For Conflict and tension - 1919-39 new AQA GCSE spec A 3 lesson sequence exploring firstly: The terms of the Treaty - video included, opportunity to ask pupils to construct their own treaty and compare it to the actual treaty. The second lesson explores the peacemakers reaction to the treaty and who was satisfied by each term, source analysis plenary The final lesson is an essay-planning lesson for the 16 mark essay - "Georges Clemenceau was the most satisfied with the treaty". Do you agree? Opportunity for group work and collaboration. A mark scheme and model answer are also attached.

For new Germany unit - 1890-1945 Source starter, video introducing the night of the long knives, source analysis assessing causes and consequences of the night of the long knives, describe 4 mark question built in and overall judgement building on the learning sequence of the most significant reason Hitler was able to establish a dictatorship. Summary assessment question (8 mark explain question) at the end - mark scheme attached.

For new Germany unit - 1890-1945 Starter video recapping Reichstage fire and assessment of Hitler's position after this, information hunt activity concerning the different factors enabling Hitler to eliminate outside opposition (e.g. Enabling Act...), judgement activity on most significant factor and judgement line plenary.

For new Germany unit - 1890-1945 Linking picture starter, group assessment of extent of Hitler's power by Jan 1933, video exploring the role of the reichstag fire, group analysis of 5 interpretations of fire, building towards a which is the most convincing interpretation question

For new Germany unit - 1890-1945 Full lesson exploring why Hitler was able to become Chancellor - match up definitions starter, video clip (attached) and question sheet, table on significance of factors, explanation of most significant factor assessment at the end.

For new Germany unit - 1890-1945 Two lesson sequence on the various factors causing the Nazis to gain support - depression, fear of Communism, dissatisfaction with Weimar, appeal of Hitler and propaganda. Image linking starter, video focusing on rise of the Nazis, carousel activity information hunt, essay assessment at the end.

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

Analysis of the key factors why the police failed to catch Jack - carousel type activity. Link to 8 mark "how useful question" - AQA 8145, mark scheme and question sample

Group task analysis of key victims, one victim per group using primary police reports and recollections, videos to introduce the victims used as a starter.

Source introduction to the East End of London, analysis of conditions in groups using primary recollections, summary "describe two reasons..." question linked to AQA 8145 criteria

Analysis of the character of Haig using sources, group task encouraging focus on content and provenance of sources. Builds towards assessment of Haig linked to a 16 mark essay (AQA).

AQA 8145 - Evaluation of developments in treatments and drugs in the C20th with focus on body, surgery and treatment. Colour coded timeline shows themes over time and allows categorisation, diamond 6 judgement activity on most significant

AQA 8145 - Analysis of the NHS with focus on benefits and negatives. Introductory video and details on Beveridge Report, table analysing the successes and failures and analysis of impact in relation to previous liberal reforms.

AQA 8145 - Exploration of various themes involved in discovery and use of penicillin, group based essay planning task around "Has WW2 been the most important factor in the discovery and use of penicillin?"

AQA 8145 - Analysis of the different contributions caused by WW2 and categorisation into themes, comparison question on similarities of WW1 and WW2 and mark scheme for summary assessment

AQA 8145 - Full lesson analysing the different developments caused by WW1 - video hyperlinked in, coding into themes and judgement line continuum plenary.

AQA 8145 - source based enquiry regarding the success of the liberal reforms. Group task around source analysis building to "how useful" question using the Lloyd George philanthropic highwayman source

Lesson focusing on why the liberal reforms were introduced with specific details on the reforms themselves. Thematic sorting and coding leads to a judgement on successes of the reforms.

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.

AQA 8145 - Starter key words match up (e.g. idle-poor, vagabonds) definitions, video hyperlinked in to introduce types of poor, leaflet design warning society about the different types of poor, card sort on how different towns dealt with the poor and summary hypothesis on how the government as a whole could deal with the issue of poverty.