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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?

Revision resource focusing on how to answer the 16 mark ‘Hardwick Hall’ question on Paper 2. The resource models the structure and models examples of good practice, offering pupils then the chance to structure their own answer. The key changes demonstrated by Hardwick are also included.

A knowledge organiser for the content required for the Hardwick Hall Historic Environment pack 2025

A resource that allows opportunities to practice planning and structuring the 16 mark essay for Health and the People. The resource models explanation and linking back to the question, along with structures for pupils to follow and practice.

A double-lesson, reviewing the whole of unit 4 - 1979-87 in the Britain 2S module. The lesson begins with students creating their own interpretation of Thatcher, recapping the concept of Thatcherism using a video. Students then review the whole period completing the time line, moving onto assessing the successes and limitations of Thatcher economics in a card sort task. Students then explore the content, motive, provenance and knowledge associated with a source on Thatcher’s views of Europe before completing an essay plan regarding industrial disputes. Finally, students review their learning in a ‘trios’ plenary, making links between key concepts, individuals and events throughout the period.

A double-lesson, reviewing the whole of unit 5 - 1989-97 in the Britain 2S module. The lesson begins with students ‘unscrambling’ the scrambles and defining the word/events. Students then complete the revision clock reviewing the political changes within this period, leading to a knowledge organiser review of society and foreign policy. Students then explore the content, motive, provenance and knowledge associated with a source on why the Conservative’s won the 1992 election before completing an essay plan regarding race relations by 1997. Finally, students review their learning in a ‘trios’ plenary, making links between key concepts, individuals and events throughout the period.

Lesson exploring the divisions within the Labour Party 1951-64, with focus on the Bevanites v. Gaitskellites. The starter uses the previous lessons exploring the Conservative leaders, asking students to assess why the Conservatives were more popular. A video then introduces the divisions regarding the nuclear deterrent and a second video assesses the divisions regarding Clause IV. Students then analyse the profiles of Bevan and Gaitskell and assess the strengths and weaknesses of each and the significance of this division on the elections results 1955 and 1959. Pupils then rank the reasons for division in terms of significance, leading to a ‘write an account’ question on the reasons for Labour divisions. A corners plenary allows students to assess the relative significance of the different factors in causing the divisions in the party up to 1964.

Lesson 4 in the Hardwick Hall 2025 Historic Environment learning sequence. This lesson focuses on what Hardwick Hall can show about changes in the Elizabethan period. The lesson begins with a knowledge recall of Hardwick Hall, moving on to a carousel source activity where students use sources to explain key changes in England that Hardwick demonstrates (fashions, wealth, support for Elizabeth, rise of Gentry and new architectural styles. Students then explain what Hardwick Hall can show about Elizabethan England, explaining why Hardwick can be seen as a symbol of Elizabeth’s reign.

Lesson 5 in the Hardwick Hall 2025 Historic Environment learning sequence. This lesson focuses on application of knowledge of Hardwick Hall to the 16-mark essay on the Elizabethan paper. The lesson begins with a recap of the changes in the period demonstrated by Hardwick, leading to a paired retrieval task reviewing the key features of Hardwick. Students then explore the 16-mark essay criteria and then apply their learning to a plan for the following question: “The main change that Elizabethan manor houses demonstrated was the greater prosperity of their owners”. How far does a study of Hardwick Hall support this statement? You should refer to Hardwick Hall and your contextual knowledge. (16 marks). Students then explore a WAGOLL paragraph and assess the strengths and weaknesses of this. A model answer for this question is included in the bundle pack.

A workbook that reviews the key content required for the 2025 Historic Environment study on Hardwick Hall. The booklet covers why manor houses were built, who Bess of Hardwick was, typical features of manor houses, how Hardwick Hall was and was not a typical manor house, changes reflected by Hardwick and essay planning.

Lesson 2 in the Hardwick Hall 2025 Historic Environment learning sequence. This lesson focuses on who Bess of Hardwick was and why she was able to build Hardwick Hall. The lesson begins with an image starter, asking students to explore how people like Bess could build manor houses. Students then explore Bess from a video, moving on to the creation of a timeline of her life. From this students create a spider diagram showing how Bess was an effective businesswoman, then explaining how Bess was able to redevelop Hardwick. Finally students assess how far Bess was a typical member of the Elizabethan Gentry.

Lesson 3 in the Hardwick Hall 2025 Historic Environment learning sequence. This lesson focuses on Hardwick Hall in detail. The lesson begins with a video introducing Hardwick Hall and the key features, leading to how Hardwick fits the ‘typical features’ of a manor house from L1. Students then recap Bess and how she was able to fund the creation of Hardwick Hall, moving on to assessing how Hardwick Hall was similar/different to typical Elizabethan manor houses. A taboo plenary recaps the key terminology from the lesson.

Lesson 1 in the Hardwick Hall 2025 Historic Environment learning sequence. This lesson focuses on how and why manor houses developed in Elizabethan England. The lesson begins with a starter focusing on features of a typical manor house. Students then use a video to explore why the Great Rebuilding occurred, leading to the creation of a spider diagram on why so many manor houses were built in this period. The lesson then explores the typical features of an Elizabethan manor house, leading to a recap plenary.

Lesson reviewing key content and linked to exam skills for Hardwick Hall. Recap starter on Hardwick, use of diagram to define how Hardwick is a "typical" manor house, card sort matching key features to key changes (e.g. rise of the Gentry), use of the cards to create PEE points linked to the 16 mark essay question, model paragraphs linked in to show use of PEEEE skills, post-it plenary writing criteria to the 16 mark essay question.

Empathy starter, card sort sequencing task using images and text to tell the story of Anne Frank, hyperlinked video of Anne Frank's story and diagram of the annexe for discussion in the PPT. Pupils use this information to create a 'spider diagram' with Anne's picture showing key information in speech bubbles around her. Explanation plenary of the significance of Anne's story in the context of the Holocaust.

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.

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.

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.