AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to evaluate the character of Henry VII and to question how legitimate his claim to the throne really was. The timeline of the houses and York and Lancaster are again analysed, as students are given more information of John of Gaunt’s line and the marriage to his third wife, Katherine Swynford. Using extracts from two renowned historians, students study Henry’s character traits to build up more of a picture of what he was like as a person. They are also introduced for the first time to some GCE exam question practice. This is their first attempt at a validity question. Some guidance is given on how to approach this and a generic markscheme is supplied to allow feedback once completed. The plenary uses picture prompts to recap on the learning 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 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 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 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 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 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 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 assess the skills of Thomas Cromwell as Henry’s chief minister. Students are given the context to Cromwell’s rise to power, before they have to rate and justify the various talents he displayed, particularly in securing the divorce for Henry. They will also make comparisons with Cardinal Wolsey and judge their similarities and differences in office. A noughts and crosses game gets the students thinking and recalling knowledge at the end of 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 judge the significance and impact of the Pilgrimage of Grace. Students begin by studying the events of the Lincolnshire Rising and deciding the most important reasons for its causes. They are then required to analyse the motives of the key figure of Robert Aske and the significance of the subsequent Pilgrimage of Grace as well as its banner and its impact upon the north as well as the government of Henry VIII. Students will then be required to map out the resistance of three figures on Henry’s break with Rome and then question why there was in fact such little opposition to Henry at the time. There is an evaluative pyramid to complete for the plenary, before students tackle some exam question practice, with an accompanying planning sheet and markscheme 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 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 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 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 discuss and debate the ‘virtues’ of Cardinal Wolsey. Students are given various interpretations of Cardinal Wolsey’s time in office. They have to decide which of these best fits his character. They are given a number of sources to interpret and analyse before making they make own conclusions in front of their peers. Students will then be able to complete a source based exam practice question, with a writing frame and markscheme provided. The last part of the lesson revisits the head, heart, bin, bag scenarios. 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 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 to evaluate how much society changed in Tudor England under Henry VIII. Students begin the lesson by recalling how society was structured under Henry VII. They are then required to predict how much society will change, before rating how much change there actually was (using a rate ‘o’ meter gauge). They will then be able to evaluate how much change or continuity Tudor society underwent and why and for which social groups. The plenary asks what is the question from the answers given, using information from the lesson There is some exam practice to complete with a writing frame, some prompts and a markscheme to use if required. There is an enquiry question posed during 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 evaluate the success of Henry’s foreign policy after Wolsey from 1529-1547. Students recap events leading up to the Battle of Pavia ands Charles V’s dominance in Europe. They are introduced to Henry’s policy of defence during the divorce and his quest for further military glory afterwards. They then analyse his policy towards France, Spain, Ireland, Scotland and the Holy Roman Empire and evaluate how successful Henry was in his pursuit of glory. They must be able to justify this with examples and details. There is some exam practice to complete together with a writing frame, prompts and a markscheme to use if required. There is an enquiry question during 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 evaluate the success of Northumberland’s rule in comparison to rule of the Duke of Somerset. Students focus from the start on Somerset’s legacy and the dilemmas now facing Northumberland, such as finance, foreign policy, religion and vagrancy. They then have to predict what Northumberland will do at home and abroad before being given the information to allow them to make a judgement of how successful he was. Finally the lesson analyses of the Treaty of Boulogne and Somerset’s foreign policy. There is some exam question practice to complete at the end, using sources , with help, prompts and a markscheme is 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 analyse the rise of the Duke of Northumberland to power. Students are given a timeline of Northumberland’s life and the significant events in his rule during Edward’s reign. They can also complete some source scholarship with views from various historians summarising his governorship. Students also complete a multi-choice quiz on the succession as Northumberland looked to install Lady Jane Gray on the throne and learn the consequences of his political naivety. Points are awarded to give a competitive edge and find out who has clear political acumen in the group. The plenary compares the Dukes of Somerset and Northumberland and what their major differences were. 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 whether Edward was fit to rule from the start. Students are given some context into previous child Kings of England and their problems as well as some analysis of his Chronicle, which show him to be somewhat cold and callous. Some excellent video links make reference to Edward’s early years and growing up. Students are also challenged to predict what Edward might have done if he had ruled on his own. There is some guided reading to complete with a focus on Edward’s attitude to kingship, his personality and character and main influences. The plenary tests their knowledge in a real or rubbish activity and which also aims to dispel some popular myths about Edward. 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 judge how Protestant England became under the Edwardian Reformation. There is also a distinction made with the Protestant views of Edward and the contrast between the Edwardian Reformation under Somerset and Northumberland. Students begin the lesson by studying an overview of the main changes during the Edwardian Reformation and analysing the Protestant views of Edward. They learn the distinct religious differences between the rule of the two Dukes before their evaluate how Protestant the country had become under both. There is some guidance on some learning trouble spots concerning the spread of Protestantism within the country and therefore how hard it is to judge and answer this question. There are some additional tasks if needed concerning the major players in the Reformation under Edward VI as well as some source analysis and details on the significance of the Chantries Act. There is some exam practice to complete at the end, using sources with help, prompts and a markscheme is 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.