A resource focusing on reviewing key content from AQA 8145 Elizabethan England unit. Pupils answer the key questions individually or in pairs as a starter or plenary to review key topics. Useful for interleaving and reviewing prior knowledge throughout the year or could also be used as a homework task. Answers for teachers also included - could be used online on platforms like show my homework with self or peer-marking.

A resource that allows opportunities to practice planning and structuring the 16 mark essay for Health and the People. The resource models explanation and linking back to the question, along with structures for pupils to follow and practice.

A resource focusing on reviewing key content from AQA 8145 Elizabethan England unit. Pupils answer the key questions individually or in pairs as a starter or plenary to review key topics. Useful for interleaving and reviewing prior knowledge throughout the year or could also be used as a homework task. Answers for teachers also included - could be used online on platforms like show my homework with self or peer-marking.

A review starter/plenary for AQA 8145 Health and the People - focused on the Renaissance period. 10 recap questions to be completed in pairs/individually. Answers included. Useful for interleaving and reviewing knowledge.

Lesson exploring the extent of multiculturalism and tolerance by 1997. The starter explores the case of Stephen Lawrence and considers what it shows about the extent of multiculturalism in Britain. Using Oxford AQA textbook students create a table showing progress and limitations in race relations by 1997. Students then debate the extent of tolerance in Britain utlising talk tokens, leading to a written judgement on the extent of tolerance and multiculturalism. This leads to a judgement line assessing the extent of tolerance - linking to the L4 and L5 criteria of the mark scheme.

Lesson reviewing the position of Britain under New Labour by 2007 The lesson starts with a video exploring the rise and fall of New Labour, allowing students to assess the key positives and negatives under Blair. Students then complete one aspect of the review table, leading to a snowball task where students teach each other. Students then use the completed table to assess the greatest successes and failures for New Labour, leading to a plenary assessing the overall impact of New Labour on Britain by 2007.

Knowledge organiser covering the Unit 5 - Towards a new consensus topic (end of Thatcher and Reagan) - useful for introduction/retrieval/revision

Work booklet practising the 4 mark ‘how and why’ intepretations for America 1920-73. Suggested structures given with opportunities to practise a variety of interpretations.

This lesson explores the features of ‘traditional conservatism’. The lesson starts with an extract analysis, asking students to explore what traditional conservatism looks like today. Students then complete a data capture sheet carousel, exploring the evolution of traditional conservatism. Students then explore the similarities and differences within traditional conservatism itself, leading to a key terminology/individual trio plenary.

This lesson focuses on the changing nature of conservatism with the New Right perspective. The lesson starts with a video that introduces the origins of New Right conservatism, leading to an extract analysis of what New Right conservatism looks like today. Students then explore the key reasons why New Right conservatism emerged, ranking them in order, moving on to using the textbook to create a spider diagram on the key features of New Right conservatism (Political Ideas, 2nd edition Hodder, pp. 114-117). Finally students compare and contrast two extracts exploring the differences between traditional and New Right conservatism in the plenary.

This lesson explores the economic theories within conservatism. The lesson begins with a key terminology recap, leading to a video (with notes) exploring conservative thinkers views on economic changes/progress. Students then explore the strengths and weaknesses of conservative views on the economy, allowing students to bring synoptic links of economic conservatism in action in the UK/US. Finally, students debate how far conservatism is compatible with capitalism.

This lesson explores how conservative thinkers view human nature. The lesson begins with an exploration of Thomas Hobbe’s views, leading to a video introducing the key thinkers views. Students then make notes on the different aspects of human nature under conservatism, leading to a summary of the similarities and differences between that of liberal and socialist views.

This lesson focuses on conservative views on society. The lesson begins with an extract practice, focusing on inference and provenance, leading to a table assessing the strengths and weakness of conservative view of society. Students then compare the similarities and differences of liberal/socialist views of society to conservatism, leading to a model paragraph for a 9-mark explain question.

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).

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 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 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.