This bundle follows the Key Stage 3 National Curriculum - the development of Church, state and society in Britain 1509-1745. I have designed the lessons to be challenging and engaging as well as fun and enjoyable. The aims of this bundle are to know and understand how peoples’ lives were shaped by the Tudors from Henry VII to Mary I, how they changed the course of British history and why we are still fascinated by their lives today. Students will learn and understand key historical skills throughout; for example, the concepts of continuity and change under Henry VII after the Wars of the Roses, recognising the causes and consequences of Henry’s break with Rome, explaining the similarities and differences in the reigns of the Tudors, analysing the significance of the Black Tudors and Edward VI as well as evaluating sources and interpretations, such as the reputation of Mary 1. The 12 lessons are broken down into the following: L1 The War of the Roses L2 An introduction to the Tudors (free lesson) L3 Henry VII L4 Henry VIII introduction L5 Did Henry VIII break with Rome for love? L6 Did Henry VIII break with Rome for faith? L7 Did Henry VIII break with Rome for money? L8 The dissolution of the monasteries L9 The sinking of the Mary Rose L10 Edward VI L11 Bloody Mary L12 Black Tudors Each lesson comes with suggested teaching and learning strategies and are linked to the latest historical interpretations and debate from the BBC and other sources. The lessons are fully adaptable in PowerPoint format and can be changed to suit. I have included a free lesson to give an idea of what is being offered. Although this bundle is aimed at Key Stage 3, it is ideal if you are studying the Tudors for GCSE as it covers the main themes, concepts and skills required.

Conflicts and conquest, The American West c.1876-c1895. This bundle is the third part in a series of lessons I have created for Edexcel GCSE 9-1 The American West, c.1835-c1895 Students will be assessed on their knowledge and understanding of the conflicts and conquest with changes in the farming industry, the cattle industry and settlement. Students will learn about the establishment of law and order across the period. They will recognise the significance of key people such as Wyatt Earp, Billy the Kid and Benjamin Singleton. They will study the destruction of the Plain Indians way of life with events such as the Wounded Knee Massacre as well as the Range Wars and extermination of the Buffalo. Lessons will also target the cause and consequence of US government policy with the Dawes Act of 1887 and the declaration of the disappearance of an Indian Frontier. I have dispensed with individual learning objectives for each lesson to focus throughout on a specific enquiry based question which addresses the knowledge and skills required for the GCSE questions and shows progression in learning required during this course. Moreover it allows the students to critically think for themselves to decide who was benefitting from this rapid change to America as well as how and why. The lessons are as follows: L21 Changes to farming on the Plains L22 Changes in the Cattle Industry L23 Exoduster Movement L24 Billy the Kid L25 Wyatt Earp L26 Battle of Little Big Horn L27 Wounded Knee Massacre L28 Range Wars L29 Extermination of the Buffalo L30 Dawes Act of 1887 For assessment purposes each lesson is accompanied by one of the three exam questions with help and exam tips given if needed. These can be completed in the lesson or for homework tasks if required. The lessons are all differentiated and are tailored to enable the students to achieve the highest grades. The lessons come in PowerPoint format if there is a wish to adapt and change.

These lessons are designed to meet the needs of the Key Stage 3 National Curriculum and cover the development of the Church, state and society in Medieval Britain 1066-1509; the struggle between Church and crown, Magna Carta and the emergence of Parliament. This bundle addresses key historical skills from the outset: What made a successful Medieval Monarch? Why did King Henry II want more power over the Church and why was he forced to publicly say sorry? What were the differences and similarities between the reigns of King Richard and his brother King John? What were the causes and consequences of King John signing the Magna Carta? What was significant about the Peasants’ Revolt or Edward II’s promotion of his favourites? These skills are addressed in each of the lessons and allow students to be able to make connections, draw contrasts, analyse trends and be able to create their own structured accounts and written narratives. Moreover this bundle allows students to understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims on the reputations of King Richard and King John. The lessons are broken down into the following: L1 Medieval Monarchs introduction L2 The murder of Thomas Becket L3 Was King Henry II really sorry? L4 King Richard the Lionheart L5 King John L6 The Magna Carta L7 The siege of Rochester Castle (free resource) L8 The Peasants Revolt L9 King Edward II L10 Bonus lesson - Genghis Khan These lessons are designed to be fun, challenging, interactive and engaging. The lessons are enquiry based with a key question using a lightbulb posed at the start and revisited at the end to show the progression in learning and who held the power in Medieval England. All the lessons are differentiated and come with suggested teaching and learning strategies and link to the latest interpretations from the BBC and other sources. The resources come in PowerPoint format if there is a wish to adapt and change.

Conflict and Tension 1918-1939 This series of eight lessons introduce the second part of the AQA Conflict and Tension course 1918-39 and focus on The League of Nations. Lessons come complete with suggested teaching strategies and differentiated learning tasks. I have included many of the typical GCSE questions in these lessons from source analysis, write an account to the longer 16+4 mark questions. The lessons are broken down into the following: L1: Introduction to the League of Nations L2: The structure of the League of Nations L3: The Commissions L4: How successful was the League of Nations in the 1920’s? L5: The decline of International Cooperation (free resource) L6: The Manchurian Crisis L7: The Abyssinian Crisis L8: Was the League destined to fail? Lessons also include some retrieval practice activities come in Powerpoint format if there is a wish to adapt and change. Any reviews would be gratefully received.

I have created these set of resources for ‘Britain as the first industrial nation and its impact on society’ which comes under the ideas, political power, industry and empire: Britain 1745-1901 in the National Curriculum. These lessons are also useful if you are studying this period at GCSE (such as AQA 9-1 GCSE Power and the People and OCR Explaining the Modern World) Pupils will learn the significance and impact of the changes in Britain as a result of the new inventions and be able to understand the causes and consequences of these. They will learn key historical terms such as migration, entrepreneur, industrialised and patent as well as being able to see the change and continuity of transport. They will be given sources to analyse such as the evidence of child labour in the coal mines as well as the lives of Victorian women and make historical inferences from them. Furthermore they will be able to write structured accounts and narratives of the changes as a result of Factory Reforms as well as answering GCSE style questions using structured thinking quilts. Each lesson comes with suggested teaching and learning strategies and are linked to the latest historical interpretations and ideas used by current history teachers. The lessons are fully adaptable in Powerpoint format and can be changed to suit. I have included a free lesson to give an idea of what is being offered. I strongly recommend using GCSE style questions from the exam board and markschemes to assess the pupils at the end of this unit, which are always available on line. The 12 lessons are broken down into the following: L1 An introduction to the Industrial Revolution in Britain L2 Why were people on the move? L3 What were the industrial towns like? L4 Transport in the Industrial Revolution L5 Richard Arkwright – a case study (free resource) L6 Factories and working conditions L7 Coal mining L8 Reform of working conditions L9 Victorian crime and punishment L10 Victorian prisons L11 The Metropolitan Police Force L12 Jack the Ripper Any reviews would be gratefully received.

This bundle is the first part in a series of lessons I have created for Edexcel GCSE 9-1 Superpower relations and the Cold War, 1941-1991. The lessons are all differentiated, fully resourced, amenable on Powerpoint and are tailored to enable the students to achieve the highest grades. The lessons will allow students to demonstrate (AO1) knowledge and understanding of the key features and characteristics of the period studied from the formation of the Grand Alliance to the outcomes of Tehran, Yalta and Potsdam as well as the ideologies of East and West and the Berlin crisis. They will explain and analyse (AO2) second-order concepts such as change and continuity in tensions between East and West, the causes and consequences of the formation of NATO and the Warsaw Pact as well as the Truman Doctrine and Marshall Aid. The lessons are as follows: L1 Origins of the Cold War L2 Conferences of Tehran, Yalta and Potsdam L3 The Kennan and Novikov Telegrams L4 Soviet Satellite States L5 Truman Doctrine L6 Marshall Aid L7 Cominform and Comecon (free resource) L8 Berlin Crisis 1948 L9 NATO and Warsaw Pact L10 Significance of Arms Race (free resource) L11 Hungarian Uprising The lessons are enquiry based with a key question posed at the start of the lessons and revisited throughout to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as subsequently form mutual understanding and cooperation over the time period in question. The resources include retrieval practice, suggested teaching strategies, differentiated materials and GCSE exam practice questions and come in PowerPoint format if there is a wish to adapt and change.

I have created these set of resources for the History GCSE 9-1 Edexcel Historic Environment for the British sector of the Western Front, 1914-1918. The central question throughout these seven lessons is to find out how medicine developed throughout the conflict of World War 1. They are closely linked together and address all the content required for this unit. Pupils will learn about the injuries, treatment and life in the trenches for the soldiers. Key ideas include: The historical context of medicine in the early twentieth century and the move to aseptic surgery The trench system and its construction and organisation The context of the British sector including Northern France and Flanders The problems with communications and infrastructure due to the nature of the terrain The nature of wounds received and the conditions requiring medical treatment The work of organisations such as RAMC and FANY The significance of the Western Front for experiments in surgery and new techniques used. The lessons are broken down into the following: L1: Introduction and the trench system L2: Flanders and Northern France L3: Move to aseptic surgery (free lesson) L4: Deadly weapons and injuries L5: Trench warfare and the problems of transport L6: Helping and treating the wounded L7: GCSE exam question practice Each lesson comes with suggested teaching and learning strategies and are linked to the latest historical interpretations and ideas used by current history teachers on twitter. The lessons are fully adaptable in PowerPoint and can be changed to suit. I have included a free lesson to give an idea of what is being offered.

This bundle is the second part in a series of lessons I have created for Edexcel GCSE 9-1: Superpower relations and the Cold War, 1941-1991. The lessons are all differentiated, fully resourced, amendable on Powerpoint and are tailored to enable the students to achieve the highest grades. The lessons will allow students to demonstrate (AO1) knowledge and understanding of the key features and characteristics of the period studied from the building of the Berlin Wall and its eventual collapse to the end of the Cold War. They will also explain and analyse (AO2) second-order concepts such as change and continuity in tensions between East and West such as détente and Reagan’s Second Cold War and the causes and consequences of the Cuban Missile Crisis, the Prague Spring, the Soviet invasion of Afghanistan and Gorbachev’s new ideas. The lessons are as follows: L12 Berlin Ultimatum L13 Building the Berlin Wall L14 Cuba and the Bay of Pigs L15 Cuban Missile Crisis L16 Prague Spring L17 Détente and SALT 1 L18 Helsinki Accords and SALT 2 L19 Soviet invasion of Afghanistan L20 Reagan and the Second Cold War L21 Gorbachev’s new ideas L22 Fall of the Berlin Wall The lessons are enquiry based with a key question of how close was the world to a nuclear war using a lightbulb posed at the start of the lessons and revisited throughout to show the progress of learning. The lessons in this bundle are therefore linked together to build up a picture of how diplomacy, propaganda and spying led two Superpowers with opposing political ideologies to create tensions, rivalries and distrust as well as form mutual understanding and cooperation over the time period in question. The resources include retrieval practice, suggested teaching strategies, differentiated materials and GCSE exam practice questions. They all come in Powerpoint format if there is a wish to adapt and change.

This bundle follows the Key Stage 3 National Curriculum - the development of Church, state and society in Britain 1509-1745. I have designed these lessons to be challenging and engaging as well as fun and enjoyable. The aims of this bundle are to know and understand how peoples’ lives were shaped by the Tudors from Henry VII to Elizabeth I, how they changed the course of British history and why we are still fascinated by their lives today. Students will learn and understand key historical skills throughout; for example, the concepts of continuity and change with the Wars of the Roses and the accession of Henry VII to the throne, key historical terms such as dissolution, Catholic and Protestant and vagrancy, recognising the causes and consequences of Henry’s break with Rome, analysing the significance of the Black Tudors, Edward VI and Elizabeth I as well as evaluating sources and interpretations such as the reputation of Mary 1. The 20 lessons are broken down into the following: L1 The War of the Roses L2 Henry VII L3 An introduction to Henry VIII L4 Did Henry VIII break with Rome for love? L5 Did Henry VIII break with Rome for faith? L6 Did Henry VIII break with Rome for money? L7 The dissolution of the monasteries L8 The sinking of the Mary Rose L9 Edward VI L10 Bloody Mary L11 Black Tudors L12 The young Elizabeth L13 The Elizabethan Settlement (free resource) L14 Elizabeth and the problem of marriage L15 Elizabeth and her portraits L16 How did Elizabeth deal with Mary, Queen of Scots? L17 Famous explorers (Drake, Hawkins and Raleigh) L18 The Spanish Armada L19 Elizabeth, poverty and the Poor Law L20 Elizabethan Theatre and the Globe Due to TES restrictions on Bundles, the introduction to the Tudors, which is a free lesson, must be downloaded separately. Each lesson comes with suggested teaching and learning strategies and are linked to the latest historical interpretations and debate from the BBC and other sources. The lessons are fully adaptable in PowerPoint format and can be changed to suit. I have included a free lesson to give an idea of what is being offered. Although this bundle is aimed at Key Stage 3, it is ideal if you are studying the Tudors for GCSE as it covers the main themes, concepts and skills required.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 The Collapse of Democracy 1928-1933 I have produced this bundle of resources on the collapse of democracy in Germany 1928-1933 to help A Level students gain a deeper understanding of Germany’s past and the collapse of democracy. The enquiry question throughout these lessons will be to evaluate how unstable Germany was, politically, socially and economically. Students will learn how the impact of the Wall Street Crash and the Depression a profound effect on the stability of the Weimar Republic and the significance of the rise of extremism as a direct consequence. They will also learn about the appeal of Communism as well as Nazism and how electoral support for them changed throughout the early 1930s. Students will evaluate backstairs intrigue as a succession of Chancellors failed to gain the support needed to effectively rule the country and how Hitler manipulated those around him to be appointed Chancellor in 1933. Finally students will analyse Hitler’s first Cabinet, the significance of the Reichstag Fire and how democracy ceased to exit as Nazis began to create a one party state. The resources provided include detailed lesson plans, case studies, source documents for analysis, chronological tasks and exam practice questions with comprehensive mark schemes. The lessons are as follows: L1 The Wall Street Crash and Great Depression L2 The Collapse of the Grand Coalition L3 The appeal of Nazis L4 The appeal of Communism L5 Papen’s Cabinet of Barons L6 General Schleicher and backstairs intrigue L7 Hitler’s first cabinet (free resource) L8 The use of terror in 1933 The lessons include the two types of exam question used, with examples of how to tackle them, using model answers, helpful hints and tips, structuring and scaffolding as well as markschemes. However, please refer to the AQA website for further assessment materials as they are subject to copyright. The lessons are also differentiated and fully resourced and allow students to reach the very top marks. Democracy and Nazi Germany Part 3 resources can be found here: https://www.tes.com/teaching-resource/democracy-and-nazi-germany-a-level-bundl-part-3-13059603 If you have any questions about the lessons, please email me via my TES shop, or any other information about the course. I would also welcome any reviews, which would be gratefully appreciated.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 Nazi Dictatorship 1933-39 I have produced this bundle of resources on the beginnings of the Nazi Dictatorship 1933-39 to help A Level students gain a deeper understanding of Germany’s past and the establishment of a Dictatorship. The enquiry question throughout these lessons will be evaluate how much of a totalitarian state Germany became under the Nazis. Students will learn about the impact of the Night of the Long Knives and the significance Hindenburg’s death had on Hitler’s consolidation of power. They will also explore the mechanisms and apparatus Hitler installed to provoke fear and ensure compliance among the population, including the roles of the Gestapo and SS. Students will assess the effectiveness of Nazi propaganda in controlling public perception and opinion., the economic policies of the Four Year Plan and autarky and the impact upon workers of the DAF, Strength Through Joy and Beauty of Labour programmes. Finally students will analyse the efficacy of social policies on the young and women and decide how successfully the Churches were brought into line and replaced with the Nazis version of Christianity. The resources provided include detailed lesson plans, case studies, source documents for analysis, chronological tasks and exam practice questions with comprehensive mark schemes. The lessons are as follows: L1 One Party State (Free resource) L2 The Night of the Long Knives L3 The Terror State L4 Early Opposition L5 Propaganda L6 Economic Policy L7 Youth Groups L8 Women L9 Workers L10 The Churches The lessons include the two types of exam question used, with examples of how to tackle them, using model answers, helpful hints and tips, structuring and scaffolding as well as markschemes. However, please refer to the AQA website for further assessment materials as they are subject to copyright. The lessons are also differentiated and fully resourced and allow students to reach the very top marks. If you have any questions about the lessons, please email me via my TES shop, or any other information about the course. I would also welcome any reviews, which would be gratefully appreciated.

AQA GCE A Level Democracy and Nazism: Germany 1918-45 I have produced this bundle of resources on the Nazi racial state and the impact of war 1933-45 to help A Level students gain a deeper understanding of Germany’s changing policies during the war years. The enquiry question throughout these lessons will be evaluate the reasons why the Nazis committed mass murder and assess the impact of total war on Germany. Students will learn about the development of anti-Semitic policies and the radicalisation of the state with its social Darwinism and race theories. They will study how the events of the Anschluss, Kristallnacht and the invasion of Poland sparked a sea change in how the Nazi regime reacted towards undesirables as well as Jewish people. Students will evaluate the effectiveness of propaganda in maintaining morale during the war years and the changing impact of war on German society such as the appointment of Albert Speer and the mobilisation of the German economy for armaments production. They will also assess how effective opposition was to the Nazi regime and how different groups resisted the totalitarian state. Finally students will analyse the origins of the ‘Final Solution’, the key figures involved and the role of the Einsatzgruppen and extermination camps in Poland. They will also decide who should take responsibility for the holocaust and why. The lessons are as follows: L1 Radicalising the State L2 Undesirables L3 Nazi policies towards the Jewish people, 1933-37 L4 Nazi policies towards the Jewish people, 1938-40 L5 Nazi policies towards the Jewish people, 1940-41 L6 Impact of war (free resource) L7 Speer and the war economy L8 The changing impact of war on German society L9 Opposition L10 The final solution The lessons include the two types of exam question used, with examples of how to tackle them, using model answers, helpful hints and tips, structuring and scaffolding as well as markschemes. However, please refer to the AQA website for further assessment materials as they are subject to copyright. The lessons are also differentiated and fully resourced and allow students to reach the very top marks. If you have any questions about the lessons, please email me via my TES shop, or any other information about the course. I would also welcome any reviews, which would be gratefully appreciated.

This bundle follows the Key Stage 3 National Curriculum - the development of Church, state and society in Britain 1509-1745 including the Elizabethan religious settlement and conflict with Catholics (including Scotland, Spain and Ireland). The aims of this bundle are to know and understand how peoples’ lives were shaped by Elizabeth, how she dealt with the threats to her rule and how her legacy lives on today as one of our greatest ever Queens. Students will learn and understand key historical skills. These include historical concepts such as continuity and change with a focus on the Elizabethan Poor Law, the causes and consequences of the Elizabethan Settlement, similarities and differences in her portraits and the significance of the defeat of the Armada as well as exploration and the theatre. The 11 lessons are broken down into the following: L1 The young Elizabeth L2 The Elizabethan Settlement (free resource) L3 Elizabeth and her favourites (free resource) L4 Elizabeth and the problem of marriage L5 Elizabeth and her portraits L6 How did Elizabeth deal with Mary, Queen of Scots? L7 Famous explorers (Drake, Hawkins and Raleigh) L8 The Spanish Armada L9 Elizabeth, poverty and the Poor Law L10 Elizabethan Theatre and the Globe Each lesson comes with suggested teaching and learning strategies and are linked to the latest historical interpretations and debate from the BBC and other sources. The lessons are fully adaptable in PowerPoint format and can be changed to suit. I have included a couple of free lessons to give an idea of what is being offered. Although this bundle is aimed at Key Stage 3, it is ideal if you are studying Elizabeth I for GCSE as it covers the main themes, concepts and skills required for the new specifications.

This bundle is the first part in a series of lessons I have created for AQA GCSE 9-1 Germany 1890-1945: Democracy and Dictatorship. As well as focusing on GCSE exam practice questions, the lessons apply the skills necessary to enable the students to achieve the highest grades. The lessons will allow students to demonstrate (AO1) knowledge and understanding of the key features and characteristics of the period studied from the Kaiser and the problems he faced as well as the implementation of the Treaty of Versailles and the challenges faced by the Weimar Government. They will study (AO2) second-order concepts such as change and continuity in the new Weimar Constitution and the causes and consequences of Stresemann’s policies. The analysis and evaluation of sources (AO3) are used in for example the Treaty of Versailles and the Munich Beer Hall Putsch lessons whilst substantiated judgements are made (AO4) on political and economic problems of the Weimar Republic as well as questioning whether the later 1920’s really were a Golden Age. The lessons are as follows: L1 Kaiser Wilhelm II (free resource) L2 The Kaiser’s Government and Weltpolitik L3 The impact of World War 1 on Germany (free resource) L4 The Weimar Constitution and Political Parties L5 The Treaty of Versailles L6 Political Uprisings – the Spartacists and the Kapp Putsch (free resource) L7 The Ruhr Crisis and Hyperinflation L8 The Munich Beer Hall Putsch L9 Gustav Stresemann L10 The Golden Age of Stresemann Please note that setting a full mock examination in class after completing this unit is strongly recommended. All the examination resources and markschemes are subject to copyright but can easily be found on the AQA website. The resources all include suggested teaching strategies, retrieval practice, differentiated materials and come in PowerPoint format if there is a wish to adapt and change. Any reviews would be gratefully received.

The aims of this bundle are to investigate the causes of the French Revolution, how it changed the lives of French people and its consequences for Europe and the Wider World with the rise of Napoleon and the Napoleonic Wars. I have also created and used these lessons to challenge and engage students and to show how much fun learning about this part of European history really is. By studying this unit, pupils will be able to make connections, draw contrasts, and analyse trends within this period of history by using an enquiry based question throughout all the lessons. Students will learn and understand key historical skills throughout such as the change and continuity of the Government of France in the Eighteenth Century, the causes and consequences of the execution of Louis XVI and Marie Antoinette and the similarities and differences of absolute monarchs such as Louis XVI of France, and Frederick the Great of Prussia in comparison to George III of Britain. They will also learn about the significance of the Tennis Court Oath, the Storming of the Bastille, the rise of Napoleon Bonaparte as well as different interpretations of Marie Antoinette and Maximilien Robespierre. Finally they will create relevant, structured and evidentially supported accounts in response to claims that the Terror was justified, Britain had every reason to fear Napoleon or that Louis XVI deserved to be executed. The lessons are as follows: L1 Introduction to the French Revolution L2 The French Monarchy L3 The Three Estates L4 Louis XVI financial problems L5 Tennis Court Oath L6 Storming of the Bastille L7 Execution of King Louis XVI L8 The reign of Terror L9 Maximilien Robespierre (free resource) L10 Support for the French Revolution L11 Napoleon Bonaparte L12 Napoleonic Wars L13 Legacy of the French Revolution (free resource) All the lessons come with retrieval practice activities, differentiated materials, suggested teaching and learning strategies and are linked to the latest historical interpretations, video clips and debate. The lessons are enquiry based with a key question posed at the start of the lesson and revisited at the end to show the progress of learning. They are fully adaptable in PowerPoint format and can be changed to suit. I would highly recommend assessing students at the tend of this unit of study, using GCSE style questions from your chosen exam board. If you have any questions about this unit, please do not hesitate to contact me via my shop for further information.

AQA A Level 1C The Tudors: England 1485-1603 I have produced this bundle of resources on Edward VI and Mary I to help A level history students access the course and make some of the ideas, themes and concepts of the Tudors more comprehensible. Edward VI: Most of the historiography of Edward places him at the periphery of the reign. However this bundle of lessons challenges this view and sets out to reappraise his monarchy. Therefore the enquiry question throughout this bundle of resources will be to question how fit was Edward to rule during his reign. Students will learn how cold and callous Edward could be from his chronicle and how much of a leading role and contribution he played in the English Reformation. They will judge the significance of the Dukes of Somerset and Northumberland and how they tackled the problems of finance, the economy, law and order, religion and foreign policy. Students will also compare the two Dukes and decide whose rule could be judged a success and why ultimately they both fell from grace. Finally they will about the key reformers and the new Evangelicals during the reign of Edward VI such as Archbishop Cranmer, Bishop John Fisher and John Hooper and the impact they had on the Edwardian Reformation. Mary I: Mary’s reign has traditionally been given a negative historiography. This bundle of lessons will challenge this interpretation and whilst justifying it in some cases, also argue that Mary was in many instances courageous, decisive, successful and determined. Therefore the enquiry question throughout this bundle of resources will be to question if a woman was fit to rule England. Students will learn the background to which Mary ascended the throne, assess her priorities as Queen and challenge the traditional view of Mary from Foxe’s Book of Martyrs. They will evaluate the significance of her Government and the role of Parliament as well as her marriage to Philip II of Spain and the consequences this brought as she was sucked into the Habsburg-Valois conflict, with the loss of Calais. Furthermore they will compare and contrast the Counter Reformation with the religious changes introduced by Edward and the wider implications of Mary’s reforms with Marian martyrs. Finally, students will judge the similarities of the economic situation she inherited from her half brother and the differences she made in laying many of the foundations for the success of subsequent monarchs. The lessons are as follows: L1 Introduction to Edward L2 The rise of Somerset (free resource) L3 Rule of Somerset L4 Rise of Northumberland L5 Rule of Northumberland L6 The Edwardian Reformation L7 Introduction to Mary I L8 Aims of Mary I L9 Mary I and her government L10 Mary I marriage and Wyatt’s Rebellion L11 The Counter Reformation L12 Marian Martyrs L13 Mary’s Foreign Policy L14 Mary I and the economy The lessons include the two types of exam question used, with examples of how to tackle them, using helpful hints and tips, structuring and scaffolding as well as markschemes. However, please refer to the AQA website for further assessment materials as they are subject to copyright. The lessons are also differentiated and fully resourced and allow students to reach the very top marks. This is the third bundle of resources I have created for this unit and hope to complete the rest of the course very soon. If you have any questions about the lessons, please email me via my TES shop, or any other information about the course. I would also welcome any reviews, which would be gratefully appreciated.

AQA GCSE A Level 1C The Tudors: England, 1485–1603 I have produced this bundle of resources on Henry VII to help A level history students access the course and make the transition from GCSE to A Level smoothly. Henry VII is a fascinating character to study and these lessons explore the difficulty and demands of becoming a King in the Fifteenth Century. The enquiry question throughout this bundle of resources will be to question the extent of Henry’s hold on power from the battle of Bosworth Field in 1485 through to his death in 1509. Students will learn how effectively Henry restored and developed the powers of the monarchy from the chaos of the Wars of the Roses. They will assess his character and aims and his continuing use of Government institutions, from councils, parliament and local lords to the changes he made in his collection of the royal finances. They will judge the significance of individuals in his reign as will as the economic development of trade and exploration. Students will look at his limited aims in foreign policy and the consequences of his diplomacy and treaties with Scotland and other foreign powers. Finally they will gauge the role of religion and the Church in Tudor England under Henry VII as well as the development of the arts and learning and the rise of humanist ideas. The lessons are as follows: L1 Introduction L2 Wars of the Roses L3 Character of Henry VII L4 Battle of Bosworth Field (free resource) L5 Aims of Henry VII L6 Consolidation of Power L7 Henry VII and propaganda L8 Henry VII and Government L9 Henry VII and the nobility L10 Henry VII and finance L11 Stafford and Lovell Rebellions L12 Lambert Simnel L13 Perkin Warbeck L14 Introduction to Henry VII’s foreign policy L15 Breton Crisis L16 Henry VII and Ireland L17 Economy and Trade under Henry VII L18 The Church and religion L19 Humanism and the arts The lessons include the two types of exam question used, with examples of how to tackle them, using model answers, helpful hints and tips, structuring and scaffolding as well as markschemes. However, please refer to the AQA website for further assessment materials as they are subject to copyright. The lessons are also differentiated and fully resourced and allow students to reach the very top marks. This is the first of four bundles I have created for the Tudors A Level history course. If you have any questions about the lessons, please email me via my TES shop, or any other information about the course. I would also welcome any reviews, which would be gratefully appreciated.