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New Focus Education

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Key Stage 3, GCSE and A Level History resources available for purchase and download. New Focus Education offer resources from a teacher with 10 years teaching experience, a track record of excellent outcomes and experience of leadership at several levels. The main focus is AQA 8145 and AQA A Level, with key stage three resources available with GCSE skills and requirements embedded throughout.

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Key Stage 3, GCSE and A Level History resources available for purchase and download. New Focus Education offer resources from a teacher with 10 years teaching experience, a track record of excellent outcomes and experience of leadership at several levels. The main focus is AQA 8145 and AQA A Level, with key stage three resources available with GCSE skills and requirements embedded throughout.

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Drake's circumnavigation (HE 2024) Knowledge Organiser
LauraMeadowcroftLauraMeadowcroft

Drake's circumnavigation (HE 2024) Knowledge Organiser

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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
8145 Hardwick Hall 2025 HE revision workbook
LauraMeadowcroftLauraMeadowcroft

8145 Hardwick Hall 2025 HE revision workbook

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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.
AQA 8145 Hardwick Hall HE 2025 L5: Hardwick Hall essay planning.
LauraMeadowcroftLauraMeadowcroft

AQA 8145 Hardwick Hall HE 2025 L5: Hardwick Hall essay planning.

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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.
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AQA 2024 Drake's Circumnavigation 1577-1580 Historic Environment complete lesson series pack
LauraMeadowcroftLauraMeadowcroft

AQA 2024 Drake's Circumnavigation 1577-1580 Historic Environment complete lesson series pack

$46.06Save 24%
9 Resources
Complete resource pack containing 7 full lessons on Drake’s Circumnavigation 1577-1580 (2024 AQA Historic environment pack for Elizabethan England). The pack includes an overview lesson on why voyages of exploration increased in this period, linking in different explorers, a lesson focusing on Drake’s motivations for the circumnavigation, a lesson exploring the chronology and events of the circumnavigation, a lesson focusing on the impacts of the circumnavigation linking to the following lesson analysing the relative success of the circumnavigation, a thematic study of Drake’s circumnavigation using the AQA source booklet and an essay-planning lesson focused on the assessment requirements of the 16-mark historic environment question. The bundle also includes a knowledge organiser covering all key aspects of the 7-series lessons and a model answer linked to the 16-mark HE question.
How much change did the Normans bring to England - KS3 suitable for AQA 8145
LauraMeadowcroftLauraMeadowcroft

How much change did the Normans bring to England - KS3 suitable for AQA 8145

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*Eleventh lesson in the scheme - how the Normans changed England * Lesson exploring the extent of change brought to medieval England under the Normans. Video starter introduces the key changes made, paired card sort - change and continuity leads to completion of Venn diagram (attached at end of PPT), judgement on the most significant change, summary answer to how far the Normans changed England, plenary reviewing different groups in society and how far their lives changed. NB: Assessment GCSE write an account question plan attached for completion next lesson
AQA 8145 Hardwick Hall HE 2025 L4: What can Hardwick Hall show us about Elizabethan England?
LauraMeadowcroftLauraMeadowcroft

AQA 8145 Hardwick Hall HE 2025 L4: What can Hardwick Hall show us about Elizabethan England?

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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.
L2 - Drake's circumnavigation (HE 2024): Why did Drake circumnavigate the globe in 1577?
LauraMeadowcroftLauraMeadowcroft

L2 - Drake's circumnavigation (HE 2024): Why did Drake circumnavigate the globe in 1577?

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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.
Slave resistance
LauraMeadowcroftLauraMeadowcroft

Slave resistance

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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.
Life on plantations - two lesson sequence
LauraMeadowcroftLauraMeadowcroft

Life on plantations - two lesson sequence

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Two lesson series exploring life on plantations for slaves. Lesson 1 focuses on day-day life. Hyperlinked vider starter leads to a data capture carousel activity and judgement line plenary. The second lesson involves students exploring life on plantations using sources and creating positive and negative interpretations to enable them to reach a clear judgement.
AQA A Level Britain 1950-2007: Thatcher as a leader
LauraMeadowcroftLauraMeadowcroft

AQA A Level Britain 1950-2007: Thatcher as a leader

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Introduction to Thatcher - images starter, two videos comparing interpretations (hyperlinked in), spider diagrams on key aspects of Thatcher's leadership, source analysis of Thatcherism (content, tone and provenance), impact of Thatcher judgement. Homework included to research one minister with view to present findings next lesson - summary sheet to give out also attached.
AQA 7042 - Unit 6 - Workers women and the youth
LauraMeadowcroftLauraMeadowcroft

AQA 7042 - Unit 6 - Workers women and the youth

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Lesson exploring the impact of New Labour on workers, women and the youth 1997-2007. The lesson starts with analysis of New Labour’s impact on society using a source focusing on value and limitations. Students then use a video and hand out to categorise successes and failures of Labour policies on workers, women and the youth. Using this information students create a mind map on progress in society for these three groups assessing which groups experienced the largest change and why. This leads to judgement activity assessing the extent of progress on the key social groups.
AQA 7042 2S Britain - Decolonisation by 1964
LauraMeadowcroftLauraMeadowcroft

AQA 7042 2S Britain - Decolonisation by 1964

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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.
Edexcel 1H10/B4 - L6 - Puritan challenge to Elizabeth's religious settlement
LauraMeadowcroftLauraMeadowcroft

Edexcel 1H10/B4 - L6 - Puritan challenge to Elizabeth's religious settlement

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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.
Edexcel 1H10/B4 - L24 - Raleigh and Virginia
LauraMeadowcroftLauraMeadowcroft

Edexcel 1H10/B4 - L24 - Raleigh and Virginia

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Lesson 24 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on Raleigh’s attempts and plans to colonise Virginia. The lesson starts with a review of what students already know/can remember about Walter Raleigh, leading to a video which introduces his attempts to colonise Virginia. Students then explore the factors which influenced investment in this project, explaining how each would influence support for Raleigh’s project, moving to a strengths and weaknesses table exploring Raleigh’s plan. Students then assess how strong the plan was, building to exploring the significance in the following lesson.
AQA 8145: Conflict in Asia: Eisenhower and Kennedy's policies (Vietnam pt.1)
LauraMeadowcroftLauraMeadowcroft

AQA 8145: Conflict in Asia: Eisenhower and Kennedy's policies (Vietnam pt.1)

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This lesson explores how both Eisenhower and Kennedy increased US intervention in Vietnam and their similarities/differences. The lesson begins with exploration of existing knowledge of Eisenhower, using a video to make notes, with the same task utilised for Kennedy. Students then use the handout to create a table showing similarities and differences of their policies, leading to a detailed focus on the Strategic Hamlet Programme. Students then list any successes and failures so far for the US in Vietnam, finally assessing how far they agree that the Strategic Hamlet Programme was ultimately a failure for the US.
AQA 8145 - America 1920-73 - who didn't benefit from the boom in the 1920s?
LauraMeadowcroftLauraMeadowcroft

AQA 8145 - America 1920-73 - who didn't benefit from the boom in the 1920s?

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This lesson explores the groups who didn’t benefit from the boom in the 1920s. Students begin by using a video to assess how typical this would be, leading to an image comparison of rich v poor. Students then use an information sheet to rank the different groups in society, explaining who was ‘worst affected’ during the boom years. Students then apply their learning to an 8-mark explain question, self or peer-assessing their answers. A judgement line plenary allows students to assess how far everyone shared in the boom years.
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AQA 8145 Elizabeth exam practice revision
LauraMeadowcroftLauraMeadowcroft

AQA 8145 Elizabeth exam practice revision

$24.13Save 21%
4 Resources
A collection of resources allowing students to practice the different question styles for Elizabeth 8145. The resources model the structures, allowing opportunities for students to practice on a variety of sample questions.