A knowledge organiser for the AQA 8145 2026 Historic Environment on the Globe theatre.

Lesson 6 of the 2026 AQA 8145 Historic Environment series on the Globe Theatre. The lesson begins with a rapid recap of retrieval questions reviewing the Globe (answers included), moving to a recap of how the Globe was and was not typical of Elizabethan theatre. Students then use the mark scheme to explore how to approach the question, leading to a PEE planning grid of potential essay stems. Students then use this to plan an answer to a potential 16-mark question (focusing on increase in wealth and rise of gentry as stated factor), which can be written up at home or in class. A model answer of this will also be provided in the bundle. Finally, students explore a model paragraph as a plenary, assessing the strengths and weaknesses of this.

Lesson 5 in the 2026 HE AQA 8145 Historic Environment on the Globe Theatre. The lesson begins with an image starter, asking students to identify changes throughout Elizabethan society, leading to a video exploring the links to the theatre from societal change. Students then complete a card sort, categorising various changes to themes, using this (and an additional handout) to explain how the Globe reflects societal changes (e.g. increase in patronage, rise of the gentry, increase in entertainment etc.) Finally, students answer a summary question on what the most significant change is.

Lesson four in the AQA 2026 Historic Environment series on the Globe Theatre. This lesson focuses on the Globe itself. The lesson begins with a recap of previous knowledge of the Globe (using an annotated diagram), leading to a review of the background of the Globe, listing why it is significant as a historical site. Students then use two videos to make notes on the key features, actors/plays/audience and role of Shakespeare, leading to a review of what the Globe reflects about Elizabethan society. Students then create an argument for one change that the Globe represents, leading to a ‘taboo’ plenary.

Lesson 3 in the 2026 AQA 8145 Historic Environment series on The Globe. The lesson begins with an interpretation starter, focusing on religious opposition to the theatre. Students then explore various causes of opposition, ranking the influence out of 10, leading to a judgement on the most significant cause of opposition. Students then debate which group/cause posed the most influence, leading to a recap of this and the previous lesson, contrasting key reasons for the support of, and opposition to the theatre. An interpretation planning plenary allows a review of opposition and 8-mark ‘how convincing’ interpretation practice.

The second lesson in the 2026 AQA 8145 Historic Environment series on The Globe Theatre The lesson begins with an image recap of the previous lesson/reasons for the growing popularity of the theatre during Elizabeth’s reign, moving on to a video exploring why London was more receptive to cultural developments like the theatre. Students then explore various factors causing the popularity of the theatre, leading to a judgement of which was most significant. In groups, students consider how various groups in society would perceive the theatre, leading to a written summary of the extent of popularity of the theatre. Finally, a judgement line plenary considers the extent of impact on Elizabethan society (links to next lesson on who opposed the theatre).

The first lesson in the 2026 Historic Environment on the Globe Theatre. The lesson begins with a source exploration of theatre before Elizabeth I’s reign, leading to a video introducing the changes to the theatre at this time. Students then complete a data capture task to investigate how the theatre developed, focusing on the design, playwright, Master of Revels etc. Students then use a diagram of the Globe and their learning to describe two key features of a typical Elizabethan theatre, leading to a think-pair-share review. Finally, students complete a ‘reduction’ plenary, summarising their learning on the development of the theatre.

This lesson explores how conservatism emerged as a political philosophy. The lesson begins with an extract exploration on why conservatism is a ‘controversial’ ideology, leading to a video note taking exercise, introducing the key principles of conservatism. Students then explore the views of Hobbes and Burke, leading to a contrast of similarities and differences of conservative thinkers. Finallly, students explore similarities and differences between liberalism, socialism and conservatism.

This lesson focuses on the 25-mark extract response. The lesson begins exploring the marking criteria, askign students to collate ‘what makes a good response’. Students then make inferences from the extracts on socialist views of capitalism, leading to a paired planning session on the extract question. Students then can write it in class/at home, with a WAGOLL provided for students to analyse and highlight where they see meaning, knowledge, contrast and provenance.

This lesson explores modern socialism. The lesson begins with a debate on the core principles of socialism across the class, with debate prompters. Students then use a worksheet to explain what tensions exist within socialism, before a guided reading sheet explores socialist views today. A recap plenary of ‘who said what’ allows students to recap the views of the key thinkers.

This lesson explores the 5 key socialist thinkers. Beginning with a recap of revolutionary and evolutionary socialism, the lesson moves to a carousel of evidence gathering on the key thinkers, with a recap summarising their core beliefs. Students then present on one thinker, assessing their views on human nature, society, the state and the economy, while all students complete the date capture table. The lesson culminates in a trio plenary, allowing key terminology and knowledge recall across the socialism topic.

This lesson explores different branches of socialism, focusing on revolutionary socialism in depth. The lesson begins with a recap on the views of Marx, Engels and Luxemburg, moving into a comparison of revolutionary socialist ideas. Students then explore the similarities and differences between revolutionary socialist ideas before application to a 9-mark assessed response on the role of the state with a peer or self assessed plenary.

This lesson explores socialist views on the state, beginning with an extract starter practising the key extract skills. Students then use a hand out to answer key questions about socialist theories on the state, leading to a research task on the extent of socialism in modern Britain. Students then create a ‘perfect’ paragraph for a 9-mark explain and analyse response. Finally, a judgement assesses how far socialist democracy is a realistic proposition. A reading article/essay homework is also included.

This lesson explores socialist thinking on the economy, beginning with an economic definitions starter (in the context of socialist theory). The lesson then moves on to a video introducing theories, leading to an assessment of the strengths and weaknesses of different socialist economic theories. Students then consider economic socialism evident in modern Britain/the US leading to a summative plenary reviewing all learning.

This lesson explores socialist views on society beginning with a contrasting perspectives (revolutionary v. evolutionary) starter, moving on to assessing the strengths and weaknesses of socialist views on society. Students then compare liberal and socialist views of society, listing similarities and differences, finally applying their learning to a 9-mark explain and analyse response, leading to self or peer assessment.

This lesson explores socialist views of human nature. The lesson starts with an analysis of Beatrice Webbs’ views on human nature, leading to a video introducing the key thinking. Students then complete a data capture table comparing the different views of human nature. Students then explore what criticisms could be lodge at socialist views, leading to a contrast of the differences betweent socialist and liberal views of human nature.

This lesson explores the similarities and differences of the liberal thinkers. The lesson starts with a recap timeline, asking students to summarise the key thinkers. Students then focus on one individual and summarise their beliefs on state, economy, human nature and society, presenting to the rest of the group whilst each student completes the table. Students then assess tensions within liberalism and liberalism today, explaining how far tensions exist within liberalism. A trio recap plenary allows retrieval of key vocab and terms.