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 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.

L6 in the 2024 Historic Environment series on The Americas and Drake’s circumnavigation, 1577-1580. This lesson utilises the AQA Historic environment source booklet to review the Circumnavigation. The lesson begins with a ‘giant post-it’ task to review the key causes, benefits, dangers and impacts of the circumnavigation. Students then use the source booklet to add to the knowledge audit table (to be printed on A3) to link in features, events and specific knowledge of the circumnavigation. Students then share what the circumnavigation tells them about life in Elizabethan England, leading to a judgement regarding the most significant impact of the circumnavigation. A 3, 2, 1 plenary recaps key learning in preparation for the following essay-planning lesson.

L5 in the 2024 Historic Environment series on The Americas and Drake’s circumnavigation, 1577-1580. This lesson assesses how great an achievement Drake’s circumnavigation was. The lesson begins by using the images to recap the previous lesson - the results of the circumnavigation. Students then explore the benefits and negatives/limitations of the voyage for those stakeholders involved (e.g. Drake, his backers, his crew etc). Students then use this sheet, and the previous lesson to explore ONE of two questions assessing the achievements and successes of the voyages. In groups students plan a question and then feedback, completing the question planning grid. Students then choose one question to answer (linked to AQA updated scheme 2024). The lesson culminates in a judgement line plenary assessing how successful students consider Drake’s voyage to have been.

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.

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.

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.

L1 in the 2024 Historic Environment series on The Americas and Drake’s circumnavigation, 1577-1580. This double lesson explores how the voyages of exploration benefited Elizabethan England. The lesson begins with an inference source starter, leading to a video clip demonstrating how exploration advanced in this period. Students then rank the main reasons for these voyages, justifying their top 3 choices. Students then explore 5 key Elizabethan explorers, outlining for each their successes and negatives from their voyages. The lesson then moves into a direct comparison between the contribution made by Drake and Raleigh to Elizabethan England, linking into an 8-mark ‘explain what was important’ response with mark scheme and assessment grid included. The lesson culminates in a review of the main motivations for voyages, explorers and benefits these voyages brought in the wider Elizabethan context.

A model answer for the 2023 AQA Historic Environment study on Sheffield Manor Lodge. The question focus is: “The main change that Elizabethan Manor Houses demonstrated was the improved security of Elizabethan England”. How far does the study of Sheffield Manor Lodge support this statement? You should refer to Sheffield Manor Lodge and your contextual knowledge (16 marks). The answer encompasses the themes and evidence associated with the site.

Knowledge organiser for the 2023 Historic Environment site Sheffield Manor Lodge. For use with revision, giving an over and complimenting the L1-8 on Sheffield Manor Lodge.

L8 in the 2023 Historic Environment series on Sheffield Manor Lodge. This lesson explores the assessment criteria and the different potential question styles, leading to the planning of an exemplar and analysis of model paragraph. The lesson begins with students reviewing the key features/learning in a retrieval quiz. Students then explore how to approach a question focused on MQ of S imprisonment, moving on to adding evidence to a causation question on the development of manor houses in this period. Students then plan an answer to a ‘change’ question based on improved security in Elizabethan England and how manor houses (and SML) display this, exploring the mark scheme and completing the essay plan. A model paragraph is then used to annotate as a plenary exploring strengths and areas for development.

L7 in the 2023 Historic Environment series on Sheffield Manor Lodge. This lesson explores why the functions, features and purposes of SML with a thematic approach utilising the AQA Historic Environment booklet. The lesson begins with students recapping the previous 6 lessons in a ‘giant post-it’ starter, reviewing the learning. Students then complete the A3 data capture using the source booklet extracting evidence on how SML shows: Wealth of the owner, improved security for Elizabeth, how it was designed to host royalty, it’s location and how it developed over time. Students use this information to then explore what SML can tell us about Elizabethan England in this period leading to a judgement on the MAIN purpose of SML at this time. Finally students complete a 3, 2, 1 retrieval plenary.

L6 in the 2023 Historic Environment series on Sheffield Manor Lodge. This lesson explores why new manor houses emerged in this period; how SML changed before, during and because of Mary and finally how far SML reflects a typical manor house. The lesson begins with students exploring features of a manor house with a diagram of Hardwick Hall. Students then use the hand out to create a spider diagram showing why new manor houses were built and key features. Students then complete a card sort categorising changes made before 1570, changes made because of Mary’s arrival and how Mary herself influenced changes. Students then record their findings in either a table or spider diagram. Students then review how SML reflects both a typical and non-typical manor house. Finally, students explain how far SML reflects a traditional, typical Elizabethan manor house at this time.

L5 in the 2023 Historic Environment series on Sheffield Manor Lodge. This lesson explores the road to Mary’s execution and the role of George Talbot within this. The lesson begins with a video recapping the personal threat that Mary posed to Elizabeth, leading to a discussion of the Babington Plot. Students then assess the 4 key plots involving Mary and explain the extent of Mary’s involvement in each. Students then judge ‘how much’ of a threat Mary was and why her execution was significant. Students then debate if executing Mary was the right thing to do in groups. The lesson then explores the role of Talbot in Mary’s execution, analysing his views on Mary and his complicity in her plots. Students then wrap up the lesson with an 8-mark question on the importance of Mary’s execution which can be peer/self-assessed.

L4 in the 2023 Historic Environment series on Sheffield Manor Lodge. This lesson explores the features, location and development of Sheffield Manor Lodge and why George Talbot was chosen as Mary’s jailor and how suitable he was for this role. The lesson begins with a recap starter exploring why Sheffield Manor Lodge was a good choice to house Mary. A short audio clip then explores who Talbot was and why he was chosen to guard Mary. Students then use the information sheet to complete the data capture exploring why Talbot was suitable, focusing on wealth, religion, status and his attitudes towards his role. Students then assess the strengths and limitations for Talbot in being Mary’s custodian. Students then use the learning from the lesson to answer a question explaining why Talbot was a suitable choice to guard Mary. Finally, the lesson finishes with a judgement on the extent of Talbot’s success with justification.

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.

A lesson revising the key economic policies and social impacts of Thatcher’s government. The lesson begins with a recap of Thatcherism and opinions on her, moving to an exploration of monetarism, privatisation and deregulation. Students then examine a source exploring the impacts of her policies, leading to categorising cards into successes/failures of her policies. Students then focus on the social impacts with a table anlaysing realignment, unemployment and inflation. Students then review key economic social policies (right to buy and poll tax) with reference to their successes and failures, leading to an essay plan on the handling of industrial disputes by Thatcher. Finally, the plenary focuses on the overall success of Thatcher’s economic policies in a judgement line task.

A revision double lesson focusing on reviewing the political and economic issues under Major and his leadership. The lesson begins with anagram unscrambles and definitions, moving into a revision clock of the key political and economic issues. Students then analyse a source regarding the 2002 election, leading to an essay plan assessing Major’s strengths and weaknesses. Finall, a trio plenary allows students to make and explain links between topics and factors.

L3 in the 2023 Historic Environment series on Sheffield Manor Lodge. This lesson explores the features, location and development of Sheffield Manor Lodge and why this was a good place to detain Mary, Queen of Scots. This should take a double lesson. The lesson begins with a starter exploring options on what to do with Mary AFTER the failed Northern rebellion. A video then explores Sheffield Manor Lodge focusing on strengths and weaknesses as a defensive base, alongside information about Mary. Students are then introduced to George Talbot and what the benefits/negatives would be of being responsible for Mary. The lesson then moves on to a carousel data capture focusing on the strengths of Sheffield Manor Lodge as a place of detention with a focus on location, features/facilities, George Talbot and limitations. Students then use their A3 table to create an estate agent profile on Sheffield Manor Lodge, finally answering a question explaining why Sheffield Manor Lodge was a good place to detain Mary. Finally, a recap plenary reviews the previous 3 lessons.