AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is assess the change and continuity in government between Henry VIII and his father before him. Students will analyse the workings of government in both Henry’s reigns and decide how much control their had, using a ‘control o’meter’. Students are also introduced to his ministers for the first time in a model answer from which they can complete some exam practice and allocate marks accordingly referring to a markscheme. This will also enable them to see how differently Henry VIII ruled the country in comparison to his father. The plenary using some animated flashcards which the students have to link to Henry and his ministers. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to understand how and why Wolsey rose to become Henry VIII’s chief minister. Students are at first given a quick summary of Wolsey’s rise and subsequent fall from power with some differentiated questions to answer. A more detailed and in depth study with some focused reading will require them to assess Wolsey’s character and strengths on his rise to prominence and then give an analytical written account using key evidence. The plenary focuses on some key spellings, knowledge and statistics learned in the lesson. There is some question practice to complete if required, together with a writing frame focusing on the factors helping Wolsey in cementing his position as Henry’s right hand man. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to assess the early problems Henry faced as King. Students begin by prioritising the problems he faced and also deciding if they were short or long term. There is also some focus reading where they will be required to take notes by categorising the information required. Some video analysis using David Starkey will also give some context to the start of Henry’s reign. There is some exam practice to complete with a supplied writing frame and an introductory model answer to use if required. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to question preconceived ideas of Henry being a strong and successful King. Students will need to analyse video and source evidence as well as complete some multiple choice questions to decide how much of a strong and successful king he really was. They will also study the Tudor family tree and explain why he might have had a more secure and legitimate claim to the English throne than his father did. There is a missing word activity for the plenary as students work out the correct answers to what they have learned from the lesson. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to analyse the Battle of Bosworth Field and decide how and why Henry won. Students are given the context to the battle and how Richard III and Henry VII lined up against each other. Using video evidence, they mind map the key events of the battle and its turning point leading to Henry’s victory. Students are also given the account of the battle from the Tudor historian, Polydor Virgil. They have to determine from the account how Henry used his skills in leadership, tactics, communication and religion to win, which is a useful exercise when studying Tutor propaganda throughout the course. The plenary requires they to decipher a jumbled up number of words in a botched activity. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to assess the impact of humanism and the arts upon the reign of Henry VII. Students begin with some source scholarship on the Renaissance before assessing the significance of three humanist scholars as well as the invention of the printing press. They also begin to plan an exam practice question by evaluating the importance of education, drama, music and the arts upon England and giving each an impact percentage rating. Some scaffolding, hints and tips as well as a generic markscheme enable students to answer the exam question in detail. The plenary checks the understanding and how much they can remember of the lesson completing the sentences given. There is an enquiry question posed and revisited to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is rate the power of the Church under Henry VII. To understand the power of the Church, students have to learn how it pervaded throughout peoples’ lives. They also have to comprehend the structure of the Church, from the Pope in Rome, to the Archbishop of Canterbury, the bishops and their dioceses as well as the ordinary priests, monks and nuns. Students will also undertake a research task in groups within the lesson to discover the influence of the Church in politics as well as the underlying corruption at its heart. Some exam question practice focuses on this corruption and a grid assessing whether the Church was in need of reform will go some way to help students answer the question. Some scaffolding, help and tips as well as a generic markscheme come as standard There is an enquiry question posed and revisited to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to evaluate the significance of the economy to Henry VII. Students will focus on both trade, exploration, agriculture and industry and give Henry an efficiency rating at the end as they judge how well he used them to establish his control. They begin by analysing how agriculture was being affected by a population increase and the growing use of enclosures. Students also assess how important industry was during the Tudor period and how exploration and trade increased with new technologies and pioneering individuals. They also analyse how trade agreements and Henry’s need to raise revenue impacted upon the economy as a whole. Some exam question practice can then be completed, together with a writing frame, some help and hints given and a markscheme if required. There is an enquiry question posed and revisited to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to judge the threat Ireland posed to Henry and evaluate how much control he exerted over it in his reign. Students are reintroduced to Henry’s foreign policy aims and have to decide which one might be applied to Ireland. This will be revisited at the end of the lesson. They are also given information on Henry’s policies towards Ireland and by using a colour coding activity, assess how much in control he actually was. Students are also introduced to Poyning’s Law and the views of two renowned historians to help them justify their conclusions. The plenary revisits Henry’s aims and students have to justify which aim is his main priority with Ireland and why. There is also some extract exam question practice, complete with scaffolding and a generic markscheme if required. There is an enquiry question posed and revisited to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is for students to assess the significance of Brittany to Britain’s national security under Henry VII. Students use the information provided to also explore Henry’s relationship with France and judge if his foreign policy was a success with his political machinations with Charles VIII. There is also some exam practice to complete, using extracts to evaluate the aims of the lesson and judge Henry’s success in foreign relations with France. Help is also given to the students if required on how to structure an answer, using some scaffolding, helpful hints and a generic markscheme supplied. There is an enquiry question posed and revisited to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The purpose of this lesson is to introduce Henry VII’s foreign policy aims. Students are introduced to a map of Europe in 1485 and have to make comparisons and connections to countries on a map of Europe today. They will learn who the major players were in Europe at the time, such as France and evaluate the threats they posed to Henry VII. Students learn the three main aims of Henry’s foreign policy and have to justify which one is being applied to the various treaties and agreements reached with various foreign powers. The plenary checks their understanding of the lesson using a talking heads activity, as they have to decide which European leader would make the given statements from the screen. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is decide how much of a threat Lambert Simnel posed to Henry VII. Students are given the information about the role Simnel played and then have to categorise his rebellion into causes, consequences and events. They are also challenged to think and justify who would have likely joined the rebellion and why, using a number of given examples of disgruntled lords. Furthermore, they will be required to give a number of reasons for the lack of support for Simnel. There is some exam question practice, complete with scaffolding, key ideas and a generic markscheme supplied. There is an enquiry question posed and revisited to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is assess the threat Perkin Warbeck posed to Henry VII. Students are required to plot the causes, events and consequences of his rebellion(s) as well as discovering others such as those from De la pole, the Cornish and Yorkshire rebellions. They are also required to evaluate the biggest threat of all the rebellions to Henry, including Lamber Simnel, Lovell and Stafford rebellions studied previously. There is a key word literacy plenary to complete before students undertake some exam question extract practice, complete with scaffolding, planning ideas, the key information required as well as a generic markscheme. There is an enquiry question posed and revisited to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is decide how much of a threat the Lovell and Stafford rebellions were. Students are given the information about the two rebellions and then have to categorise them into causes, consequences and events. There is an odd one out activity included to check understanding where students have to justify the correct and incorrect answers. The plenary requires the challenge and thinking of but, because and so. Students have to opportunity to plan and write an essay on how much of a threat to Henry the rebellions were. A planning sheet, markscheme and help is given if required. There is an enquiry question posed and revisited to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is decide how much of a financial genius Henry really was. Students are given the information on how Henry collected his revenue and are introduced to key terms which they try to unpick. They then complete a colour coding task to judge and ultimately decide which source of income was he most successful at collecting and justify this with the evidence given. A recap on the Council Learned as well as challenging two opposing views of Henry, will allow students to plan and write a 25 mark exam practice question. There is a writing frame and a comprehensive markscheme given if required. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to assess the threat the nobility posed to Henry VII during his reign. Students begin the lesson by summarising the importance and duties of the nobility and naming some important nobles throughout the country. They then have to assess the threat level posed by the nobles and decide how successful Henry was in reducing their power by plotting this on a grid. Their final task is to take on the role of Henry and decide how he dealt with eight nobles during his reign, whether that be through Acts of Attainder, imprisonment, fines, execution, confiscation of land or other choices given. The plenary asks students to link a number of statistics to the nobles learned throughout the lesson. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is analyse how Henry ruled the country through his government and to make comparisons to how the country is ruled today. Students are given information on Henry’s government, including his relationship with Parliament and the controversial Council Learned and his use of Justices of the Peace. To check their understanding, students undertake a quiz with 150 points up for grabs to give it a competitive edge! A final odd one out activity uses some retrieval practice from the lesson. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies and retrieval practice activities.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is analyse how Henry used propaganda to cement his hold on power. Students are given a number of sources to analyse from which they have to identify the type of propaganda used, the messages given, the target audience and how effective it really was for Henry VII. The plenary required students to link numbers to what they have learned in the lesson. There is an exam practice question to complete. Help is given here with a planning sheet, suggested topics to focus on if required and a generic markscheme. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies as well as a number of tasks for some retrieval practice.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is understand how Henry consolidated his power at the beginning of his reign. Students have to recall his previous problems before deciding how he would overcome these problems. They are then given the solutions to his problems which they categorise into short and long term problems as well as financial and political security and the succession. The plenary challenges student to think outside the box by linking key themes using the octagon to what they have learned in the lesson. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to decide Henry’s priorities on becoming King of England Students have to think which were Henry’s most pressing problems, before being given some help and guidance. They then have to prioritise which four things would be paramount to him and explain why. Using the information acquired, they can then begin to piece together which problems he faced and why, and plot this on a grid. The plenary requires them to write down the questions to the answers provided during the lesson. They are also introduced to a written answer to an exam question, which they analyse and evaluate before deciding which mark it could be awarded. There is some feedback from the exam board given here and a mark awarded. They can also plan an answer to this question themselves, before looking at the exam commentary, with a writing frame provided. There is an enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work. The lesson comes in PowerPoint format and can be changed and adapted to suit. The lesson is differentiated and includes suggested teaching strategies.