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New Focus Education

Key Stage 3, GCSE and A Level History resources available for purchase and download. New Focus Education offer resources from a teacher with 10 years teaching experience, a track record of excellent outcomes and experience of leadership at several levels. The main focus is AQA 8145 and AQA A Level, with key stage three resources available with GCSE skills and requirements embedded throughout.

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Key Stage 3, GCSE and A Level History resources available for purchase and download. New Focus Education offer resources from a teacher with 10 years teaching experience, a track record of excellent outcomes and experience of leadership at several levels. The main focus is AQA 8145 and AQA A Level, with key stage three resources available with GCSE skills and requirements embedded throughout.
AQA 8145 - Spanish Armada model answer (2020 historic environment)
LauraMeadowcroftLauraMeadowcroft

AQA 8145 - Spanish Armada model answer (2020 historic environment)

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Model answer for the 2020 AQA historic environment topic - the Spanish Armada. The answer is based on the following question - “Luck was the main reason for the outcome of sea battles like the Spanish Armada in this period”. How far does a study of the Spanish Armada support this statement? You should refer to the Spanish Armada and your contextual knowledge. (16 marks) This question is based on the specimen Stamford Bridge question, as advised by AQA. This answer can be used for revision, modelling, annotation or formal assessment.
AQA 8145 Spanish Armada historic environment full lesson series
LauraMeadowcroftLauraMeadowcroft

AQA 8145 Spanish Armada historic environment full lesson series

6 Resources
A series of lessons focused on the AQA 2020 Elizabethan England historic environment pack. The lessons start by exploring the causes of conflict between England and Spain, moving on to compare and contrast the military power of both nations. The focus then moves to the events of the Armada, with specific focus on key ‘turning points’, leading to analysis of the various factors involved in the failure of the Armada. The sequence culminates in essay preparation, focusing on effective planning and analysis for the 16 mark question.
The end of slavery
LauraMeadowcroftLauraMeadowcroft

The end of slavery

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Lesson exploring the impact of abolition on black Americans. Videos hyperlinked show the rise of the KKK and the start of the civil rights movement.
AQA A Level Britain 1950-2007: Britain's entry into the EEC 1973-5
LauraMeadowcroftLauraMeadowcroft

AQA A Level Britain 1950-2007: Britain's entry into the EEC 1973-5

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Lesson exploring how Britain finally joined EEC: Recap relationship with Europe, watch video and consider mixed reaction of people in Britain to EEC (hyperlinked with timings), exploration of 1975 referendum judgement plenary explaining why membership occurred between 1971-5 but not before (opportunity for linking in themes).
12 mark essay planning - who deserved throne in 1066 linked to AQA 8145
LauraMeadowcroftLauraMeadowcroft

12 mark essay planning - who deserved throne in 1066 linked to AQA 8145

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Lesson focusing on planning an answer to: Which contender had the stronger claim to the throne: Harold Godwinson or William of Normandy? Use of WAGOLLS and WABOLLS to introduce the ideas of explanation and linking to the question before students write up or plan their response (your choice). Judgement line plenary allows assessment of all students opinions. Mark scheme and assessment grid included.
AQA 8145 Elizabeth - 2020 Spanish Armada historic environment essay planning lesson (L7)
LauraMeadowcroftLauraMeadowcroft

AQA 8145 Elizabeth - 2020 Spanish Armada historic environment essay planning lesson (L7)

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Lessons focused around the 2020 Historic Environment on the Spanish Armada. The seventh lesson focuses on applying knowledge to a sample 16 mark essay question (based on the specimen paper Stamford Bridge question, as advised by AQA) : “Luck was the main reason for the outcome of sea battles like the Spanish Armada in this period”. How far does a study of the Spanish Armada support this statement? You should refer to the Spanish Armada and your contextual knowledge. (16 marks) The lesson starts with pupils recapping all they can remember about the Armada. Pupils then use a variety of sources to explore the significance of the Armada both today and in the Elizabethan period. Pupils use the mark scheme to list ‘top tips’ for answering this 16 mark essay question, building on this by completing a PEE planning sheet, using the learning from previous lessons. Using their PEE sheet pupils complete the essay plan for the above question (can be done in class or at home), allowing them to practice answering it in timed conditions in the following lesson. The plenary is a model paragraph that can be printed out from the PPT and annotated in pairs focusing on the strengths.
AQA 8145 Elizabeth - Why was there conflict between England and Spain? (L1 historic environment)
LauraMeadowcroftLauraMeadowcroft

AQA 8145 Elizabeth - Why was there conflict between England and Spain? (L1 historic environment)

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Lessons focused around the 2020 Historic Environment on the Spanish Armada. The first lesson focuses on why England and Spain went to war. The lesson starts with a discussion around sources, using existing knowledge to draw out inferences, linking in knowledge of the wider Elizabethan period. The main activity is an information hunt, exploring the reasons for the causes of the conflict, leading to thematic coding of the causes into political, religious, economic and personal reasons. This culminates in a corners plenary, requiring all students to reach a judgement on the ‘most significant’ theme.
The Harrying of the North - KS3 but also suitable for AQA 8145
LauraMeadowcroftLauraMeadowcroft

The Harrying of the North - KS3 but also suitable for AQA 8145

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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.
AQA 8145 Elizabeth -Lesson 2 Kenilworth 2021 - how did Dudley change Kenilworth Castle?
LauraMeadowcroftLauraMeadowcroft

AQA 8145 Elizabeth -Lesson 2 Kenilworth 2021 - how did Dudley change Kenilworth Castle?

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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.
AQA 8145 - Kenilworth 2021 L1: Why was Robert Dudley important to Elizabeth?
LauraMeadowcroftLauraMeadowcroft

AQA 8145 - Kenilworth 2021 L1: Why was Robert Dudley important to Elizabeth?

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Lesson one in the series of lessons focusing on Kenilworth Castle - the historic environment study 2021 The lesson focuses on the role Dudley played in Elizabeth’s life, introducing Kenilworth. The lesson starts with a recap of prior knowledge of Dudley from the ‘marriage’ lesson. Using the hand out students create a living graph showing how the relationship between Dudley and Elizabeth developed over time. Students then assess how their relationship would have been viewed by groups such as the royal court, privy council etc. leading to a ‘write an account’ question on the role Dudley played in Elizabeth’s life. The plenary assesses how far Dudley and Elizabeth came to marrying through a continuum.
AQA 8145 Kenilworth 2021 (historic environment) full lesson pack
LauraMeadowcroftLauraMeadowcroft

AQA 8145 Kenilworth 2021 (historic environment) full lesson pack

7 Resources
Full bundle of complete lessons addressing the 2021 historic environment of Kenilworth Castle; including a model answer to the 16 mark essay question. The lessons assess initially the relationship between Dudley and Elizabeth, moving on to the various reasons for the redevelopment of Kenilworth (marriage, legacy, progresses, fashions, defense), culminating in a thematic study of Kenilworth and the planning of a practice 16 mark essay response.
AQA 8145 Elizabeth - How did England and Spain compare militarily (L2 historic environment)
LauraMeadowcroftLauraMeadowcroft

AQA 8145 Elizabeth - How did England and Spain compare militarily (L2 historic environment)

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Lessons focused around the 2020 Historic Environment on the Spanish Armada. The second lesson focuses on the comparison of the military power of both nations and how ‘prepared’ both sides were for the Armada. The lesson starts with a recap of the causes of the Armada from the previous lesson, allowing judgements to be made on significance. Students then use a video to make notes on naval advances in the 16th century, leading to an exploration of these advances on a worksheet (photocopy on A3) to allow students to assess how the English may have had an advantage over the Spanish. Pupils then explore the contrasting leaders on both sides, creating a table showing advantages and disadvantages for each based on this. This culminates in a post-it note plenary reaching a judgement as to who they think had the advantage before the Armada started.
Anne Frank case study - the Holocaust
LauraMeadowcroftLauraMeadowcroft

Anne Frank case study - the Holocaust

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Empathy starter, card sort sequencing task using images and text to tell the story of Anne Frank, hyperlinked video of Anne Frank's story and diagram of the annexe for discussion in the PPT. Pupils use this information to create a 'spider diagram' with Anne's picture showing key information in speech bubbles around her. Explanation plenary of the significance of Anne's story in the context of the Holocaust.
What was life like for a peasant - KS3 and suitable for AQA 8145
LauraMeadowcroftLauraMeadowcroft

What was life like for a peasant - KS3 and suitable for AQA 8145

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*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.
Witch trials
LauraMeadowcroftLauraMeadowcroft

Witch trials

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Lesson exploring the different witch trials in England - starter identifying features of a witch, video hyperlinked showing a witch trial, freeze frame creation of the different trials with an explanation question linked in. Optional homework also included.
Australia - adventure or invasion?
LauraMeadowcroftLauraMeadowcroft

Australia - adventure or invasion?

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Case study on the colonisation of Australia - source starter and video exploring treatment of the native peoples. Source analysis comparing contrasting views on the colonisation building to a judgement activity.
AQA 7042 Unit 6 - Good Friday Agreement
LauraMeadowcroftLauraMeadowcroft

AQA 7042 Unit 6 - Good Friday Agreement

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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.