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.

L3 in the 2024 Historic Environment series on The Americas and Drake’s circumnavigation, 1577-1580. This lesson explores the key chronological events of the circumnavigation and the benefits and dangers faced across the voyage. The lesson begins with a recap of the motivating factors in undertaking such a voyage, leading to a video exploring the circumnavigation and the events, benefits and dangers. Students complete the notes table as they watch. Students then annotate their A3 map, using the hand out to detail what happened at each stage - optional colour-coding re. benefits and negatives at this stage - building a chornological picture of the voyage. Using their map and the hand out students then create a table showing the benefits and dangers of this voyage. Finally, students then assess HOW successful they think the circumnavigation was considering their learning so far.

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.

L1 in the 2024 Historic Environment series on The Americas and Drake’s circumnavigation, 1577-1580. This double lesson explores how the voyages of exploration benefited Elizabethan England. The lesson begins with an inference source starter, leading to a video clip demonstrating how exploration advanced in this period. Students then rank the main reasons for these voyages, justifying their top 3 choices. Students then explore 5 key Elizabethan explorers, outlining for each their successes and negatives from their voyages. The lesson then moves into a direct comparison between the contribution made by Drake and Raleigh to Elizabethan England, linking into an 8-mark ‘explain what was important’ response with mark scheme and assessment grid included. The lesson culminates in a review of the main motivations for voyages, explorers and benefits these voyages brought in the wider Elizabethan context.