Lesson exploring the challenges to the ‘established order’ under Major. The start recaps the establishment, offering opportunity to link in prior learning. A source by the Queen referring to 1992 as ‘Annus Horibilus’ allows discussion of issues facing the establishment and a recap of source skills. Pupils then use the hand out to examine challenges to the establishment, focusing on the role of Princess Diana. Pupils then answer a question regarding the significance of challenges to the establishment, leading to a recap ‘trio’ plenary of key events/individuals from the unit.

Lesson rounding off the foreign policy section of unit 5 with a focus on the Balkans. The starter explores a map of the Balkans asking for inferences with focus on post-Cold War Europe, leading to the creation of a spider diagram using the Oxford AQA textbook assessing the causes of the troubles in the Balkans. Pupils then use the hand out to answer several questions assessing the role of the UN/EU and NATO. A video assesses the impact of the Srebrenica massacre, moving on to analysing how this changed the course of the conflict. Students round off their learning by assessing how Britain’s place in the world had changed, leading to a judgement plenary on who was more successful in foreign policy - Thatcher or Major. The essay plan is a homework, with option to assess students in timed conditions in the following lesson.

Lesson exploring the extent of multiculturalism and tolerance by 1997. The starter explores the case of Stephen Lawrence and considers what it shows about the extent of multiculturalism in Britain. Using Oxford AQA textbook students create a table showing progress and limitations in race relations by 1997. Students then debate the extent of tolerance in Britain utlising talk tokens, leading to a written judgement on the extent of tolerance and multiculturalism. This leads to a judgement line assessing the extent of tolerance - linking to the L4 and L5 criteria of the mark scheme.

Lesson exploring the state of the relationship between Britain and Europe by 1997, including the Maastricht Treaty and impact. The starter explores Thatcher’s attitudes to Europe utilising source material, focusing on linking knowledge to support/challenge the content. Pupils then recall successes and limitations of Thatcher’s foreign policy from the previous unit. Using the hand out students assess Thatcher’s attitudes to Europe (positive and negative) leading to a video further exploring Thatcher’s shifting views on the EEC. Pupils then explore the Maastricht Treaty and the general feeling of Euroscepticism and division in the Conservative party, leading to a judgement plenary on the reasons for divisions by 1994.

Lesson exploring the significance of Britain’s contribution to the end of the Cold War. The image starter asks students to consider how Communism collapsed, linking in contextual knowledge of the ‘state’ of the Cold War by 1987. The video outlines the collapse in Eastern Europe, encouraging students to link in knowledge of other factors that were significant in ending the Cold War. Students then assess the value of a source by Charles Powell, considering the role of Thatcher, leading to a group task assessing the contribution of Thatcher, Gorbachev and Bush/Reagan in ending the Cold War. With the completion of the table, students then answer a significance question on the role of Britain in ending the Cold War, using the indicative content to help.

A lesson exploring the causes, events and consequences of Black Wednesday. Image starter prompts exploration of the lesson content; moving on to explanation of Black Wednesday. Pupils watch a contemporary report after Black Wednesday and discuss the significance of this on the Conservative party. Pupils use the hand out to highlight the causes and positive and negative impacts of the event; moving to analyse the significance of Black Wednesday for Britain, Europe and the wider world. Pupils write-round-robin why Major’s government did not get credit for the recovery from Black Wednesday, finishing with a plenary introducing sleaze and scandals - a link to the next lesson and a reason for the negative public perception.

Lesson exploring the reasons for Labour’s success in the 1997 election. The source starter allows a discussion of New Labour and the promises made; with focus on content, tone and provenance. The video of Twigg’s victory over Portillo opens the discussion about the symbolic nature of the Conservative defeat, moving into analysis of the key reasons for defeat using the hand out. A review table allows a recap of the key factors causing the defeat, leading to a corners plenary allowing students to reach a judgement on the relative importance of various factors.

Lesson exploring why and how the Conservative Party was divided under John Major. The lesson begins with a contemporary image starter on causes of divisions in political parties. Pupils then recap prior reasons for divisions linking in past learning. Using the Oxford AQA textbook pupils create a spider diagram outlining the reasons for Conservative divisions, adding in knowledge of similar prior disagreements showing continuity over time. Pupils then create a table assessing the successes and failures of Major’s tenure, linking in with the essay homework (plan included). Finally, a plenary assesses the extent of the success of Major’s government, linking into the judgement on the 25 mark essay questions.

First lesson of the scheme - changes made by the Normans to England Lesson exploring the Harrying of the North. Decision making starter on views of William, source carousel/investigation of the events/actions and results of the rebellion, discussion on how the Harrying helped William, leading to a 4 mark describe GCSE style question, interpretation plenary.

Lesson outlining the causes and impact of the Good Friday Agreement. The lessons starts by reviewing the Downing Street Declaration and linking it to wha it was like in northern Ireland by 1997. Pupils then use the hand out to underline and annotate why there was a good chance that peace could be achieved in 1997. A video then outlines the Good Friday Agreement with a focus on the positives and negatives of this. Using the video and hand out students then explore the disagreements that emerged after the GFA. Students then bring their learning together and list the main reasons for the success of the peace process in Northern Ireland. A summary timeline is completed for homework outlining the key aspects of Northern Ireland from 1960, categorised into successes and failures.

Lesson exploring the ideology of Blair and New Labour. The starter recaps prior learning of why Labour won the 1997 election, leading to a video clip showing Blair on the eve of election victory. Students then analyse a source to find the meaning, exploring what Blair is trying to convey about New Labour. Pupils then analyse the 1997 election manifesto in pairs, assessing why New Labour appealed to the public. A final clip explores Blair’s reaction to the death of Princess Diana and why this appealed to the public. The plenary asks students to explain to their partner what the ‘third way’ was and successes and limitations of this.

Two lesson sequence exploring the extent of multiculturalism in Britain by 2007. The lesson starts with a video focusing on the legacy of the murder of Stephen Lawrence, asking students what they can infer about equality in the 1990s. Using the first side of the hand out students create a table showing progress/tensions re. integration, leading on to a report on the 7/7 bombings and the impact. A clip of a speech by David Cameron promotes discussion around the idea that ‘multiculturalism’ was dead by this point. Students then categorise the responses to the 7/7 bombings into positive and negative, focusing on the long term impact on race relations. A judgement line plenary allows students to show the extent of their agreement to the idea that Britain was a muticultural society by 2007, leading to a 10 mark source practice homework question on community relations.

Lesson reviewing the position of Britain under New Labour by 2007 The lesson starts with a video exploring the rise and fall of New Labour, allowing students to assess the key positives and negatives under Blair. Students then complete one aspect of the review table, leading to a snowball task where students teach each other. Students then use the completed table to assess the greatest successes and failures for New Labour, leading to a plenary assessing the overall impact of New Labour on Britain by 2007.

Lesson allowing students the opportunity to review all content from Unit 1 of Britain 2S. The lesson starts with an introductory video on the state of Britain by 1964. Students then focus on one aspect of Britain (politics, economy, society and foreign policy) using the textbook/class notes. Students then snowball the information with other groups to complete the A3 sheet. Students then use the sheets to assess the greatest successes/areas of failure for the Conservatives during this period, leading to a judgement line plenary.

Lesson focusing on planning an answer to: “By 1964 Britain could no longer consider herself a world power” (25 marks). The lesson starts with pupils recapping the previous three lessons focusing on how Britain was and was not a world power by 1964 (evidence gathering). Students then use the mark scheme to set a target from their previous 25 mark essay to achieve the level above. Split the students in half with half planning one side of the essay, the others opposing the argument, then pair students up to swap their learning. The plenary links in to the judgement element asking pupils how far they agree Britain was no longer a world power by 1964.