A review starter/plenary for AQA 8145 Health and the People - focused on the modern period (20th and 21st century) . 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

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 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.

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.

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).

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?

Model answer for the 2019 historic environment question for AQA 8145 Elizabethan England on the Globe. The answer explains several factors, focusing on how the Globe shows changes in society using features of the site and wider evidence. Useful for revision, essay planning and in-class assessment.

A model answer for the 16-mark Historic Environment focus of Burghley Almshouse. The answer focuses on key themes for the creation of the Almshouse including legacy/memorial, religious motivations, fear of poverty/rebellion, and loyalty and status. The answer integrates key features and themes of Burghley’s Almshouse.

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 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 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 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 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 focuses on planning and writing a 12-mark essay assessing which was more important in ending the depression in America: New Deal or WW2. The lesson starts with a rapid recap of both, swapping and sharing information, leading to a collaborative, modelled planning of the essay after exploring Level 3 criteria. Students then write a judgement to the essay and complete a judgement line plenary.

This lesson explores how WW2 affected the USA both positively and negatively. The lesson starts with a recap of key terms from the previous lesson (e.g. Cash and Carry), moving into a video introducing the impact of WW2 on US society/economy/politics. Students then use the hand out to create a table showing the positive and negative impacts of WW2, leading to application planning to an 8-mark response on the impact of war on African-Americans and women. Students then debate the overall impact of WW2 on America, leading to an interpretation plenary on the legacy of WW2, linking in knowledge gained from the lesson.