This lesson explores how the war ended in a stalemate and what factors led to peace. The lesson begins with a recap of the causes, events and ending of the war using a video. Students then explore the factors that led to the war becoming a stalemate. Students then watch a brief video outlining the peace treaty, whilst considering WHY a peace treaty occured in 1953. Students then explore the different factors that led to the treaty, alongside the four main agreements made. As a plenary, students begin to consider which nation gained the most from the Korean War.

This lesson explores the events of the Korean War with a focus on the UN actions and Communist response. The lesson starts with a retrieval recap of the learning on Korea so far, moving to a comparison of Truman and MacArthur and their profiles to assess what potential issues could arise from this. Students then use the hand out to assess what happened at each stage of the Korean War, using the information to explain the extent of the US control over the UN. Students then assess how successful the UN intervention was, leading to a corners plenary to show a judgement. Students then apply their learning so far to the question: Write an account of how events in Korea became an international crisis (8 marks).

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 25 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This double lesson explores why the attempts to colonise Virginia was significant. A starter for 10 recaps the learning on society, leading to an explanation of the significance of Virginia for England, ranking the most to least significant. Students then complete a carousel activity examining the reasons why the colonisation of Virginia failed. Students then apply their learning from the past three lessons to the following 16-mark essay question: ‘The main reason that voyages of exploration were undertaken during Elizabeth’s reign was to increase England’s wealth.’ How far do you agree? Explain your answer. (16) You may use the following in your answer: • Spain and the New World • Elizabeth I You must also use information of your own. This can be answered timed, or at home. Finally, students assess how far they think the failures in Virginia were due to Walter Raleigh.

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.

Lesson 23 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the reasons for and significance of Drake’s circumnavigation of the Globe. The lesson starts with a review of existing knowledge of Drake, leading to a video which introduces the slave trade as reason for exploration. Students then use the information to explain what Drake’s motivations were, exploring the relative significance of these. Students then complete a carousel activity exploring the differing impacts of Drake’s circumnavigation, leading to a group discussion of which was the most significant. The lesson culminates in a post-it note plenary exploring which result each student feels was the most significant.

Lesson 22 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the reasons for the increase in exploration in Elizabethan England. The lesson begins with an image starter, asking students to guess why exploration was significant, leading to a video which introduces the benefits of exploration for Elizabethan England. Students then explain the significance of each factor in encouraging exploration, leading to a judgement on the most significant factor. This information is then used in a self/peer-assessed describe question. Finally, students assess the benefits of exploration, finishing the lesson with a recap plenary.

Lesson 21 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on attitudes towards the poor and the government response to poverty in Elizabethan England. The lesson begins with students guessing what the definitions of the different poor would mean, leading to a video introducing the urban poor. Students then utilise source material to make inferences about attitudes, leading to an explanation of the attitudes to the poor in this period. The lesson then focuses on attitudes to the poor, leading to a card sort on the reasons why government actions/attitudes changed over time. Students then examine the legislation used to tackle poverty and explain how significant the impact of this would be. Finally students assess how far poverty had been tackled in the plenary.

Lesson 20 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on why poverty increased in the Elizabethan period. The lesson begins with an inference starter, leading to a video introducing poverty in Elizabethan England. Students then use the handout to create a mind map showing the different reasons why poverty increased, leading to an explanation of the most significant factor. Students then make links to how the Gentry/nobility would view poverty and finishing with a review of the most significant cause of poverty in this period.

Lesson 19 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on how far Elizabethan England could be perceived to be a Golden Age. Students use an interpretation to make inferences and test with knowledge, leading to a comparative table assessing how Elizabethan England could, and could not be seen as a Golden Age. Students then use the learning from the lesson to plan and answer: Explain why Elizabethan England could be considered a Golden Age. You may use the following in your answer: • Theatre • Grammat schools You must also use information of your own (12 marks) Students then improve their timed answers using the success criteria. Finally, students assess how far they think Elizabethan England was a Golden Age in a judgement line plenary.

Lesson 18 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the development of leisure in Elizabethan England. A picture starter encourages students to explore different leisure pursuits available, leading to a video which provides an overview of the period. Students then complete a data capture carousel, making notes on the different forms of leisure. Students then use this information to assess the positives and negatives of these different pastimes, leading to application to a ‘describe two features’ 4-mark response. Students then assess how similar Elizabethan leisure is to modern day leisure in a post-it note plenary.

Lesson 17 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on how education developed in Elizabethan England. A picture starter introduces the topic, leading to a video introducing the education development at the time. Students then explain how attitudes developed towards education, leading to a task where students assess how different classes and genders were impacted by educational changes. The lesson culminates in an explanation of how education grew, leading to a recap plenary reviewing the educational changes.

Lesson 16 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on reviewing the threats Elizabeth faced at home and abroad 1569-1588. The lesson starts with a ‘starter for 10’ recap of the key content, leading to a living graph assessing the extent of the threat faced at different stages (students use work books or text books) Students then write a plan for: Explain why Elizabeth faced challenges at home and abroad 1569-1588. You may use the following in your answer: • Excommunication by the Pope • Mary, Queen of Scots. You must also use information of your own (12 marks) Finally, assess whether Elizabeth would have felt more under threat in 1569 or 1588, leading to an exploration plenary of the reasons why Elizabeth was able to survive the challenges she faced by 1588.

Lesson 15 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the reasons why the Spanish Armada failed. The lesson begins by exploring the advantages and disadvantages of Phillip II’s plan, linking in other knowledge. Students then make inferences from an interpretation about the reasons for failure. A categorisation task allows students to explore the themes that caused defeat, leading to a judgement on the most significant. Students then revisit the interpretation and add in knowledge that supports and challenges the interpretation. Finally, students analyse the importance of the Armada as a propaganda victory, analysing the Armada portrait as a plenary.

Lesson 14 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the reasons for the outbreak of war with Spain by 1588. The lesson begins with a source starter, establishing students existing knowledge of the Armada, leading to a discussion of why tension could outbreak in war based on existing knowledge. Students then use the information sheets to carousel around the different factors that caused war, leading to an extended written judgement and a corners plenary of the most important thematic reason in causing the war.

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

Lesson 5 in the Hardwick Hall 2025 Historic Environment learning sequence. This lesson focuses on application of knowledge of Hardwick Hall to the 16-mark essay on the Elizabethan paper. The lesson begins with a recap of the changes in the period demonstrated by Hardwick, leading to a paired retrieval task reviewing the key features of Hardwick. Students then explore the 16-mark essay criteria and then apply their learning to a plan for the following question: “The main change that Elizabethan manor houses demonstrated was the greater prosperity of their owners”. How far does a study of Hardwick Hall support this statement? You should refer to Hardwick Hall and your contextual knowledge. (16 marks). Students then explore a WAGOLL paragraph and assess the strengths and weaknesses of this. A model answer for this question is included in the bundle pack.