A model answer to a sample question for the AQA 2024 HE on Drake’s Circumnavigation of the Globe 1577-1580. The answer explores several factors to address the question: “The main result of journeys of exploration was the increase in the wealth and power of Elizabethan England”. How far does the study of Drake’s circumnavigation support this statement? You should refer to Drake’s circumnavigation and your contextual knowledge (16 marks)

A knowledge organiser summarising the key content required as part of the AQA 2024 Historic Environment study of Drake’s Circumnavigation 1577-1580. It covers, who Drake was, why he embarked on the journey, key events, benefits and dangers, impact and overall success, alongside tips on how to approach the question

Lesson exploring the impact of New Labour on workers, women and the youth 1997-2007. The lesson starts with analysis of New Labour’s impact on society using a source focusing on value and limitations. Students then use a video and hand out to categorise successes and failures of Labour policies on workers, women and the youth. Using this information students create a mind map on progress in society for these three groups assessing which groups experienced the largest change and why. This leads to judgement activity assessing the extent of progress on the key social groups.

Lesson 24 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on Raleigh’s attempts and plans to colonise Virginia. The lesson starts with a review of what students already know/can remember about Walter Raleigh, leading to a video which introduces his attempts to colonise Virginia. Students then explore the factors which influenced investment in this project, explaining how each would influence support for Raleigh’s project, moving to a strengths and weaknesses table exploring Raleigh’s plan. Students then assess how strong the plan was, building to exploring the significance in the following lesson.

A workbook that reviews the key content required for the 2025 Historic Environment study on Hardwick Hall. The booklet covers why manor houses were built, who Bess of Hardwick was, typical features of manor houses, how Hardwick Hall was and was not a typical manor house, changes reflected by Hardwick and essay planning.

Lesson 7 in the series of lessons for the 2024 HE pack on Drake’s circumnavigation. This double lesson begins with a recap of the key historical knowledge gained in the past 6 lessons, linking to the circumnavigation. Students then explore a question focused on changes demonstrated by voyages, explaining 4 key changes/developments to plan this specific question style. Students then use the mark scheme to create their own ‘top tips’ for the 16-mark essay, moving on to a plan for a question focused on the main results of voyages like the circumnavigation: “The main result of journeys of exploration was the increase in the wealth and power of Elizabethan England”. How far does the study of Drake’s circumnavigation support this statement? This essay can be answered at home in timed conditions within the lesson. Finally, students annotate a model paragraph for this question exploring the strengths. If there is time students could also make amendments and improve the paragraph.

Revision resource focusing on how to answer the 16 mark ‘Hardwick Hall’ question on Paper 2. The resource models the structure and models examples of good practice, offering pupils then the chance to structure their own answer. The key changes demonstrated by Hardwick are also included.

Two lesson series exploring life on plantations for slaves. Lesson 1 focuses on day-day life. Hyperlinked vider starter leads to a data capture carousel activity and judgement line plenary. The second lesson involves students exploring life on plantations using sources and creating positive and negative interpretations to enable them to reach a clear judgement.

Lessons focused around the 2020 Historic Environment on the Spanish Armada. The fourth lesson focuses on the key reasons for the failure of the Armada. The lesson starts with pupils analysing Phillip II’s plan and assessing advantages and disadvantages for Spain. Pupils then categorise the cards into reasons for failure; focusing on weather, English tactics, leadership, luck, Spanish mistakes and English ship design/weapons. Using the cards and additional information (plus relevant textbooks if required), in small groups pupils create a mini poster explaining one of the above reasons for defeat - presenting back after 15 minutes whilst all students complete a table recording the key details, allowing students to assess which reason for defeat they feel is most significant. The plenary focuses on the ‘how convincing’ question, using the Armada portrait as the source material.

Knowledge organiser for Unit 3 of Britain 2S (Heath, Wilson and Callaghan). The documents cover the three leaders, economy, social change and foreign affairs (with key focus on the EEC)

A revision lesson exploring the Conservative Party 1997-2007 with focus on leaders and key reasons for divisions. The lesson begins with a ‘who am I?’ recap, leading to a source analysis task of why the Conservatives were electorally unpopular. Students then complete the 5-minute essay plans, leading to a group task on the significant reasons for the Conservative electoral failure 1997-2005. Finally a judgement plenary allows students to reach their own conclusions on why the Conservatives were electorally unpopular in this time period.

Lesson exploring the impact of Thatcher's economic policies - information hunt carousel, leading to a card sort thematically categorising the impact of her policies, judgement regarding the overall economic legacy of Thatcher and homework assessment source on economic realignment.

Lessons focused around the 2020 Historic Environment on the Spanish Armada. The third lesson focuses on the chronology of the Armada, with specific focus on the ‘turning points’ of the battle. The lesson starts with a comparison of two accounts of the Armada, linking to the ‘how convincing’ question stem in this unit. In pairs pupils then annotate a variety of sources to understand the key events of the Armada. Pupils then use an overview worksheet to identify when and why the Armada was defeated, using this information to create a ‘symbol poster’/flash cards on the key turning points. Pupils use this information to answer: At which point do you think the Armada was defeated? Finally, pupils recap their learning in a 3,2,1 plenary.

Lesson 6 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the Puritan challenge to the religious settlement. The lesson begins with an inference starter on Puritan beliefs, before students link in why the religious settlement left some angry. Students then create a symbol poster reviewing the key aspect of Puritanism and the anger around crucifixes and vestments. Students then use the learning from the lesson to plan an answer to: Explain why the Puritans challenged Elizabeth’s religious settlement. You may use the following in your answer: • vestments • the Act of Uniformity You must also use information of your own (12 marks) Finally, students review the past three lessons in a retrieval plenary.

This lesson focuses on a review of the key content and assessing the impact of the war and the ultimate reasons for US military failure. The lesson begins with a ‘giant post it’ task reviewing knowledge of Vietnam. Students then recap the successes and failures of the four key Presidents linked to Vietnam (Eisenhower, Kennedy, Johnson and Nixon), asking students to consider the relative success of each. A categorisation task then considers the US failures and VC successes, leading to exploration of the impact using the Oxford AQA textbook and previous knowledge to explore the impact of the Vietnam War. Students then utilise this learning in a ‘perfect paragraph’ task for the 8-mark write an account question. Finally, students use a model answer focusing on why the US lost the war to explore why this would achieve a Level 4 in the 16-mark essay response.

Booklet for students to review the key content needed for the 2024 Historic Environment on Drake’s circumnavigation. Includes essay practice, recap knowledge and focus on themes of change, impact and success.

A resource focusing on reviewing key individuals/topics/concepts from AQA 8145 Elizabethan England unit. Pupils match up three key words to write on their whiteboards and explain the link between them. Pupils must match up as many as possible. Challenge question included.