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 emerging youth culture in Britain 1951-64. The lesson starts with a recap of the key social and economic changes, asking students to consider what changes these would bring to the youth. A video introduces Mods and Rockers, leading to a spider diagram (using Oxford AQA textbook) on the reasons for the emergence of a distinct youth culture at this time. Pupils then use the table to explain what each image represents in relation to youth culture, leading to an analysis of the wider social tensions and what short and long term impact they would have on Britain. The plenary draws together all learning on social changes, asking students to contrast the idea of change and continuity in Britain during this period, using key prompts.

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.

Third lesson in the scheme - how was the power of the monarch challenged in medieval England? Lesson exploring the legacy of the Magna Carta. Quiz quiz trade starter reviewing learning on the Magna Carta, analysis of the promises of the Magna Carta and who benefitted in English society, assessment of how John would feel about these promises, card categorisation in terms of short, medium and long term significance of the Magna Carta leading to an AQA 8145 GCSE style significance assessment - optional plenary writing up ONE paragraph of the assessment - alternately complete for homework/next lesson

Two lesson sequence exploring the extent of multiculturalism in Britain by 2007. The lesson starts with a video focusing on the legacy of the murder of Stephen Lawrence, asking students what they can infer about equality in the 1990s. Using the first side of the hand out students create a table showing progress/tensions re. integration, leading on to a report on the 7/7 bombings and the impact. A clip of a speech by David Cameron promotes discussion around the idea that ‘multiculturalism’ was dead by this point. Students then categorise the responses to the 7/7 bombings into positive and negative, focusing on the long term impact on race relations. A judgement line plenary allows students to show the extent of their agreement to the idea that Britain was a muticultural society by 2007, leading to a 10 mark source practice homework question on community relations.

Revision grid with activities linked to key questions for the AQA Elizabeth unit.

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.

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.

Lesson exploring how slaves resisted on plantations. Inference starter, two layers of inference sources linked to utility, card sort categorising passive and active resistance leading to an explanation judgement regarding the most successful forms of resistance.

L2 in the 2024 Historic Environment series on The Americas and Drake’s circumnavigation, 1577-1580. This lesson begins with a recap of knowledge about Francis Drake, leading into a video that introduces John Hawkins’ role in the slave trade. Students then explore how Hawkins’ role in influencing Drake in undertaking future voyages. The main activity focuses on exploring the 6 main motivating factors for Drake in undertaking his 1577 voyage, with students assessing the strengths and weaknesses of each, leading to a judgement on the main factors that influenced Drake. The plenary sets up the following lesson with students considering the benefits and dangers to sailors in undertaking such a lengthy voyage.

Lesson exploring why Britain followed (and then accelerated) a policy of decolonisation 1951-64. The lesson starts with images exploring why the Empire was significant, leading to an introduction to the policy of decolonisation. Pupils then analyse part of Macmillan’s ‘winds of change’ speech assessing content, then value. In pairs pupils investigate two examples of decolonisation, then snowball to complete the table. Students then rank the reasons for the acceleration of decolonisation at this time, assessing which is most significant. The plenary is a clip of the ‘winds of change’ speech, asking students to assess if we can trust this as a key reason for decolonisation. This lesson, and the two previous will be utilised in a 25 mark essay planning lesson next in the learning sequence.

L3 in the 2024 Historic Environment series on The Americas and Drake’s circumnavigation, 1577-1580. This lesson explores the key chronological events of the circumnavigation and the benefits and dangers faced across the voyage. The lesson begins with a recap of the motivating factors in undertaking such a voyage, leading to a video exploring the circumnavigation and the events, benefits and dangers. Students complete the notes table as they watch. Students then annotate their A3 map, using the hand out to detail what happened at each stage - optional colour-coding re. benefits and negatives at this stage - building a chornological picture of the voyage. Using their map and the hand out students then create a table showing the benefits and dangers of this voyage. Finally, students then assess HOW successful they think the circumnavigation was considering their learning so far.

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

L4 in the 2024 Historic Environment series on The Americas and Drake’s circumnavigation, 1577-1580. This lesson explores what was the impact of Drake’s circumnavigation. The lesson begins with a trio retrieval starter, leading to a ‘rapid recap’ of the benefits and dangers for Drake and his crew on the journey. Students then complete a carousel activity exploring the various impacts of the circumnavigation including improvement in Drake’s social status and geographical understanding. Students then work in groups to analyse the strengths and weaknesses of the various impacts, leading to a judgement on what they think is the most significant impact of the circumnavigation.

Model answer for specimen paper question: ‘The main change that manor houses demonstrated was the greater prosperity of their owner’. How far does a study of Hardwick Hall show this?

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.

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.