Lesson two in the series of lessons focusing on Kenilworth Castle - the historic environment study 2021 The lesson focuses on the changes Dudley made to Kenilworth. The lesson starts with a comparison of 14th and 16th century Kenilworth with students identifying the changes they can see, leading to consideration of why these changes would be made. Using the hand out students complete the table assessing what specific changes were made (e.g. the gardens, gatehouse), thinking about which aspect Dudley changed the most. Students then explain why Dudley made these changes, choosing which they think was the most significant and why. Finally a 3,2,1 plenary recaps key content from the historic environment site.

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.

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.

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.

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.

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 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 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.

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

Revision grid with different activities for students to use to revise key content from American 1920-73. Ideal for use for mocks/reviewing content/before the summer examinations

Lesson exploring how to answer each question style with tips, sample questions and planning sheet. Starter is a links for learning sheet where pupils explain links between key topics. Each question is dealt with in turn and can be planned on the accompanying sheet.

Revision resource focusing on how to structure the 'in what ways" 8 mark explain question. The sheet models the responses and allows opportunities for students to practice these questions in a variety of contexts.

A grid supporting students with revision activities and questions to scaffold revision on conflict and tension 1919-39. Ideal for mock exams/the summer examinations

Revision grid with activities linked to key questions for the AQA Elizabeth unit.

Revision resource focusing on how to structure the ‘how do the interpretations differ?’ and ‘why do the authors have a different interpretation?’ questions. The sheet models the responses and allows opportunities for students to practice these questions.

Revision resource focusing on how to structure the ‘bullet point 12 mark’ essay question. The sheet models the responses and allows opportunities for students to practice these questions in a variety of contexts.

Lesson exploring how to answer the America 1920-73 question styles. Links for learning picture/key word starter, modelled responses offering pupils opportunity to structure the questions on the hand out attached - all give pupils the chance to effectively prepare for this section Paper 1.

Revision resource focusing on how to structure the ‘which interpretation do you find more convincing?’ 8 mark questions. The sheet models the responses and allows opportunities for students to practice these questions in a variety of contexts.

Lesson exploring how to answer ALL the question styles for Conflict and Tension 1919-39. Starter for 10 recaps key knowledge - the rest of the lesson focuses on scaffolding students through how to answer the key questions within this unit.

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.