focuses on what Hardwick Hall can show about changes in the Elizabethan period. The lesson begins with a knowledge recall of Hardwick Hall, moving on to a carousel source activity where students use sources to explain key changes in England that Hardwick demonstrates (fashions, wealth, support for Elizabeth, rise of Gentry and new architectural styles. Students then explain what Hardwick Hall can show about Elizabethan England, explaining why Hardwick can be seen as a symbol of Elizabeth’s reign.

L5 in the 2024 Historic Environment series on The Americas and Drake’s circumnavigation, 1577-1580. This lesson assesses how great an achievement Drake’s circumnavigation was. The lesson begins by using the images to recap the previous lesson - the results of the circumnavigation. Students then explore the benefits and negatives/limitations of the voyage for those stakeholders involved (e.g. Drake, his backers, his crew etc). Students then use this sheet, and the previous lesson to explore ONE of two questions assessing the achievements and successes of the voyages. In groups students plan a question and then feedback, completing the question planning grid. Students then choose one question to answer (linked to AQA updated scheme 2024). The lesson culminates in a judgement line plenary assessing how successful students consider Drake’s voyage to have been.

A lesson revising the key economic policies and social impacts of Thatcher’s government. The lesson begins with a recap of Thatcherism and opinions on her, moving to an exploration of monetarism, privatisation and deregulation. Students then examine a source exploring the impacts of her policies, leading to categorising cards into successes/failures of her policies. Students then focus on the social impacts with a table anlaysing realignment, unemployment and inflation. Students then review key economic social policies (right to buy and poll tax) with reference to their successes and failures, leading to an essay plan on the handling of industrial disputes by Thatcher. Finally, the plenary focuses on the overall success of Thatcher’s economic policies in a judgement line task.

L1 in the 2024 Historic Environment series on The Americas and Drake’s circumnavigation, 1577-1580. This double lesson explores how the voyages of exploration benefited Elizabethan England. The lesson begins with an inference source starter, leading to a video clip demonstrating how exploration advanced in this period. Students then rank the main reasons for these voyages, justifying their top 3 choices. Students then explore 5 key Elizabethan explorers, outlining for each their successes and negatives from their voyages. The lesson then moves into a direct comparison between the contribution made by Drake and Raleigh to Elizabethan England, linking into an 8-mark ‘explain what was important’ response with mark scheme and assessment grid included. The lesson culminates in a review of the main motivations for voyages, explorers and benefits these voyages brought in the wider Elizabethan context.

For new Germany unit - 1890-1945 Picture starter focusing on how the depression linked to an increase in extremism, video on the impact of the depression, source sheet and explanation tasks with continuum plenary

Two lesson series exploring life on plantations for slaves. Lesson 1 focuses on day-day life. Hyperlinked vider starter leads to a data capture carousel activity and judgement line plenary. The second lesson involves students exploring life on plantations using sources and creating positive and negative interpretations to enable them to reach a clear judgement.

*Seventh lesson in the scheme - how the Normans changed England * Lesson exploring the life of a Medieval peasant. Source starter to introduce peasant life, video introducing peasant living, cartoon strip on the daily life/routine of a peasant (limited words for challenge), positive/negative table creation on the life of a peasant, GCSE style interpretation plenary.

Introduction to Thatcher - images starter, two videos comparing interpretations (hyperlinked in), spider diagrams on key aspects of Thatcher's leadership, source analysis of Thatcherism (content, tone and provenance), impact of Thatcher judgement. Homework included to research one minister with view to present findings next lesson - summary sheet to give out also attached.

Whole lesson for new AQA 8145 History spec - opportunity to prioritise and gain a thematic overview of the problems Elizabeth faced including religion, Mary Queen of Scots, marriage etc.