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 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.

This lesson firstly analyses the friendship and the personalities of King Henry II and Thomas Becket. What were their similarities and differences and why did they become enemies? Students evaluate the reasons why they became bitter rivals and why a power struggle developed between them The second part of the lesson asks who was to blame for the murder of Becket? Was it Becket, the King or the knights to blame? Students analyse the evidence and come to their own conclusions in a narrative account of the events, using sequencing and sentence starters if required. They begin to plot the power struggle between the king, the church, the barons and the people in a sequence of lessons. This lesson includes: Fun, engaging and challenging tasks Links to video footage Printable worksheets Differentiated tasks Suggested teaching strategies PowerPoint format, which can be changed to suit

Britain: Health and the People, c1000 to present The aim of the lesson is for students to understand why penicillin was seen as a wonder drug and how it was discovered and then developed during World War 2 Students first of all learn about the role played by Alexander Fleming in the story of penicillin from his chance discovery and the acclaim that eventually followed. The lesson therefore leads the students inadvertently to celebrate his attributes and significance. The second part of the lesson devotes itself to the parts played by Howard Florey and Ernst Chain in the development of penicillin during World War 2. Questions and sources are used to analyse why they were unhappy with Fleming and how they had tremendous problems initially producing enough to treat patients effectively. Students have to now question their original assumptions and finally evaluate the most significant of the three in the story of penicillin. There is also some source analysis for exam question practice. The lesson is accompanied by video footage and other documentary evidence as it establishes the part played by factors such as individual genius, science and technology as well as chance. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited at the end to show the progress of learning. The resource comes in Powerpoint format if there is a wish to adapt and change. I have also included suggested teaching strategies to deliver the lesson and there are differentiated materials included.

Germany 1890-1945: Democracy and Dictatorship The aim of this lesson is to assess how effective the different types of opposition were towards the Nazis in Germany. This lesson is split into three main areas of opposition to the Nazi regime: resistance, non-conformism and open criticism. The lesson also looks in depth at Church opposition, youth opposition, passive resistance, Jewish resistance and the Stauffenberg Bomb Plot. Students are given a list of ways of opposing the Nazis which they have to categorise and through some independent research decide the best and most effective forms of opposition. Moreover by the end of the lesson students will be able to assess and judge why opposition was ineffective against the Nazi state. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

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 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 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 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 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 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 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.

Germany 1890-1945: Democracy and Dictatorship This lesson focuses on Weltpolitik and the dangers for the Kaiser faced with increasing industrialisation in the country and his pursuit of creating an Empire abroad so that ‘Germany could have its place in the sun’. Included in the lesson are a number of sources and charts, links to videos and information for the students to analyse and evaluate to decide the strength of Germany under the Kaiser and its weakenesses/ Some GCSE exam question practice is included with help given to answer them if required. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Germany 1890-1945: Democracy and Dictatorship This lesson aims to evaluate how successful Hitler was in consolidating his power after becoming Chancellor. As Hitler contrived to win more votes, a succession of events throughout 1933 and 1934 helped him achieve this. Students therefore have to rate how much power in their opinion he gained from each event (such as the use of Article 48 and the Enabling Act), colour coding the power indicators after each. Then they plot these events on a living graph, thus mapping out this process, also having to decide the legality or illegality of these events. Alternatively they are given a timeline in which they analyse each event and decide the positives and negatives of each of them and whether these contributed to an increase or decrease in his power. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Germany 1890-1945: Democracy and Dictatorship This lesson looks at how Hitler transformed himself and the Nazi Party to be able to secure enough votes to become Chancellor by 1933. Many GCSE questions centre around why people voted for the Nazis before 1933. This lesson shows how he was able to do this focusing on four main areas: his beliefs, organisation, leadership skills and voters. How he dressed, spoke, acted and performed in public were crucial in his propaganda assault on the German people. Students write this up and evaluate the success of this transformation using worksheets, video footage and visual aids. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

Germany 1890-1945: Democracy and Dictatorship This lesson aims to evaluate the effects the Wall Street Crash had on Germany. The focus from the start is to make sure students understand and recognise the differences between this event and hyperinflation, which they too often mistake as the same. Students learn how the events unfolded in America and the impact these events had on peoples’ lives in Germany using video, visuals and a written account of someone who experienced the full effects in Germany. There is a GCSE exam practice question to complete with students boxing up their answers using the sources provided. A find and fix plenary will assess student understanding and test whether they have a grasp of the effects upon Germany. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited to show the progress of learning. The resource includes suggested teaching strategies, retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

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 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.