What’s Included? Fully planned, ready-to-teach lessons with clear objectives and engaging tasks. Exam-style questions & model answers, aligned with the mark scheme. Retrieval & literacy support, based on research from Make It Stick and Closing the Vocabulary Gap. Scaffolded writing & differentiation, ensuring accessibility for all learners. Teacher guidance & cold-calling prompts, supporting both specialists and non-specialists. Topics Covered: Elizabeth’s Government & Early Challenges Religious Settlement & Opposition Mary, Queen of Scots & The Catholic Threat Rivalry with Spain & The Spanish Armada Elizabethan Society: Education, Poverty & Exploration Why Choose This Resource? Built on cognitive science - Designed using research from Teach Like a Champion. Clear structure & accessibility - Supports learners with varied abilities. Exam success - Students practice - Exam style questions with structured writing support. Time-saving & adaptable - Ideal for specialists and non-specialists alike. Download now and transform your History lessons on Elizabethan England!

The Rise and Fall of the Angevin Empire: Hastings to Magna Carta Lessons: 1 of 8 - Who Should be King, 1066? 2 of 8 - The Battle of Stamford Bridge 3 of 8 - The Battle of Hastings 4 of 8 - How does William keep control? 5 of 8 - The Sons of William I 6 of 8 - Empress Matilda and the Anarchy Wars 7 of 8 - Eleanor of Aquitaine and Henry II **8 of 8 - How important was the Magna Carta? ** This scheme of work is designed with year 7 in mind. The reading age of the reading material / tasks is 10 - 11, with more specific historical terms explained as part of the lessons. All lessons can be taught by specialist or non-specialists, the content and tasks are well organised even if the teacher is not familiar with the time period. All lessons are SEND friendly, with short numbered tasks to complete that do not overload the pupils with too much information at once. Lessons are designed to work as a chronological story, from Emma of Normandy to King John, this makes it a lot easier for pupils to follow the events of early medieval England and France. The Rise and Fall of the Angevin Empire has been a really useful scheme of work to explain the reasoning and logic behind the Hundred Years War and the War of the Roses. It also follows on brilliantly from previous units of work of England’s history of migration.

The Rise and Fall of the Angevin Empire: Hastings to Magna Carta Lessons: 1 of 8 - Who Should be King, 1066? 2 of 8 - The Battle of Stamford Bridge 3 of 8 - The Battle of Hastings 4 of 8 - How does William keep control? 5 of 8 - The Sons of William I 6 of 8 - Empress Matilda and the Anarchy Wars 7 of 8 - Eleanor of Aquitaine and Henry II 8 of 8 - How important was the Magna Carta? This scheme of work is designed with year 7 in mind. The reading age of the reading material / tasks is 10 - 11, with more specific historical terms explained as part of the lessons. All lessons can be taught by specialist or non-specialists, the content and tasks are well organised even if the teacher is not familiar with the time period. All lessons are SEND friendly, with short numbered tasks to complete that do not overload the pupils with too much information at once. Lessons are designed to work as a chronological story, from Emma of Normandy to King John, this makes it a lot easier for pupils to follow the events of early medieval England and France. The Rise and Fall of the Angevin Empire has been a really useful scheme of work to explain the reasoning and logic behind the Hundred Years War and the War of the Roses. It also follows on brilliantly from previous units of work of England’s history of migration.

The Rise and Fall of the Angevin Empire: Hastings to Magna Carta Lessons: 1 of 8 - Who Should be King, 1066? 2 of 8 - The Battle of Stamford Bridge 3 of 8 - The Battle of Hastings 4 of 8 - How does William keep control? 5 of 8 - The Sons of William I 6 of 8 - Empress Matilda and the Anarchy Wars 7 of 8 - Eleanor of Aquitaine and Henry II 8 of 8 - How important was the Magna Carta? This scheme of work is designed with year 7 in mind. The reading age of the reading material / tasks is 10 - 11, with more specific historical terms explained as part of the lessons. All lessons can be taught by specialist or non-specialists, the content and tasks are well organised even if the teacher is not familiar with the time period. All lessons are SEND friendly, with short numbered tasks to complete that do not overload the pupils with too much information at once. Lessons are designed to work as a chronological story, from Emma of Normandy to King John, this makes it a lot easier for pupils to follow the events of early medieval England and France. The Rise and Fall of the Angevin Empire has been a really useful scheme of work to explain the reasoning and logic behind the Hundred Years War and the War of the Roses. It also follows on brilliantly from previous units of work of England’s history of migration.

The Rise and Fall of the Angevin Empire: Hastings to Magna Carta Lessons: 1 of 8 - Who Should be King, 1066? 2 of 8 - The Battle of Stamford Bridge 3 of 8 - The Battle of Hastings 4 of 8 - How does William keep control? 5 of 8 - The Sons of William I 6 of 8 - Empress Matilda and the Anarchy Wars 7 of 8 - Eleanor of Aquitaine and Henry II 8 of 8 - How important was the Magna Carta? This scheme of work is designed with year 7 in mind. The reading age of the reading material / tasks is 10 - 11, with more specific historical terms explained as part of the lessons. All lessons can be taught by specialist or non-specialists, the content and tasks are well organised even if the teacher is not familiar with the time period. All lessons are SEND friendly, with short numbered tasks to complete that do not overload the pupils with too much information at once. Lessons are designed to work as a chronological story, from Emma of Normandy to King John, this makes it a lot easier for pupils to follow the events of early medieval England and France. The Rise and Fall of the Angevin Empire has been a really useful scheme of work to explain the reasoning and logic behind the Hundred Years War and the War of the Roses. It also follows on brilliantly from previous units of work of England’s history of migration.

The Rise and Fall of the Angevin Empire: Hastings to Magna Carta Lessons: 1 of 8 - Who Should be King, 1066? 2 of 8 - The Battle of Stamford Bridge 3 of 8 - The Battle of Hastings 4 of 8 - How does William keep control? 5 of 8 - The Sons of William I 6 of 8 - Empress Matilda and the Anarchy Wars 7 of 8 - Eleanor of Aquitaine and Henry II 8 of 8 - How important was the Magna Carta? This scheme of work is designed with year 7 in mind. The reading age of the reading material / tasks is 10 - 11, with more specific historical terms explained as part of the lessons. All lessons can be taught by specialist or non-specialists, the content and tasks are well organised even if the teacher is not familiar with the time period. All lessons are SEND friendly, with short numbered tasks to complete that do not overload the pupils with too much information at once. Lessons are designed to work as a chronological story, from Emma of Normandy to King John, this makes it a lot easier for pupils to follow the events of early medieval England and France. The Rise and Fall of the Angevin Empire has been a really useful scheme of work to explain the reasoning and logic behind the Hundred Years War and the War of the Roses. It also follows on brilliantly from previous units of work of England’s history of migration.

The Rise and Fall of the Angevin Empire: Hastings to Magna Carta Lessons: 1 of 8 - Who Should be King, 1066? 2 of 8 - The Battle of Stamford Bridge 3 of 8 - The Battle of Hastings 4 of 8 - How does William keep control? 5 of 8 - The Sons of William I 6 of 8 - Empress Matilda and the Anarchy Wars 7 of 8 - Eleanor of Aquitaine and Henry II 8 of 8 - How important was the Magna Carta? This scheme of work is designed with year 7 in mind. The reading age of the reading material / tasks is 10 - 11, with more specific historical terms explained as part of the lessons. All lessons can be taught by specialist or non-specialists, the content and tasks are well organised even if the teacher is not familiar with the time period. All lessons are SEND friendly, with short numbered tasks to complete that do not overload the pupils with too much information at once. Lessons are designed to work as a chronological story, from Emma of Normandy to King John, this makes it a lot easier for pupils to follow the events of early medieval England and France. The Rise and Fall of the Angevin Empire has been a really useful scheme of work to explain the reasoning and logic behind the Hundred Years War and the War of the Roses. It also follows on brilliantly from previous units of work of England’s history of migration.

The Rise and Fall of the Angevin Empire: Hastings to Magna Carta Lessons: 1 of 8 - Who Should be King, 1066? 2 of 8 - The Battle of Stamford Bridge 3 of 8 - The Battle of Hastings 4 of 8 - How does William keep control? 5 of 8 - The Sons of William I 6 of 8 - Empress Matilda and the Anarchy Wars 7 of 8 - Eleanor of Aquitaine and Henry II 8 of 8 - How important was the Magna Carta? This scheme of work is designed with year 7 in mind. The reading age of the reading material / tasks is 10 - 11, with more specific historical terms explained as part of the lessons. All lessons can be taught by specialist or non-specialists, the content and tasks are well organised even if the teacher is not familiar with the time period. All lessons are SEND friendly, with short numbered tasks to complete that do not overload the pupils with too much information at once. Lessons are designed to work as a chronological story, from Emma of Normandy to King John, this makes it a lot easier for pupils to follow the events of early medieval England and France. The Rise and Fall of the Angevin Empire has been a really useful scheme of work to explain the reasoning and logic behind the Hundred Years War and the War of the Roses. It also follows on brilliantly from previous units of work of England’s history of migration.

The Rise and Fall of the Angevin Empire: Hastings to Magna Carta Lessons: 1 of 8 - Who Should be King, 1066? 2 of 8 - The Battle of Stamford Bridge 3 of 8 - The Battle of Hastings 4 of 8 - How does William keep control? 5 of 8 - The Sons of William I 6 of 8 - Empress Matilda and the Anarchy Wars 7 of 8 - Eleanor of Aquitaine and Henry II 8 of 8 - How important was the Magna Carta? This scheme of work is designed with year 7 in mind. The reading age of the reading material / tasks is 10 - 11, with more specific historical terms explained as part of the lessons. All lessons can be taught by specialist or non-specialists, the content and tasks are well organised even if the teacher is not familiar with the time period. All lessons are SEND friendly, with short numbered tasks to complete that do not overload the pupils with too much information at once. Lessons are designed to work as a chronological story, from Emma of Normandy to King John, this makes it a lot easier for pupils to follow the events of early medieval England and France. The Rise and Fall of the Angevin Empire has been a really useful scheme of work to explain the reasoning and logic behind the Hundred Years War and the War of the Roses. It also follows on brilliantly from previous units of work of England’s history of migration.

Lesson order: 1 of 12 - Medieval Crime 2 of 12- Early Modern / Renaissance Crime 3 of 12 - Industrial Crime 4 of 12 - Modern Crime 5 of 12 - Medieval Law Enforcement 6 of 12- Early Modern / Renaissance Law Enforcement 7 of 12 - Industrial Law Enforcement 8 of 12 - Modern Law Enforcement 9 of 12 - Medieval Punishment 10 of 12- Early Modern / Renaissance Punishment 11 of 12 - Industrial Punishment 12 of 12 - Modern Punishment GCSE History Edexcel: Paper 1 - Thematic Study, Crime and Punishment (c.1000 - c.2000) **IMPORTANT NOTE: **Whitechapel content is not covered in this scheme of work. I have created a separate booklet to cover the content for this unit of work. I have created this scheme of work to deal with two problems that this GCSE typically presented. The first is the time it takes to deliver and the second is the retention of material. I have found that by teaching this unit of work thematically as opposed to chronologically, students have been able to track and understand the changes in crime, law enforcement and punishment over time. As well as this, by returning ‘to the start’ after each feature from Medieval to Modern, students are able to recap and remember some of the unique features of each time period. Scheme takes between 12 - 15 weeks to complete.

Lesson order: 1 of 12 - Medieval Crime 2 of 12- Early Modern / Renaissance Crime 3 of 12 - Industrial Crime 4 of 12 - Modern Crime 5 of 12 - Medieval Law Enforcement 6 of 12- Early Modern / Renaissance Law Enforcement 7 of 12 - Industrial Law Enforcement 8 of 12 - Modern Law Enforcement 9 of 12 - Medieval Punishment 10 of 12- Early Modern / Renaissance Punishment 11 of 12 - Industrial Punishment 12 of 12 - Modern Punishment GCSE History Edexcel: Paper 1 - Thematic Study, Crime and Punishment (c.1000 - c.2000) IMPORTANT NOTE: Whitechapel content is not covered in this scheme of work. I have created a separate booklet to cover the content for this unit of work. I have created this scheme of work to deal with two problems that this GCSE typically presented. The first is the time it takes to deliver and the second is the retention of material. I have found that by teaching this unit of work thematically as opposed to chronologically, students have been able to track and understand the changes in crime, law enforcement and punishment over time. As well as this, by returning ‘to the start’ after each feature from Medieval to Modern, students are able to recap and remember some of the unique features of each time period. Scheme takes between 12 - 15 weeks to complete.

Lesson order: 1 of 12 - Medieval Crime 2 of 12- Early Modern / Renaissance Crime 3 of 12 - Industrial Crime 4 of 12 - Modern Crime 5 of 12 - Medieval Law Enforcement 6 of 12- Early Modern / Renaissance Law Enforcement 7 of 12 - Industrial Law Enforcement 8 of 12 - Modern Law Enforcement 9 of 12 - Medieval Punishment 10 of 12- Early Modern / Renaissance Punishment 11 of 12 - Industrial Punishment 12 of 12 - Modern Punishment GCSE History Edexcel: Paper 1 - Thematic Study, Crime and Punishment (c.1000 - c.2000) **IMPORTANT NOTE: **Whitechapel content is not covered in this scheme of work. I have created a separate booklet to cover the content for this unit of work. I have created this scheme of work to deal with two problems that this GCSE typically presented. The first is the time it takes to deliver and the second is the retention of material. I have found that by teaching this unit of work thematically as opposed to chronologically, students have been able to track and understand the changes in crime, law enforcement and punishment over time. As well as this, by returning ‘to the start’ after each feature from Medieval to Modern, students are able to recap and remember some of the unique features of each time period. Scheme takes between 12 - 15 weeks to complete.

Lesson order: 1 of 12 - Medieval Crime 2 of 12- Early Modern / Renaissance Crime 3 of 12 - Industrial Crime 4 of 12 - Modern Crime 5 of 12 - Medieval Law Enforcement 6 of 12- Early Modern / Renaissance Law Enforcement 7 of 12 - Industrial Law Enforcement 8 of 12 - Modern Law Enforcement 9 of 12 - Medieval Punishment 10 of 12- Early Modern / Renaissance Punishment 11 of 12 - Industrial Punishment 12 of 12 - Modern Punishment GCSE History Edexcel: Paper 1 - Thematic Study, Crime and Punishment (c.1000 - c.2000) **IMPORTANT NOTE: **Whitechapel content is not covered in this scheme of work. I have created a separate booklet to cover the content for this unit of work. I have created this scheme of work to deal with two problems that this GCSE typically presented. The first is the time it takes to deliver and the second is the retention of material. I have found that by teaching this unit of work thematically as opposed to chronologically, students have been able to track and understand the changes in crime, law enforcement and punishment over time. As well as this, by returning ‘to the start’ after each feature from Medieval to Modern, students are able to recap and remember some of the unique features of each time period. Scheme takes between 12 - 15 weeks to complete.

Lesson order: 1 of 12 - Medieval Crime 2 of 12- Early Modern / Renaissance Crime 3 of 12 - Industrial Crime 4 of 12 - Modern Crime 5 of 12 - Medieval Law Enforcement 6 of 12- Early Modern / Renaissance Law Enforcement 7 of 12 - Industrial Law Enforcement 8 of 12 - Modern Law Enforcement 9 of 12 - Medieval Punishment 10 of 12- Early Modern / Renaissance Punishment 11 of 12 - Industrial Punishment 12 of 12 - Modern Punishment GCSE History Edexcel: Paper 1 - Thematic Study, Crime and Punishment (c.1000 - c.2000) **IMPORTANT NOTE: **Whitechapel content is not covered in this scheme of work. I have created a separate booklet to cover the content for this unit of work. I have created this scheme of work to deal with two problems that this GCSE typically presented. The first is the time it takes to deliver and the second is the retention of material. I have found that by teaching this unit of work thematically as opposed to chronologically, students have been able to track and understand the changes in crime, law enforcement and punishment over time. As well as this, by returning ‘to the start’ after each feature from Medieval to Modern, students are able to recap and remember some of the unique features of each time period. Scheme takes between 12 - 15 weeks to complete.

Lesson order: 1 of 12 - Medieval Crime 2 of 12- Early Modern / Renaissance Crime 3 of 12 - Industrial Crime 4 of 12 - Modern Crime** 5 of 12 - Medieval Law Enforcement 6 of 12- Early Modern / Renaissance Law Enforcement 7 of 12 - Industrial Law Enforcement 8 of 12 - Modern Law Enforcement 9 of 12 - Medieval Punishment 10 of 12- Early Modern / Renaissance Punishment 11 of 12 - Industrial Punishment 12 of 12 - Modern Punishment GCSE History Edexcel: Paper 1 - Thematic Study, Crime and Punishment (c.1000 - c.2000) IMPORTANT NOTE: Whitechapel content is not covered in this scheme of work. I have created a separate booklet to cover the content for this unit of work. I have created this scheme of work to deal with two problems that this GCSE typically presented. The first is the time it takes to deliver and the second is the retention of material. I have found that by teaching this unit of work thematically as opposed to chronologically, students have been able to track and understand the changes in crime, law enforcement and punishment over time. As well as this, by returning ‘to the start’ after each feature from Medieval to Modern, students are able to recap and remember some of the unique features of each time period. Scheme takes between 12 - 15 weeks to complete.

Lesson order: 1 of 12 - Medieval Crime 2 of 12- Early Modern / Renaissance Crime 3 of 12 - Industrial Crime 4 of 12 - Modern Crime 5 of 12 - Medieval Law Enforcement 6 of 12- Early Modern / Renaissance Law Enforcement 7 of 12 - Industrial Law Enforcement 8 of 12 - Modern Law Enforcement 9 of 12 - Medieval Punishment**** 10 of 12- Early Modern / Renaissance Punishment 11 of 12 - Industrial Punishment 12 of 12 - Modern Punishment GCSE History Edexcel: Paper 1 - Thematic Study, Crime and Punishment (c.1000 - c.2000) IMPORTANT NOTE: Whitechapel content is not covered in this scheme of work. I have created a separate booklet to cover the content for this unit of work. I have created this scheme of work to deal with two problems that this GCSE typically presented. The first is the time it takes to deliver and the second is the retention of material. I have found that by teaching this unit of work thematically as opposed to chronologically, students have been able to track and understand the changes in crime, law enforcement and punishment over time. As well as this, by returning ‘to the start’ after each feature from Medieval to Modern, students are able to recap and remember some of the unique features of each time period. Scheme takes between 12 - 15 weeks to complete.

Lesson order: 1 of 12 - Medieval Crime 2 of 12- Early Modern / Renaissance Crime 3 of 12 - Industrial Crime 4 of 12 - Modern Crime 5 of 12 - Medieval Law Enforcement 6 of 12- Early Modern / Renaissance Law Enforcement 7 of 12 - Industrial Law Enforcement 8 of 12 - Modern Law Enforcement 9 of 12 - Medieval Punishment 10 of 12- Early Modern / Renaissance Punishment 11 of 12 - Industrial Punishment 12 of 12 - Modern Punishment GCSE History Edexcel: Paper 1 - Thematic Study, Crime and Punishment (c.1000 - c.2000) **IMPORTANT NOTE: **Whitechapel content is not covered in this scheme of work. I have created a separate booklet to cover the content for this unit of work. I have created this scheme of work to deal with two problems that this GCSE typically presented. The first is the time it takes to deliver and the second is the retention of material. I have found that by teaching this unit of work thematically as opposed to chronologically, students have been able to track and understand the changes in crime, law enforcement and punishment over time. As well as this, by returning ‘to the start’ after each feature from Medieval to Modern, students are able to recap and remember some of the unique features of each time period. Scheme takes between 12 - 15 weeks to complete.

Lesson order: 1 of 12 - Medieval Crime 2 of 12- Early Modern / Renaissance Crime 3 of 12 - Industrial Crime 4 of 12 - Modern Crime 5 of 12 - Medieval Law Enforcement 6 of 12- Early Modern / Renaissance Law Enforcement 7 of 12 - Industrial Law Enforcement 8 of 12 - Modern Law Enforcement 9 of 12 - Medieval Punishment 10 of 12- Early Modern / Renaissance Punishment 11 of 12 - Industrial Punishment 12 of 12 - Modern Punishment GCSE History Edexcel: Paper 1 - Thematic Study, Crime and Punishment (c.1000 - c.2000) IMPORTANT NOTE: Whitechapel content is not covered in this scheme of work. I have created a separate booklet to cover the content for this unit of work. I have created this scheme of work to deal with two problems that this GCSE typically presented. The first is the time it takes to deliver and the second is the retention of material. I have found that by teaching this unit of work thematically as opposed to chronologically, students have been able to track and understand the changes in crime, law enforcement and punishment over time. As well as this, by returning ‘to the start’ after each feature from Medieval to Modern, students are able to recap and remember some of the unique features of each time period. Scheme takes between 12 - 15 weeks to complete.