AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to evaluate if Mary’s religious changes helped or hindered the return to Catholicism in England. Students begin by recapping on Mary’s key people and her possible thought processes on a return to Roman Catholicism. They will also learn her views on religion and discuss to what extent Mary was prepared to go to reassert the Pope’s authority over the Church. Students are also given a number of scenarios from which they have to assess the consequences to possible actions taken by Mary and her government such as the repatriation of monastic lands. The final learning task requires some decisions to be made over if Mary used a successful carrot or stick policy and the obstacles facing her for a full return to Rome. There is some exam question practice to finish, complete with a writing frame and markscheme to help 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 short and long term impact of the dissolution of the monasteries. Students learn about the role monasteries played in English society and how they became a fundamental part of the break with Rome. They are given the facts of the dissolution by numbers to help them evaluate the impact of the dissolution as well as the techniques Cromwell used to close them. There are some great video links included as well as shocking revelations brought to light. The plenary allows students to reflect on how various sections of society accepted or disputed the dissolution. 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 how far Mary was fit to run her government. The first task students have to complete is to predict what Mary with do to overcome some of her immediate problems. They will also determine whether having numerous councillors during her reign automatically meant an inefficient and faction-ridden government. Students will learn how Mary both cooperated and well as clashed with her Parliament and then evaluate how efficient her government actually was. There is an enquiry question posed at the start 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 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 aim of this lesson is to assess Henry’s motives for wanting a divorce. Students are reintroduced to some key terminology before they focus on the events leading up to the divorce and break with Rome. They will then be required to assess the significance of each of the prescribed events and justify their choices. The second part of the lesson examines the causes of Henry’s divorce, whether that be his conscience, faith, desire for more power, financial motives or simply an infatuation with Anne Boleyn. Students will be able to collate and evaluate this information to complete an exam practice question, with a writing frame and markscheme provided as well as some help and pointers if required. The plenary tests their knowledge on who might have said what in this ‘King’s Great Matter’. 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 how significant the role played by Thomas Cromwell was in the break with Rome. Students recap on the weaknesses of the Catholic Church on the eve of the Reformation and how Henry was being influenced by numerous Humanist writers as well as his new Chief Minister. There is some source scholarship to complete on Cromwell to emphasise the part he played, as well as some focused reading to ascertain if he was just a master planner for Henry or a devious master manipulator. They are given a print out of the Reformation Parliament containing all the Acts passed between 1529-34. There is also a distinction made between statute law and canon law. There is some exam practice to complete on the role of Cromwell in the break with Rome, complete with a model answer to scrutinise and a detailed 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.

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 to evaluate the role Henry VIII played in Europe and if he did indeed play third fiddle throughout. Students begin the lesson by recapping Henry VII’s foreign policy and are also introduced to the new players in Europe in their respective countries. They are given numerous facts and scenarios where Wolsey and Henry attempt to assert their authority and political craft in Europe, from which students decide how effective and far reaching their policies were. They will be required to justify their decisions at the end and ultimately decide if they were major players in Europe or just pawns of France and Spain and the Holy Roman Emperor. The plenary analyses an extract, from which students use their newly acquired knowledge to test its judgement. There is some exam practice to complete with writing frame and markscheme 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 introduce the A Level course to students. Students are given an overview of the course content, as well as the requirements for the exam questions. The lesson recaps on previous knowledge of the Tudors before introducing Henry VII and questioning which will be his main priorities on becoming King in 1485. Students are also introduced to the Tudor timeline and begin to conceptualise how the Tudors and Henry VII came to power and how legitimate and secure his hold on the crown was. There is also an introduction to Tudor society to set the scene for the course and students learn how society, agriculture, industry, the Church were organised. 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 reasons behind the fragility of the crown during the Fifteenth Century. Students begin by using some source scholarship to analyse the weaknesses of the reign of Henry VI and the beginning of the Wars of the Roses between the Lancastrians and Yorkists. They also have to decide whether it was the weaknesses of Henry VI, the nobles or lack of support for the monarchy which caused the Wars of the Roses. The final task requires the students to fix a number of inaccurate statements and correct them from their learning during 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 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 decide what Mary’s main priorities were on becoming queen. Students learn the problems she faced on her accession and why her and Edward’s reigns have been labelled a mid-tudor crisis by historians. They are given a timeline of Mary’s rule to analyse and complete a diamond nine prioritising activity on her key agenda. They will then be able to make a judgement so far on how fit they think she is to rule and why the historiography of Mary has changed over the years. There is a key word bingo activity to finish the lesson as well as some exam extract analysis practice, with a writing frame and markscheme to help 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 how effective the burning of heretics was in Mary’s reign to restore Catholicism. The lesson begins with some exam extract practice and then focuses on Cardinal Pole’s positive approach at first to gathering ‘the lost sheep’ back into the Catholic fold. Students learn the process of how a person was condemned to death in Marian England by burning at the stake and why the first executions encouraged large crowds to gather. Using some more ‘burning’ evidence, students have to evaluate how effective they were in Marian England, and be able to give both sides of the argument, including revisionist views from Dr Anna Whitelock. Students will finally have to analyse and decide where Protestantism and Catholicism was embedded around the country if at all and the significance of Foxe’s Book of Martyrs. 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 challenge the view that Mary’s foreign policy was a disaster. Students are given the context to Europe at Mary’s accession to the throne and how she was brought into the Habsburg-Valois conflict as a result of her marriage to Philip II of Spain. There are some differentiated questions to answer using some extended comprehension, as well a discussion on the pros and cons of her foreign policy. This is a case study of the capture of Calais from a recent BBC magazine article which sets up an extract practice question to answer, complete with a detailed markscheme to help if required. The plenary challenges what students have learnt in the lesson and some assumptions made by historians. 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 how Protestant the country had become by 1547. Students are required to estimate from the start which percentage they think the country had changed its religion, before they study the evidence and give their final evaluations and conclusions. The evidence ranges from the Reformation Parliament, the Ten and Six Articles, Royal Injunctions, changes in doctrine, the influence of his wives as well as humanism. The plenary focuses on a describe, explain, list, correct and erase activity. There is some exam practice to also complete, together with a planning sheet, some focused help and a markscheme supplied. 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 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 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.