Third lesson of the scheme - changes made by the Normans to England Lesson exploring law and order changes. Starter discusses concept of keeping order and what the Normans could do, video note activity with the sheet, analysis of the changes on the table analysing the extent of change of the laws and how this benefitted the Normans, discussion of successes and failures for the Normans, 3,2, 1 plenary.

Two lesson sequence exploring the troubles and the escalation. Videos hyperlinked in focus on Bloody Sunday and the aftermath, Martin McGuiness source (content, tone and provenance) and analysis of Sunningdale Agreement and impact.

Exploration of the impact of Cromwell on England - puritan image starter, links to Cromwell and exploration of how his beliefs would affect how he ruled England, warning poster production aimed at English citizens outlining the new rules for England leading to a judgement explaining how and why England changed under Cromwell.

Model answer for specimen paper question: ‘The main change that manor houses demonstrated was the greater prosperity of their owner’. How far does a study of Hardwick Hall show this?

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 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 12 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on how England and Spain were vying for power of the seas and links in Drake’s circumnavigation. The lesson begins with a trio starter, recapping key terms/content. Students then explore Elizabeth’s foreign policy aims and how she could achieve them. Students then create a timeline of Drake’s events to plot how this impacted on Spanish relations. Students then explain what was the most significant outcome of Drake’s voyages, leading to a group task assessing the relative significance of each outcome. Finally, students show on a post-it note their opinion of the most important outcome.

Lesson 13 in the scheme for Edexcel 1H10/B4 - Early Elizabethan England, 1558-1588. This lesson focuses on the how England and Spain’s relationship deteriorated, linked to the Netherlands. The starter focuses on Elizabeth’s options over Spain sending troops to the Netherlands in 1567, leading students to assess the pros and cons o Elizabeth’s early actions. Students then create a ‘living graph’ showing the extent of influence/control both Spain and England had at key points between 1567-1584. Students then review Elizabeth’s role in the worsening of relations, leading to a judgement line 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.

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.

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.

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.

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.

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.

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.

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.