Lesson 6 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the Puritan challenge to the religious settlement. The lesson begins with an inference starter on Puritan beliefs, before students link in why the religious settlement left some angry. Students then create a symbol poster reviewing the key aspect of Puritanism and the anger around crucifixes and vestments. Students then use the learning from the lesson to plan an answer to: Explain why the Puritans challenged Elizabeth’s religious settlement. You may use the following in your answer: • vestments • the Act of Uniformity You must also use information of your own (12 marks) Finally, students review the past three lessons in a retrieval plenary.

Lesson 5 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson begins with a recap of the religious settlement and how Catholics and Protestants would have been pleased. Students then explore a source showing the impact the church had on people, before using a handout to review the role of the church in daily life an din enforcing the religious settlement. Students then create a perfect paragraph for the 12-mark explain question using the suggested pointers, leading to a plenary review of the role of the church and the part in played in maintaining religious order.

Lesson 3 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson begins by comparing Catholic and Protestant beliefs, and exploring why there would be conflict. Students then complete a guided reading article, gaining context on the English Reformation and the situation for Elizabeth by 1558. The lesson then moves to explore the three key problems facing Elizabeth, allowing students to explain why each was an issue, and potential solutions that could be found. The lesson culminates in a retrieval plenary, allowing a review of the past three lessons.

Lesson 4 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson begins by exploring the differences between a Catholic and Protestant church, allowing students to identify areas of disagreement. Students then read through the key areas of the Relgious Settlement and create a table showing the positives and negative impacts of this. Students then link this to a 4-mark ‘describe two features’ question, self or peer-assessing the answer. Moving on, students categorise cards into the overall positive and negative effects of the Religious Settlement, reaching a judgement on the most significant. Students then assess how successful they think Elizabeth’s attempts were at solving the religious divisions in 1559.

Lesson 2 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson starts by exploring students existing knowledge of Elizabeth, linking this to the Tudor family tree and why she was an ‘unexpected queen’. Students then explore one interpretation to introduce the problems faced at the start of her reign. Students then are given one problem to teach the rest of the group, building on this later by ranking the six key problems (legitimacy, marriage, French threat, religion, financial weakness and Mary, Queen of Scots) and explaining which posed the more significant threat. Linking to the previous lesson students aim to ‘solve’ the problems, trying to link in the groups who held power in England at the time. The lesson ends with a judegment line plenary mirroring the ‘how far do you agree’ essay question.

Lesson 1 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson begins by laying the foundations for social structure and political power in 1558. The lesson starts with an exploration of hierarchy, linking to the Great Chain of Being. Moving on students watch a video to explore social change, and then apply learning from a worksheet to a 4-mark describe two features question, allowing opportunity for self or peer-assessment. Students then explore the key political groups/individuals and assess their function, leading to a judgement on who held the most power in 1558. The lesson culminates in a judgement on the extent of decision making power that Elizabeth had upon her accession to the throne in 1558.

A revision work book for AQA 7042 2S Unit 6 covering all key political, economic, social and foreign policy elements. Students can work through the tasks, reviewing the content alongside practicing sample source and essay questions.

A revision work book for AQA 7042 2S Unit 5 covering all key political, economic, social and foreign policy elements. Students can work through the tasks, reviewing the content alongside practicing sample source and essay questions.

A revision work book for AQA 7042 2S Unit 4 covering all key political, economic, social and foreign policy elements. Students can work through the tasks, reviewing the content alongside practicing sample source and essay questions.

A revision work book for AQA 7042 2S Unit 3 covering all key political, economic, social and foreign policy elements. Students can work through the tasks, reviewing the content alongside practicing sample source and essay questions.

A revision work book for AQA 7042 2S Unit 2 covering all key political, economic, social and foreign policy elements. Students can work through the tasks, reviewing the content alongside practicing sample source analysis and essay questions.

A revision work book for AQA 7042 2S Unit 1 covering all key political, economic, social and foreign policy elements. Students can work through the tasks, reviewing the content alongside practicing sample essay questions.

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 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.