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 the development of anaesthetics and antiseptics, and the impact on surgery. The lesson begins with a discussion of the issues remaining in surgery with a video introducing Simpson and Lister. This then leads to an exploration of the role of anaesthetics and antiseptics through completing categorisation tasks and written responses, with the addition of a progress checkpoint. Students then plan and answer an 8-mark significance question around anaesthetics, marking their own or their peers and improving their answers. A judgement plenary allows students to develop which they feel was most significant and over which time.

This lesson explores the role of the individual (John Hunter) in bringing surgical development in the Early Modern period. The lesson begins with a video exploring his significance, leading to a reduction task of the ‘top 3’ reasons for his significance in the different fields (books, training etc). Students then apply this to an 8-mark significance plan, leading to an overall assessment of surgical progress by 1800. Finally, a judgement line plenary allows an overall assessment of how much progress had been made in surgery by 1800.

This lesson revisits Vesalius, Pare and Harvey and focuses on how they helped surgery to develop. The lesson begins with a Medieval surgery knowledge audit, leading to a task on Vesalius and ranking his contributions in terms of importance. Students then review Harvey, considering successes and limitations, moving on to review Pare and his importance. At each stage challenge questions extend thinking and promote comparison of significance. An opportunity for ‘utility’ practice on Pare leads to a plenary debate on who had the largest contribution to the development of surgery in the Renaissance.

This lesson compares the impact that Christianity and Islam had on surgical development in the Medieval period. The lesson starts with a source task which introduces the differing perspectives, leading to an evidence gathering comparison table of the two religions. A video further develops Islamic medicine, allowing a judgement on why Islamic doctors made more progress at this time. Students then apply their learning to a ‘similarity’ question leading to a written judgement/timed response

This lesson explores the success of surgery in the Medieval period and the extent of progress. The lesson begins with an exploration of what is needed to make surgery successful, leading to a video exploring how surgery developed. This is then extended upon with the card task adding to the table of evidence. A progress check recaps students understanding, leading to a written judgement on which area saw the most progress. Finally a judgement line/post it plenary allows an assessment of how much progress students believe was made in the Medieval period.

This lesson explores the extent of progress by the end of the 18th century for causes and cures. The lesson begins with a recap of how disease had been treated up to the start of the Renaissance, leading to a video allowing exploration of change and continuity of medicine. The lesson leads to a source task, exploring scientific v supernatural cures in this time, leading to a table task assessing progress and remaining limitations. Finally, students complete a continuum plenary assessing the extent of progress by the 18th century.

This lesson explores the role of Edward Jenner in the development of causes and cures, focusing on vaccination and the significance, linking to utility. The lesson begins with a picture link, moving on to inoculation and why this was used. A video then introduces the work of Jenner and discovery of vaccination, leading to an explanation of why this was significant. Students then rank reasons for opposition and move to consider the overall significance of the discovery of vaccinations. Finally, students apply knowledge to an 8-mark utility question, leading to a judgement line plenary on the overall importance of vaccination.

This lesson recaps the key content on Public Health from Medieval England to the modern day beginning with a quiz-quiz-trade starter. Students then categorise the evidence into the different factors, using this to plan a 16-mark essay response on the government being the most important factor in developing public health. Students then write a model paragraph and self or peer assess this. Finally, students complete a trio recap plenary.