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 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 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 reasons why Wolsey fell from grace. Students begin by analysing evidence that suggests Wolsey was England’s second king, complete with his domestic and foreign policies. They then have to make up their minds and decide which key event(s) led to his downfall in an mini extended writing task, with argument words to help them construct their answers. The plenary uses a flashcard with judgements made on Wolsey from which they are required to agree or challenge. Students have the chance to undertake some exam question practice, complete with writing frame 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 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 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.

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 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 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.

The Tudors This lesson poses the question ‘How much of a threat did Mary, Queen of Scots pose to Elizabeth I?’ Students are taken through Mary’s life from becoming Queen of Scotland to the controversy of her husbands and her eventual house arrest in England. Through sources, visual and video evidence, students have conclude how much of a threat Mary posed to Elizabeth, after pleading their case through the eyes of Mary herself. There is some help to write an extended answer using key words which help mention cause and effect, to sequence events and to emphasise judgements. There is also analysis of the Babington Plot and a deciphering exercise to work out on how Mary was implicated. 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 GCSE 9-1 Britain: Health and the People, c1000 to present The aim of this lesson is to determine how much of an impact the Renaissance had on Medicine. Students study and analyse Vesalius, Pare and Harvey with their individual specialisms and contributions at the time of the Renaissance. They then have to decide who has made the most important contribution to medicine and justify their decisions thinking about short, medium and long term significance. Opposition to all three is evaluated as students decide who was being criticised and why. There is a brilliant video link to bbc teach as well as learning activities to check understanding. 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.

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 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 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.

This resource (in booklet form) sets out the OCR Medicine unit, The people’s health, c.1250 to the present day in two sides of A4. This is ideal for the student who wants a quick recap before the exam as it includes all the main details in bullet form. It is also great for quickly printing and giving out for revision lessons, especially when the students claim they cannot remember anything they have been taught! This resource can also be used for interleaving and homework. This resource is editable and can be changed to suit. If you like this resource, please check out my Summary Revision Guide for Conflict and Cooperation at : https://www.tes.com/teaching-resource/ocr-gcse-9-1-conflict-and-cooperation-1918-1939-summary-revision-guide-11769163

World War II The aim of this lesson is to understand how the British Government prepared for war and if they were successful in doing so. The lesson begins by analysing a source and making inferences about the precautions to be taken in times of war. Furthermore students will also have to decide the Government’s priorities by making judgements as to whether they are low or high, from ideas such as rationing to aid raids or war work to conscription. They will then complete some research focusing on four areas: warning people of air attacks, the Homeguard, the use of gas masks and the blackout. Students will plot what the government did or didn’t do on a grid and then after analysing and processing the evidence, justify their conclusions using a colour coding evaluation table as well as completing an extended written task. The plenary requires students to answer differentiated questions to check their understanding. It is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout to show the progress of learning. The resource includes retrieval practice activities, suggested teaching strategies and differentiated materials, and comes in Powerpoint format if there is a wish to adapt and change.

The Tudors The aim of this lesson is to analyse the character and motives of Henry VII when he became King. The lesson focuses on some crucial and important decision making for Henry VII upon his accession to the throne. He has six decisions to make and students plot these on a grid giving their own judgements before finding out and evaluating how ruthless Henry was in charge. The lesson hinges upon whether he was a Gangster or not (judged on the criteria at the beginning of the lesson) in an extended and differentiated written answer with a checklist for guidance. 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.

**EDEXCEL GCSE 9-1, SUPERPOWER RELATIONS AND THE COLD WAR 1941-1991 ** There is no doubt that students are finding this unit of the course extremely challenging. Therefore I have been inspired to write this summary guide for my students to help pass the GCSE examination. This resource sets out the whole course in two sides of A4. This is ideal for the student who wants a quick recap and summary before the exam or an internal assessment, as it sets out and gives all the main knowledge required. It is also great for quickly printing and giving out for revision lessons, especially when the students claim they cannot remember anything you have taught! It covers the main events, issues and people and key terminology connected to the topic, with a focus on the exam requirements at the beginning. I have included both PDF and word documents in case there is a wish to adapt and change.