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 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 explores the views of the state within conservatism. The lesson begins with a starter creating an hypothesis for what conservative views of the state would be using key terminology, moving on to an exploration of views using the information state. Students then contrast similarities and differences of the New Right perspective, leading to a 9-mark exam practice on how conservative thinkers view authority.

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 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.

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.

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 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 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 the 5 key socialist thinkers. Beginning with a recap of revolutionary and evolutionary socialism, the lesson moves to a carousel of evidence gathering on the key thinkers, with a recap summarising their core beliefs. Students then present on one thinker, assessing their views on human nature, society, the state and the economy, while all students complete the date capture table. The lesson culminates in a trio plenary, allowing key terminology and knowledge recall across the socialism topic.

This lesson explores different branches of socialism, focusing on revolutionary socialism in depth. The lesson begins with a recap on the views of Marx, Engels and Luxemburg, moving into a comparison of revolutionary socialist ideas. Students then explore the similarities and differences between revolutionary socialist ideas before application to a 9-mark assessed response on the role of the state with a peer or self assessed plenary.