Revision materials allowing for a knowledge review of the Korean War

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).

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 revision workbook for students covering the AQA 8145 Elizabethan England topic. The booklet focuses on religious divisions, Catholic threats (with specific examples), the role of Mary, Queen of Scots, domestic threats (Northern rebellion and Essex) and the Spanish Armada. The booklet covers both content and application to exam style responses.

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 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 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 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 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 2 in the Hardwick Hall 2025 Historic Environment learning sequence. This lesson focuses on who Bess of Hardwick was and why she was able to build Hardwick Hall. The lesson begins with an image starter, asking students to explore how people like Bess could build manor houses. Students then explore Bess from a video, moving on to the creation of a timeline of her life. From this students create a spider diagram showing how Bess was an effective businesswoman, then explaining how Bess was able to redevelop Hardwick. Finally students assess how far Bess was a typical member of the Elizabethan Gentry.

Lesson 3 in the Hardwick Hall 2025 Historic Environment learning sequence. This lesson focuses on Hardwick Hall in detail. The lesson begins with a video introducing Hardwick Hall and the key features, leading to how Hardwick fits the ‘typical features’ of a manor house from L1. Students then recap Bess and how she was able to fund the creation of Hardwick Hall, moving on to assessing how Hardwick Hall was similar/different to typical Elizabethan manor houses. A taboo plenary recaps the key terminology from the lesson.

Lesson 4 in the Hardwick Hall 2025 Historic Environment learning sequence. This lesson focuses on what Hardwick Hall can show about changes in the Elizabethan period. The lesson begins with a knowledge recall of Hardwick Hall, moving on to a carousel source activity where students use sources to explain key changes in England that Hardwick demonstrates (fashions, wealth, support for Elizabeth, rise of Gentry and new architectural styles. Students then explain what Hardwick Hall can show about Elizabethan England, explaining why Hardwick can be seen as a symbol of Elizabeth’s reign.

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.

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

Lesson 1 in the Hardwick Hall 2025 Historic Environment learning sequence. This lesson focuses on how and why manor houses developed in Elizabethan England. The lesson begins with a starter focusing on features of a typical manor house. Students then use a video to explore why the Great Rebuilding occurred, leading to the creation of a spider diagram on why so many manor houses were built in this period. The lesson then explores the typical features of an Elizabethan manor house, leading to a recap plenary.

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 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.

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.