This lesson explores socialist views on the state, beginning with an extract starter practising the key extract skills. Students then use a hand out to answer key questions about socialist theories on the state, leading to a research task on the extent of socialism in modern Britain. Students then create a ‘perfect’ paragraph for a 9-mark explain and analyse response. Finally, a judgement assesses how far socialist democracy is a realistic proposition. A reading article/essay homework is also included.

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.

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 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.

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).

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 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 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.

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.

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 five key conservative thinkers, and their views on the state, human nature, society and the economy. The lesson begins with a recap of Thomas Hobbes’ using a key quote, moving on to exploration of his work through a video and note taking. Students then complete a guided reading task to learn more about Hobbes’ theories. Students are then assigned one of the other key thinkers (Burke, Oakeshott, Rand and Nozick) and create a presentation on them, leading to the completion of the summary A3 table (alongside a handout for each student). Students then explore the similarities and differences of the theorists, leading to an extract plenary.

This lesson explores modern conservatism and what tensions there are between the differing branches. The lesson starts with a recap of the key thinkers and their views, leading to a developed explanation of the tensions amongst the key thinkers. Students then complete a guided reading task on conservatism today, leading to a ‘who said this’ plenary, recapping key quotes.

This lesson focuses on the 25-mark extract response. The lesson begins exploring the marking criteria, asking students to collate ‘what makes a good response’. Students then make inferences from the extracts on conservative views of the role of the state, 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 the origins of feminism as a political ideology. The lesson starts with an exploration of what feminism is, leading to videos introducing the ideology and some rights gained for women since the 20th century. Students then explore how women’s rights have changed since the 1900s and how this would impact on the movement. Students then complete a guided reading task exploring the origins of feminism, leading to scenario discussions of why feminism is pertinent in the modern context. Finally, students explain to their partners what key achievements are desired by feminists.

This lesson explores feminist views on the role of the state and other factors effecting change. The lesson begins with a knowledge recap of prior political theories, moving on to an extract exploration of how different feminists view the function of the state. A video on the ‘reclaim the night’ marches introduces the notion of societal pressure on the state. Students use a handout to complete several tasks, exploring the similarities and differences of groups/how feminist perspectives of the state differ to other ideologies. Students then consider what other factors can effect change, being encouraged to consider the state as a tool for some of these however. Finally, a debate plenary/judgement line is included, considering how far gender equality is feasible without the state.

This lesson explores feminist views on human nature and the arguments of gender v sex. The lesson starts with a quote from Friedan, moving on to a carousel activity assessing the different feminist perspectives. Students then watch a video introducing the ‘personal is political’, leading to an assessment of how different feminists groups view the domestic sphere. Students then consider the barriers in place for women, with a journal extract for homework exploring the role of the domestic sphere.

This lesson explores feminist views on the economy. The lesson starts with a video, exploring a feminist critique of modern economics, leading to an extract by Sheila Rowbotham, allowing analysis and evaluation practice. Students then use a handout to complete tasks exploring changes feminists want to see and how different branches of feminism respond differently. Finally, students craft a debate on how far feminism is compatible with capitalism, leading to a judgement in class.