Unit: Elizabeth I: Meeting the challenge, 1558-1588

1. Why did Elizabeth’s background and character impact on her early reign?

This lesson considers Elizabeth's background and how her history prior to becoming Queen in 1558 would influence her rule.

2. How was Elizabethan society structured and what challenges did it pose?

This lesson looks at the hierarchical structure of Elizabethan society and why this was important for maintaining order during her reign. This lesson will also explore the challenges that different groups in society posed to Elizabeth.

3. How was Elizabethan government structured and what challenges did it pose?

This lesson examines the structure of Elizabethan government, both central and local. It will look at the different roles of advisors and how she used this structure to maintain control. It will also examine the potential challenges of this structure for Elizabeth.

4. How bad were Elizabeth's financial problems?

This lesson examines the finances of the Crown and the financial problems that Elizabeth faced.

5. What challenges did Elizabeth face from abroad?

This lesson examines the position of England in Europe and its traditional relationships with Spain, France, Scotland and the Papal States. It will then compare this to the position of England when Elizabeth came to the throne in 1558.

6. Explore the enquiry: How challenging were Elizabeth's early years?

This is an enquiry based lesson looking at the different challenges faced by Elizabeth in her early years and comparing them, before coming to a decision about which was the most challenging. Each pause point will support students in making a judgement about each challenge. The main task will allow students to share their thoughts on which challenge was the most important.

7. Why did the different religious groups concern Elizabeth?

This lesson examines the religious divide that Elizabeth faced when she inherited the throne in 1558. It looks specifically at Catholic, Protestant and Puritan beliefs specifically related to how church services should be conducted and how the church should be structured.

8. How did Elizabeth's settlement try to deal with the religious problems?

This lesson looks at Elizabeth's religious settlement of 1559 and examines how it affected, and how it was received by, the different religious groups in England.

9. How difficult was the settlement to enforce?

This lesson explores the reaction of the clergy and the laity to the religious settlement, and introduces an interpretation of the religious settlement. Students will consider whether they think the settlement was difficult to enforce and whether it was successful.

10. To what extent did Puritans and Catholics challenge the religious settlement?

This lesson introduces students to the reactions of the Puritans and Catholics to the religious settlement and questions the extent of their challenges in the early years of the reign.

11. How did the key foreign powers react to the settlement?

This lesson examines the reaction to the Elizabethan settlement abroad but also begins to look at Elizabeth's relations with France and Spain at the beginning of her reign and specifically how tension increased with Spain.

12. Why was Mary, Queen of Scots a problem?

In this lesson, students will look at the background to Mary Queen of Scots and her legitimate claim to the English throne. Students will consider how her arrival in England in 1568 posed a threat to Elizabeth and consider the options that Elizabeth had in order to deal with this threat.

13. Judgement lesson on the enquiries

This lesson will focus on answering the two enquiry questions for the unit. It will explore the biggest challenge to Elizabeth and then also question the extent to which her early years were a significant challenge.

14. What made the Northern Earls Revolt in 1569?

This lesson introduces two new enquiry questions about the years 1569-88 and how Elizabeth was challenged by plots and revolts during this time. It begins with examining the causes of the Northern Earls Revolt of 1569.

15. How significant a threat did the Revolt of the Northern Earls pose to Elizabeth?

This is the second lesson on the Northern Earls Revolt which explores the events of the revolt in more detail. It then considers the aftermath and why this was a turning point in Elizabeth's reign, as Elizabeth faced excommunication as a result of this. Students will then judge the significance of the revolt.

16. How threatening were Catholic plots after 1570?

This lesson focuses on the three Catholic plots that threatened Elizabeth I after 1569. We will examine the aims and consequences of the Ridolfi Plot, the Throckmorton Plot and the Babington Plot. We will also discuss why these plots represented a threat to Elizabeth's position as monarch.

17. Why was Mary Queen of Scots executed in 1587?

This lesson examines why Mary Queen of Scots was executed in 1587. It explores why this happened in 1587, with reference to England's relationship with Spain, The Act for the Preservation of the Queen's Safety (1585) and Elizabeth's decision to sign the death warrant. It also looks at the consequences of the execution for both Elizabeth and Catholics at home and abroad.

18. How did developments in the New World contribute to the breakdown of relations between England and Spain?

This lesson examines how developments in the New World contributed to the breakdown of relations with Spain. It will introduce the concept of the 'New World' in the 16th century and discuss the causes of the increased global exploration under Elizabeth I. It will then look at the role of different factors including trade and commercial rivalry, privateering and Drake's circumnavigation of the globe in contributing to escalating tension. It will consider how both King Philip II of Spain and Elizabeth I reacted to these developments.

19. Why did Elizabeth's relationship with Spain deteriorate due to political challenges?

This lesson examines how political challenges lead to a deterioration in the relationship between England and Spain from 1570 until 1585. It examines how Elizabeth dealt with the issue of the Netherlands after the Dutch rebelled against Spanish rule in 1567. It will examine how Elizabeth and King Philip II's actions in the Netherlands lead to an escalation in conflict between the two countries between 1570 and 1585, culminating in the eventual outbreak of war between England and Spain in 1585.

20. How did Elizabeth's direct action provoke all-out war with Spain?

This lesson examines how Elizabeth's further intervention in the Netherlands between 1585 and 1587 lead to all out war with Spain in 1588. It looks specifically at the role of the Earl of Leicester's campaign in the Netherlands and Drake's 'singeing of the King of Spain's beard' in escalating tension further.

21. Why was the Spanish Armada defeated in 1588?

This lesson examines the reasons for the defeat of the Spanish Armada in 1588. It assesses the role of factors such as ship design, supplies, leadership and tactics and whether these can be considered English strengths, Spanish weaknesses or chance. It also analyses the consequences of the Armada's defeat for both England and Spain.

22. When was Elizabeth most threatened between 1569-1588?

This lesson explores the enquiry so far. It will consider what different threats Elizabeth faced between the years 1569 to 1588. It will consider specifically how Elizabeth I was threatened by Catholic plots, Mary Queen of Scots and the deteriorating relationship between England and Spain. It will analyse out of these threats, which was the greatest threat to Elizabeth and why.

23. How were people educated in Elizabethan society?

This lesson will examine why education developed in Elizabethan England. It will consider how people were educated in Elizabethan society and how this was dependent upon factors such as social class and gender. This lesson will also assess the extent to which education 'improved' during this period.

24. How did people's leisure time change during the Elizabethan period?

This lesson will examine how people's leisure time changed during the Elizabethan period. It will examine how and why popular pastimes such as the theatre, music and sport developed during this time and the impact this had on Elizabethan society. It will also assess the extent to which people's access to leisure and entertainment was influenced by factors such as social class.

25. Why did poverty and vagabondage increase in Elizabethan England?

This lesson will examine why poverty and vagabondage increased in Elizabethan England. It will examine the role of various factors such as population increase, changes in farming and changes in the countryside. It will look at how these factors were interlinked in explaining the increase in poverty in this period. It will also consider why poverty was considered such a problem at this time and why people in Elizabethan society believed the poor represented a threat to the social order.

26. How well did Elizabeth deal with the problems of the poor?

This lesson will examine how well Elizabeth and her government dealt with the problems of the poor and poverty. It will consider why the government took action to deal with poverty and the various attitudes towards the poor in Elizabethan England, examining the differences between the 'deserving' and the 'undeserving poor'. It will then consider how Elizabeth's government dealt with the problem of poverty through legislation and consider the strengths and limitations of each approach.

27. What drove Elizabethans to explore the New World?

This lesson will explore what drove Elizabethans to explore the New World. It will examine the role of factors such as trade, the Triangular Trade, adventure and new technologies. It will also consider the motivations and consequences behind Francis Drake's circumnavigation of the globe in 1580.

28. Why did the English want to colonise Virginia and how did Raleigh organise the project?

This lesson will explore what drove the English to want to begin colonisation of the New World in the 16th century. It will consider the significance of Sir Walter Raleigh and the motivations behind his planned colonisation of Virginia in the 1580s. It will then examine how Raleigh planned the voyage and colonisation of Virginia and how successful he was in doing so.

29. What was the impact of the colonisation of Virginia and why did it fail?

This lesson explores the importance of the colonisation of Virginia and the impact of this for England and the wider world. The lesson then investigates the reasons for the failure of Raleigh's colonisation of Virginia, looking at the role of factors such as problems on the voyage to Virginia, the inexperience and unrealistic expectations of the colonists and tension between the colonists and the Native Americans.

30. Explore the enquiries. What was Elizabeth I's greatest challenge?

This lessons reviews Exploration and asks students to reach judgement about the success of it. The lesson, then, reviews more broadly how far Elizabeth met the challenge of her reign by looking over a number of central aspects that we have considered and then reaching an overall judgement as to how far Elizabeth did 'Meet the challenge' as per the overall title of the Elizabethan unit.

Unit: Drawing Techniques

1. Embedding drawing fundamentals (with paper and pencil)

In today's lesson we will be looking at drawing fundamentals and image appreciation, focussing on pencil drawing. You will be working free-hand plotting and building techniques, as well as methods for shading and hatching quickly using traditional pencils & digital media.

2. Embedding drawing fundamentals (with pen and ink)

In today's lesson we will be looking at drawing fundamentals and image appreciation, focussing on stylisation of an image using pencil tracing, as well as fineliner and ink-free hand drawing skills.

3. Embedding drawing fundamentals: Tone & shadows

In today's lesson we will be looking at tone and image appreciation of charcoal and mixed-media artwork using shading, line and colour grounds to establish different tonal effects.

4. Embedding drawing fundamentals: Perspective

In today's lesson we will look at perspective-drawing fundamentals and image appreciation of perspective in art and you will work on one & two point quick perspective exercises to develop imaginary (or real) landscape & still life drawings.

5. Drawing techniques: Exploring textures

In today's lesson we will learn how to explore texture using mixed-media.

6. Drawing techniques: Expressive mark making

In today's lesson we will explore expressive mark making.

Unit: Theory

1. How to analyse and interpret artwork

In today's lesson we are going to learn how to analyse and interpret artwork. This aspirational 3-step process will help guide your writing to produce analysis good enough to earn you a high grade at GCSE.

2. Linking to a theme

In this lesson we are going to be looking at the first steps you take when completing a project: How do you develop ideas linking to a theme?

3. How to develop an idea

In this lesson we are going to learn how to develop ideas, looking at different ways that an image or idea can be explored in a creative way. Guidance also for supporting sketchbook page ideas.

4. Annotation

In today's lesson we are going to be looking at annotating work: How do you know what to write and how should it look? Ideas for content and presentation explored in this lesson.

5. How to evaluate your own ideas

In this lesson we are going to learn about the process of evaluating work: What to write, how to organise it and how to make sure you are providing all the crucial evidence for the exam board.

Unit: Health related exercise activity: components of fitness

1. How can we train muscular endurance?

34m video

2. How can we train power?

38m video

3. How can we train agility?

27m video

4. How can we train balance?

36m video

5. How can we train speed?

31m video

6. How can we train cardiorespiratory fitness?

36m video

Unit: Media

1. What is pre-production?

This this lesson, you will be introduced to the concept of pre-production and some of the tools that are available to them in this process. You will also produce a client-let digital media product using the pre-production tools.

2. Creating digital graphics

In this lesson, learners will be introduced to the two main types of digital graphics — raster and vector — and the associated file formats for each type. Learners will then learn how to make use of two different open source applications for the creation of each type of graphic. Learners will be shown sources that they can use to create their own digital graphics, whilst following appropriate copyright law.

3. Creating digital video

In this lesson, learners will be introduced to the different types of camera angle that are used in video production. They will then learn about the properties of digital video, including frames per second, compression, and file formats. Learners will then use the open source video editing package OpenShot to create a short video piece using presupplied video assets.

4. Creating a multi-page website

In this lesson, learners will begin by thinking about what makes a good website. Next, they will look at some of the front-end and back-end features that make a successful website. They will then recall which pre-production methods are useful for planning a website, then create their own multi-page website, using HTML and CSS templates and incorporating the logo and video files that they created in Lessons 2 and 3.

5. Planning your digital media artefact

In this lesson, learners choose and develop a digital media artefact from a number of provided client briefs. Learners will begin to plan their digital media artefact, applying the skills that they have learnt in previous lessons.

6. Producing your digital media artefact

In this lesson, learners will continue to create the digital media artefact that they selected and planned in Lesson 5. Learners need to make they complete all sub-tasks to ensure that they successfully complete the project.

Unit: Programming 3: Iteration

1. While loops

This lesson will introduce you to the world of iteration in programming. You will learn how to create and use a while loop in Python.

2. Trace tables

Testing is extremely important but sometimes it can be tricky to spot some errors and work out what is wrong. Trace tables are great for checking logic errors in your program, they are also a valuable tool for learning how to read and follow programs. In this lesson, you will learn what a trace table is and how to use one.

3. For loops

Continuing the theme of iteration, you will be introduced to another type of loop called a for loop. These allow you to iterate through a sequence. You will find out how to create and use one in this lesson.

4. Data validation

It is really important to make sure that you do as much as you can to avoid user error in your programs. Data validation has been touched on a little throughout Part 1 and Part 2 of the programming units. In this lesson you will take this a step further by applying data validation through iteration.

5. Pseudocode

Pseudocode is used to design programs. In this lesson, you will learn how to write your own pseudocode. You will also complete a challenging project that you will need to design using pseudocode before creating in Python.

Unit: Programming 4: Subroutines

1. Subroutines

In parts 1 to 3 of the Programming unit, you have already experienced subroutines. This lesson in designed to formalise your definition of a subroutine. You will find out why they are used in programming and you will also learn how to pass values to them.

2. Functions

Functions are a type of subroutine that allow you to return a value. You have used them before when you have used code like print() and input(). In this lesson you will explore how to create your own functions.

3. Scope

In this lesson you will learn about scope of variables. When a variable is initialised within a subroutine it cannot be easily accessed and modified by other subroutines. This lesson will teach you about the different levels of scope and show you how to access variables that are initialised within subroutines.

4. XOR

You should already be familiar with the operators AND, NOT and OR. This lesson introduces a new operator called XOR. You will discover how an XOR works before writing a function to perform the XOR operation.

5. Structured programming

Structured programming is a programming paradigm. This lesson introduces you to this paradigm and demonstrates how you can apply it to your own programs.

6. Create a program

In this lesson you will follow the structured programming approach to create your own program.

Unit: Holidays and travel

1. Talking about what you do in the summer (Part 1/3)

In this lesson we will revisit present tense regular '-AR' verbs in the context of holidays. We will look at conjugating verbs in order to be able to understand and express who is doing an action in a sentence.

2. Talking about what you do in the summer (Part 2/3)

In this lesson we will revisit present tense regular '-ER' and '-IR' verbs in the context of holidays. We will look at conjugating verbs in order to be able to understand and express who is doing an action in a sentence.

3. Talking about what you do in summer (Part 3/3)

In this lesson we will revisit present tense regular verbs in the context of holidays in order to be able to describe in detail what you and others do on holidays.

4. Talking about holiday likes and preferences (Part 1/3)

In this lesson we revisit how to use 'gustar'-type verbs with nouns and with other verbs. We will look at how 'gustar'-type verbs work differently from other verbs in Spanish in order to be able to express likes and dislikes in the context of holidays.

5. Talking about holiday likes and preferences (Part 2/3)

In this lesson we revisit how to use 'gustar'-type verbs when talking about someone else, in the context of holidays.

6. Talking about holiday likes and preferences (Part 3/3)

In this lesson we will learn about using a range of opinion-giving verbs in the context of holidays, including reasons with 'porque' and 'por eso'.

7. Talking about what you did on holiday (Part 1/3)

In this lesson, we will learn about the preterite with '-AR' verbs in the context of holidays in order to be able to talk about what you, and others do on holidays.

8. Talking about what you did on holiday (Part 2/3)

In this lesson we will learn about the preterite tense with some regular '-ER' and '-IR' verbs, so we can talk about what we did on holiday, but also what others did.

9. Talking about what you did on holiday (Part 3/3)

In this lesson we will build upon our understanding of the preterite tense and learn how to use 'gustar'-type verbs and some key irregular verbs. We will then look at how to improve the level of complexity in our speaking and writing.

10. Describing where you stayed (Part 1/3)

In this lesson we learn about verbs that have a reflexive and non-reflexive form, focusing on ‘alojarse’ and ‘quedarse’. We will also look at the imperfect tense of ‘estar’ and ‘haber’ so that you can describe where you stayed on holidays.

11. Describing where you stayed (Part 2/3)

In this lesson we learn about the imperfect tense with a range of irregular verbs (haber, tener, estar and ser) in the context of holidays so that we can give descriptions in the past.

12. Describing where you stayed (Part 3/3)

In this lesson we learn about the prenominal adjective ‘mucho’. We will also practise negative sentences with ni...ni and tampoco, building upon our understanding of the imperfect tense.

13. Talking about accommodation: reservations and problems (Part 1/3)

In this lesson we learn the difference between ‘me gustaría’ and ‘me gusta’, paying careful attention at how to use ‘me gustaría’ when booking accommodation. We will also practise asking yes / no questions in Spanish.

14. Talking about accommodation: reservations and problems (Part 2/3)

In this lesson we practise asking information questions using question words. We will also practise using ‘tú’ and ‘usted’ appropriately so that we can understand and use the formal mode of address when booking accommodation.

15. Talking about accommodation (Part 3/3)

In this lesson we learn how to use ‘cuánto’ (how much) and ‘cuántos’ (how many) to ask questions in the context of holidays. We will also do a role-play activity, one of the tasks in the speaking exam.

16. Giving an account of a holiday in the past (Part 1/3)

In this lesson we build upon our understanding of the preterite tense and we will learn how to use the 2nd person singular and plural form of the preterite tense. We will also consolidate the topic vocabulary so that you can recognise and ask key questions about a past event.

17. Giving an account of a holiday in the past (Part 2/3)

In this lesson we learn about translating ‘hacer’ and its multiple meanings. We will also look at how to use the imperfect and preterite tense together.

18. Giving an account of a holiday in the past (Part 3/3)

In this lesson we retrieve our knowledge of the present, preterite and imperfect tenses in the context of holidays. We will consolidate our understanding of how to use multiple tenses when giving an account of a holiday in the past through a reading task.

19. Guided Writing: Foundation

In this lesson we explore a foundation style GCSE writing question before co-constructing a written answer. There is an opportunity for you to practise some independent writing at the end of this lesson.

20. Guided Writing: Higher

In this lesson we explore a higher style GCSE writing question focusing on tense formation before co-constructing a written answer. There is an opportunity for you to practise some independent writing at the end of this lesson.

Unit: Urban change in Liverpool, UK

1. Location and importance of Liverpool

This lesson introduces the location of Liverpool and discusses the importance of the city nationally and internationally.

2. Impacts of migration on Liverpool

This lesson will consider the influence of both national and international migration on the culture of Liverpool.

3. Opportunities of urban change in Liverpool (Part 1)

This lesson explores the social and economic opportunities that have been created through urban growth in Liverpool

4. Opportunities of urban change in Liverpool (Part 2)

This lesson explores the environmental opportunities that have been created through urban growth in Liverpool.

5. Challenges of urban change in Liverpool (Part 1)

This lesson explores the social, economic and environmental challenges caused by urban change in Liverpool.

6. Challenges of urban change in Liverpool (Part 2)

This lesson explores the impacts of urban sprawl and counter-urbanisation on Liverpool.

7. An urban regeneration project in Liverpool: The Anfield project

This lesson will consider why regeneration is needed in Liverpool, and explore the main features of the Anfield regeneration project.

8. Sustainable urban living

This lesson explores the concept of sustainable urban living, with focus given to water, energy, waste and green space.

9. How urban transport strategies reduce traffic congestion

This lesson looks at the strategies used in Liverpool to reduce traffic congestion, with focus given to Liverpool City Bikes, pedestrianisation and park and ride schemes.

 

Unit: Atomic Structure

1. Exploring inside an atom

This lesson explores what an atom is made of, the internal structure of an atom, and the properties of the particles that make an atom.

2. Isotopes and ionisation

This lesson explores how the internal structure of an atom can change to make isotopes or ions.

3. History of atomic models

This lesson compares the plum pudding model with the nuclear model and explores the most significant experimental discovery that contributed to our modern model of the atom.

4. Radioactivity

This lesson looks at the properties of four different forms of radiation and how we could experimentally determine which radiation an isotope is producing.

5. Decay equations

This lesson explores the changes that take place within the nucleus of an atom during radioactive decay and we will learn how to write radioactive decay equations using atomic notation.

6. Activity and half-life (HT)

This lesson explores the pattern behind the randomness of radioactive decay, how the half-life of an isotope can be determined and how the proportion of nuclei lost can be determined.

7. Uses and hazards of radiation (Combined science only)

This lesson contrasts contamination and irradiation and explores some of the uses and dangers of radioactive sources by considering the properties of the radiations they produce and how they can be used in various situations.

8. Uses of radiation (Physics only)

This lesson will explore how we can use radioactive sources in a wide range of contexts, including within hospitals for imaging inside the body and treating disease.

9. Fission and fusion

This lesson will explore the processes of nuclear fission and nuclear fusion and how these important processes can, or could, be used for energy generation.

10. P4 atomic structure review (Part 1)

This lesson revises the Atomic Structure subject knowledge common to both GCSE Combined Science and GCSE Physics and gives an opportunity to work through some exam style questions.

11. P4 atomic structure review (Part 2)

This lesson revises the Atomic Structure subject knowledge on Half-life and the uses and hazards of radiation. This lesson also gives an opportunity to work through some exam style questions. It also covers Fission and Fusion which is only needed for the GCSE Physics course.

Unit: Bonding, structure and the properties of Matter

1. Ionic bonding introduction

This lesson will recap some relevant aspects of atomic structure and the rules for the formation of ions. It will then talk about formation of ionic bonds.

2. Further ionic bonding

This lesson will build on lesson one to show how to draw ionic compounds which are not a 1:1 ratio. It will also discuss how to write answers to these types of problems.

3. Properties of ionic compounds

This lesson will describe the properties of ionic compounds and how they can be explained by how ionic compounds form.

4. Covalent bonding

This lesson will introduce covalent bonding and explain why elements bond covalently.

5. Simple covalent molecules

This lesson will describe the bonding and properties of simple covalent molecules.

6. The giant covalent structures

This lesson will introduce giant covalent macromolecules and describe the physical properties of the main forms of carbon; graphite and diamond. It will link these properties to their bonding.

7. Giant covalent structures: Graphene

This lesson introduces the fullerene family of carbon compounds. It describes their structure and properties. It tells the story of the discovery of graphene and the scientists involved.

8. Polymers

This lesson will introduce the concept of polymers. You will be able to draw the displayed formula of monomers and polymers and link the structures to their properties.

9. Review (Part 1)

This lesson will review ionic and covalent bonding/ Compare and contrast the properties and uses of covalent bonding.

10. Metallic bonding

This lesson will introduce metallic bonding and link it to a metal's typical physical properties. It will then explain how forming an alloy changes these properties by linking to an alloy structure.

11. Solids, liquids and gases

This lesson will overlap with the particle model of matter from physics. It will discuss what happens when substances melt and boil. For higher tier it will explain why our models of particles are limited and the issues this can cause.

12. Nanoparticles (GCSE Chemistry only)

This lesson is only for students studying the separate Chemistry GCSE. It will introduce the concept of nanoparticles, describe their uses and evaluate the advantages and disadvantages of their use.

13. Review (Part 2)

This lesson will review the three main types of bonding and their implications to the physical characteristics and uses of a substance.

Unit: Revisiting: Romeo and Juliet

1. Romeo (Part 1)

In this lesson, we will revisit the character of Romeo and consider how Shakespeare presents his character across the whole play. We will explore some of his key relationships in the text and consider some of the most important moments of his character's development.

2. Romeo (Part 2)

In this lesson, we will continue to explore Romeo's characterisation across the play. We will learn about the 'tragic hero' and consider the extent to which Shakespeare has presented Romeo as a typical tragic hero.

3. Juliet (Part 1)

In this lesson, we will revisit Juliet's character and consider how Shakespeare presents her across the play. We will explore key contextual ideas and consider to what extent Juliet can be considered to be a 'typical' Elizabethan woman.

4. Juliet (Part 2)

In this lesson, we continue to explore Juliet's characterisation across the play. We will consider her relationships with other key characters and comment on the development and metamorphosis of her character from Act 1 to Act 5.

5. Benvolio and Tybalt (Part 1)

In this lesson, we will explore the characterisation of Benvolio. We will consider Shakespeare's use of flat characterisation, and how he purposefully constructs Benvolio's character in order to create a sense of contrast within the narrative.

6. Benvolio and Tybalt (Part 2)

In this lesson, we will continue to explore flat characterisation used by Shakespeare, this time considering the character of Tybalt. We will comment on the central character traits that Tybalt demonstrates in the narrative, and consider the lesson that an audience can learn from this.

7. Love (Part 1)

In this lesson, we will explore how Shakespeare presents the theme of love in Romeo and Juliet. We will consider the literary method of motif, and examine how this is used by Shakespeare to demonstrate his message about love to an audience.

8. Love (Part 2)

In this lesson, we will continue to explore how Shakespeare presents the theme of love in Romeo and Juliet. We will revisit the contextual Elizabethan attitudes towards love and re-examine some of the most interesting interpretations of love that Shakespeare presents across his narrative.

9. Conflict (Part 1)

In this lesson, we will explore how Shakespeare presents the theme of conflict in Romeo and Juliet. We will again consider the literary method of motif, and examine how this is used by Shakespeare to demonstrate his message about conflict to an audience.

 

10. Conflict (Part 2)

In this lesson, we will continue to explore how Shakespeare presents the theme of conflict in Romeo and Juliet. We will revisit the contextual Elizabethan attitudes towards conflict and re-examine some of the most interesting interpretations of conflict that Shakespeare presents across his narrative.

11. Fate (Part 1)

In this lesson, we will explore how Shakespeare presents the theme of fate in Romeo and Juliet. We will again revisit the literary method of motif, and examine how this is used by Shakespeare to demonstrate his message about fate to an audience.

12. Fate (Part 2)

In this lesson, we will continue to explore how Shakespeare presents the theme of fate in Romeo and Juliet. We will revisit the contextual Elizabethan attitudes towards fate and re-examine some of the most interesting interpretations of fate that Shakespeare presents across his narrative.

Unit: Revisiting: An Inspector Calls

1. The Inspector (Part 1)

In this lesson, we will explore how Priestley uses the Inspector as a catalyst designed to engineer change in the play, as well as revisiting Priestley's core message of socialism. We will also analyse Priestley's use of stagecraft and how it is used at the start and end of the play to create dramatic moments. This lesson makes reference to the topics of violence and suicide. If these issues are sensitive for you, we recommend checking with a trusted adult before starting, or doing the lesson with a trusted adult nearby.

2. The Inspector (Part 2)

In this lesson, we will explore how Priestley presents the differences between Mr Birling and the Inspector. We will revisit some key contextual knowledge about the differences between life in 1912 when the play was set and 1945 when it was written. This lesson makes reference to the topics of violence and suicide. If these issues are sensitive for you, we recommend checking with a trusted adult before starting, or doing the lesson with a trusted adult nearby.

3. Sheila and Eric (Part 1)

In this lesson, we will examine how Priestley presents the upper class Edwardian women by exploring Sheila's character. We will compare Sheila Birling to Eric Birling and explore her transformation as the play develops. This lesson makes reference to the topics of violence and suicide. If these issues are sensitive for you, we recommend checking with a trusted adult before starting, or doing the lesson with a trusted adult nearby.

4. Sheila and Eric (Part 2)

In this lesson, we will explore how Priestley presents the character of Eric Birling. We will explore how our sympathies towards Eric develop in the play, as well as revisiting contextual information about traditional gender roles in the Edwardian era. This lesson makes reference to the topics of suicide and violence, as well as sexual exploitation and violence. If these issues are sensitive for you, we recommend checking with a trusted adult before starting, or doing the lesson with a trusted adult nearby.

5. Mr Birling

In this lesson, we will focus on how Priestley presents the character of Mr Birling. We will explore the character development of Mr Birling and revise key contextual knowledge that allows us to form a developed interpretation of his character. This lesson makes reference to the topics of violence and suicide. If these issues are sensitive for you, we recommend checking with a trusted adult before starting, or doing the lesson with a trusted adult nearby.

6. Mrs Birling

In this lesson, we will explore Priestley's negative portrayal of Mrs Birling. We will explore how her character develops in the play and revise key contextual knowledge that allows us to develop a detailed interpretation of her character. This lesson makes reference to the topics of violence and suicide. If these issues are sensitive for you, we recommend checking with a trusted adult before starting, or doing the lesson with a trusted adult nearby.

7. Responsibility (Part 1)

In this lesson, we will explore the central theme of the play: responsibility. We will explore how the narrative structure conveys Priestley's message of collective responsibility. This lesson makes reference to the topics of violence and suicide. If these issues are sensitive for you, we recommend checking with a trusted adult before starting, or doing the lesson with a trusted adult nearby.

8. Responsibility (Part 2)

In this lesson, we will explore how Priestley creates empathy for his message of social responsibility through the character of Eva Smith. We will explore how Eva is presented as a victim of capitalist greed. This lesson makes reference to the topics of violence and suicide. If these issues are sensitive for you, we recommend checking with a trusted adult before starting, or doing the lesson with a trusted adult nearby.

9. The generational divide (Part 1)

In this lesson, we will explore the relationship between the older and younger generations in the play. We will explore the changing dynamics between the characters by contrasting how they are presented in Act 1 and Act 3. This lesson makes reference to the topics of violence and suicide. If these issues are sensitive for you, we recommend checking with a trusted adult before starting, or doing the lesson with a trusted adult nearby.

10. The generational divide (Part 2)

In this lesson we will explore how the Inspector offers an intellectual and moral authority which influences the younger Birlings as well as creating a more hopeful message for the future of society. This lesson makes reference to the topics of violence and suicide. If these issues are sensitive for you, we recommend checking with a trusted adult before starting, or doing the lesson with a trusted adult nearby.

11. Challenging class and gender (Part 1)

In this lesson, we will explore how characters in the play challenge traditional class and gender roles. We will explore key context about gender as well as focus on the characters of Eva and Sheila as examples of women developing independence and breaking away from traditional gender roles. This lesson makes reference to the topics of violence and suicide. If these issues are sensitive for you, we recommend checking with a trusted adult before starting, or doing the lesson with a trusted adult nearby.

12. Challenging class and gender (Part 2)

In this lesson we will explore the rigid class structure and the character of Gerald Croft. We will explore the class structure in more detail to understand why the characters react differently to the Inspector's warning. This lesson makes reference to the topics of violence and suicide. If these issues are sensitive for you, we recommend checking with a trusted adult before starting, or doing the lesson with a trusted adult nearby.