Starter drawing a witch to explore interpretations of witches, exploration of those who were accused of witchcraft, colour coding task examining reasons for an increase in accusations leading to a judgement plenary.

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

Lesson exploring division of opposition to Conservatives: Recap domestic policies of Wilson and Callaghan and assess failures, two videos on SDP hyperlinked in, exploration of Labour under Kinnock, analysis of the reasons for the divisions in opposition, judgement plenary.

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.

Eleventh lesson in the scheme - how was the power of the monarch challenged in medieval England? Lesson exploring the extent of change in the power of the King in medieval England. Starter recapping key powers a King has, information hunt with table completion on how the power of the King changed/remained the same in Medieval England (can be done as a categorisation card sort if desired), paired task reviewing how the different events studied in this unit impacted on different groups (e.g. barons, peasants), using all of this completion of living graph (attached at the end of the PPT) leading to a judgement summary answer. The post-it note plenary allows assessment of pupils understanding.

Eight lesson in the scheme - how was the power of the monarch challenged in medieval England? Lesson exploring the causes of the Peasants’ Revolt. Speech bubble starter recaps how peasants felt by 1381, differing interpretations activity linked to AQA 8145 criteria, video introducing the revolt leading to a thematic categorisation activity of the reasons for the revolt, group task arguing ONE of the main causes of the revolt leading to presentation of their arguments and a summary answer on the most important cause of the revolt. Finally, a post-it plenary allows assessment of pupils judgements on the causes of the revolt

AQA 8145 - rally-robin starter how the government could deal with the poor, two videos hyperlinked in to assess how poverty was tackled, table of laws included with assessment of how effective each law was, focus on poor law and impact, write an account question with mark scheme included as a summary.

Lesson exploring the failure of the 1984/5 miners’ strike. The lesson starts with an inference task using contemporary images, leading to a video outlining the Battle of Orgreave. Using the hand out students identify and explore the impact of the strike, leading to an activity ranking the reasons for failure. Pupils then link in previous learning assessing the various reasons for industrial unrest in the period, finally culminating in a judgment plenary exploring why the unions were less successful in the 1980s in comparison to the 1970s.

Lesson analysing the successes and failures of Labour’s economic and domestic policies. The lesson starts with a headline from a newspaper in 2005 showing dissatisfaction with Labour. Students then highlight successes and failures of domestic policies and then link to the 5 key pledges made in 1997. Students than annotate a source from Gordon Brown and pick out the economic ideals of New Labour. Students then create a spider diagram picking out economic successes of New Labour leading to a judgement analysing the argument that the British economy was performing well 1997-2007. Students then practice the document question with a 10 mark source response for homework.

Lesson exploring the emerging youth culture in Britain 1951-64. The lesson starts with a recap of the key social and economic changes, asking students to consider what changes these would bring to the youth. A video introduces Mods and Rockers, leading to a spider diagram (using Oxford AQA textbook) on the reasons for the emergence of a distinct youth culture at this time. Pupils then use the table to explain what each image represents in relation to youth culture, leading to an analysis of the wider social tensions and what short and long term impact they would have on Britain. The plenary draws together all learning on social changes, asking students to contrast the idea of change and continuity in Britain during this period, using key prompts.

Lesson exploring how the Special Relationship between Britain and the USA changed 1951-64. The lesson starts with exploring students understanding of what the special relationship is, leading to a discussion on who holds the balance of power within it. Students then watch four videos to explore four key events - Burgess and Maclean, nuclear deterrent, Korean War and Suez Crisis (hyperlinked in), completing the table as they go. Using the Oxford AQA Making of Modern Britain textbook students then add to their table, exploring which issue/event had the biggest impact on the Special Relationship. Students then colour code the table showing how Britain was and was not still a world power by 1964, leading to a table showing change and continuity in the Special Relationship at this time. Finally a continuum plenary asks students to assess where they would place Britain on a scale in terms of their position as a world power by 1964 (links to 25 mark essay after the next lesson).

A two lesson sequence focusing on why the Conservatives fell from power in 1964, including a practice 25 mark essay and model answer. The lesson starts with what factors cause a government to lose support, leading into an assessment of the factors involved with the Conservative Party. Students then assess the relative significance of the various factors in causing the Conservative loss in 1964. The lesson then moves to analyse the role of the Profumo Affair in the Conservative fall from government, using a video and a contemporary newspaper to assess the impact of the scandal. Pupils then assess the impact of Douglas-Home on the loss of support, moving to contrast him with Harold Wilson in the Labour Party (video and note sheet included). Students then plan a segment of the following essay: “The Conservatives lost the 1964 election as they were outdated and out of touch with the electorate”. Assess the validity of this view (25 marks). Students use the mark scheme to understand how to achieve Level 3 and above in their answer, moving on to planning a segment using the DEAL frame. Pupils then complete the plan for the essay for homework.

Lesson exploring the divisions within the Labour Party 1951-64, with focus on the Bevanites v. Gaitskellites. The starter uses the previous lessons exploring the Conservative leaders, asking students to assess why the Conservatives were more popular. A video then introduces the divisions regarding the nuclear deterrent and a second video assesses the divisions regarding Clause IV. Students then analyse the profiles of Bevan and Gaitskell and assess the strengths and weaknesses of each and the significance of this division on the elections results 1955 and 1959. Pupils then rank the reasons for division in terms of significance, leading to a ‘write an account’ question on the reasons for Labour divisions. A corners plenary allows students to assess the relative significance of the different factors in causing the divisions in the party up to 1964.

AQA 8145: L1 - how voyages benefitted England. Carousel activity of key explorers and table, with intoductory videos exploring the benefits. L2 - Comparison activity of Drake and Raleigh with judgement and information sheet. Videos included of circumnavigation and issues Raleigh/sailors faced. Summary explain what was important question included.

Revision resource focusing on how to answer the 8 mark ‘write an account’ question on Paper 1. 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.

Revision resource focusing on how to structure the 16 mark statement essay question (e.g. How far has religion been the most important factor in bringing medical development. The sheet models the responses and allows opportunities for students to practice these questions in a variety of contexts.

A resource that allows opportunities to practice planning and structuring the 16 mark essay for Health and the People. The resource models explanation and linking back to the question, along with structures for pupils to follow and practice.

Revision booklet for America 1920-73 - part 3: Post-War America The booklet includes key information and guided tasks to review the key content in preparation for the exams.

A knowledge organiser for the content required for the Hardwick Hall Historic Environment pack 2025