Revision document produced by a Grade 9 student, focusing on how far and why methods of preventing disease changed through time. The information is divided into periods (Medieval, Renaissance, 1700s+1800s and Modern) and structured into individual points, so that it can be used to answer both 12-mark and 16-mark questions. This document is best used for revising Paper 1 of Edexcel GCSE History (Medicine Through Time c.1250-present). I produced it as part of my revision in Year 11, achieved a Grade 9 in the GCSE and went on to get an A* in A-level History. Hopefully this resource can help you to achieve similar success! Please leave a review if you found this resource helpful, and check out my other resources for Medicine Through Time.

Revision document produced by a Grade 9 student, focusing on how far and why methods of treating the sick changed through time. The information is divided into periods (Medieval, Renaissance, 1700s+1800s and Modern) and structured into individual points, so that it can be used to answer both 12-mark and 16-mark questions. This document is best used for revising Paper 1 of Edexcel GCSE History (Medicine Through Time c.1250-present). I produced it as part of my revision in Year 11, achieved a Grade 9 in the GCSE and went on to get an A* in A-level History. Hopefully this resource can help you to achieve similar success! Please leave a review if you found this resource helpful, and check out my other resources for Medicine Through Time.

Revision document produced by a Grade 9 student, focusing on how far and why methods of caring for the sick changed through time. The information is divided into periods (Medieval, Renaissance, 1700s+1800s and Modern) and structured into individual points, so that it can be used to answer both 12-mark and 16-mark questions. This document is best used for revising Paper 1 of Edexcel GCSE History (Medicine Through Time c.1250-present). I produced it as part of my revision in Year 11, achieved a Grade 9 in the GCSE and went on to get an A* in A-level History. Hopefully this resource can help you to achieve similar success! Please leave a review if you found this resource helpful, and check out my other resources for Medicine Through Time.

Revision document produced by a Grade 9 student, focusing on how far and why ideas about causes of disease changed through time. The information is divided into periods (Medieval, Renaissance, 1700s+1800s) and structured into individual points, so that it can be used to answer both 12-mark and 16-mark questions. This document is best used for revising Paper 1 of Edexcel GCSE History (Medicine Through Time c.1250-present). I produced it as part of my revision in Year 11, achieved a Grade 9 in the GCSE and went on to get an A* in A-level History. Hopefully this resource can help you to achieve similar success! Please leave a review if you found this resource helpful, and check out my other resources for Medicine Through Time.

Model answer to the 12-mark question ‘Explain why Hitler was able to consolidate his power between 1933 and 1934.’ , covering the Reichstag Fire, the Night of the Long Knives and the Enabling Act. Please be aware that the last two paragraphs contain the same content as those in the 12-mark answer to how Hitler increased his control 1933-39, which is also available to buy. This style of question can be found in Paper 3 of Edexcel GCSE History (option 31: Weimar and Nazi Germany 1918-39). I have 11 GCSEs at Grade 9 and 3A* in my A-levels, including history. Please leave a review if you found this resource helpful!

Model answer to the 12-mark question ‘Explain why Hitler was able to increase his control over Germany between 1933 and 1939.’ , covering the Enabling Act, the Night of the Long Knives and Nazi propaganda. This style of question can be found in Paper 3 of Edexcel GCSE History (option 31: Weimar and Nazi Germany 1918-39). I have 11 GCSEs at Grade 9 and 3A* in my A-levels, including history. Please leave a review if you found this resource helpful!

Revision resource produced by a grade 9 student tracking lawlessness over time in the American West - perfect preparation for answering a narrative style question. This type of question can be found in GCSE Edexcel History Paper 2, options 24/25: The American West, c1835-c1895. I have 11 GCSEs at Grade 9 and 3A* in my A-levels, including history. Please leave a review if you found this resource helpful!

Detailed essay plan produced by an A* student in response to the questions: ‘To what extent was religion in England significantly changed during the reign of Henry VIII?’ ‘How successful were Edward and Mary in implementing religious change?’ 'To what extent did Mary succeed in changing the English Church 1553-58?’ This was written as revision for topic two of Edexcel Tudor History A-Level, Option 1B: England 1509– 1603: authority, nation and religion. I achieved 3A* in my A-levels and have 11 GCSEs at Grade 9. Please feel free to check out my other resources and leave a review!

Detailed essay plan produced by an A* student in response to the questions: ‘How significant was royal and noble patronage in cultural change in the years 1509–88?’ ‘To what extent were cultural changes in the years 1509–88 driven by the growth of education and literacy?’ ‘How significant were alterations in religious belief in explaining cultural change in the years 1509-88?’ This was written as revision for topic four of Edexcel Tudor History A-Level, Option 1B: England 1509– 1603: authority, nation and religion, and covers royal & noble patronage, the growth of education & literacy, the impact of the printing press, and the cult of Gloriana. I achieved 3A* in my A-levels and have 11 GCSEs at Grade 9. Please feel free to check out my other resources and leave a review!

Detailed essay plan produced by an A* student discussing the reasons for the decline of popular resistance from 1570, including propaganda, fear, effective control, passage of time, and social & economic factors. This was written as revision for topic three of Edexcel Tudor History A-Level, Option 1B: England 1509– 1603: authority, nation and religion. I achieved 3A* in my A-levels and have 11 GCSEs at Grade 9. Please feel free to check out my other resources and leave a review!

Detailed essay plan produced by an A* student in response to the questions: ‘How significant was the Schmalkaldic League in the spread of Lutheranism in the years 1531-47?’ ‘‘The survival and spread of Lutheranism in Germany, in the years 1521–55, owed more to the support of the German princes than to Charles V’s inability to oppose it effectively.’ How far do you agree with this statement?’ ‘‘The papacy’s failure to respond effectively was the most important reason for the in the years 1521-55.’ How far do you agree with this statement?’ This was written as revision for topic four of Edexcel Tudor History A-level paper 2, Option 2B.1: Luther and the German Reformation, c1515-1555, and covers the significance of the Schmalkaldic League, the support of the German princes and the papacy’s failure to respond effectively to Lutheranism. I achieved 3A* in my A -levels and have 11 GCSEs at Grade 9. Please feel free to check out my other resources and leave a review!

Detailed essay plan produced by an A* student analysing the spread and decline of Catholicism during the reigns of Henry, Edward, Mary and Elizabeth. This was written as revision for topic two of Edexcel Tudor History A-Level, Option 1B: England 1509– 1603: authority, nation and religion. I achieved 3A* in my A-levels and have 11 GCSEs at Grade 9. Please feel free to check out my other resources and leave a review!

Detailed essay plan produced by an A* student in response to a variety of questions focused on the causes of poverty in Tudor England. This was written as revision for topics three and four of Edexcel Tudor History A-Level, Option 1B: England 1509– 1603: authority, nation and religion, and covers the dissolution of the monasteries, growth of towns, enclosure and population growth. I achieved 3A* in my A-levels and have 11 GCSEs at Grade 9. Please feel free to check out my other resources and leave a review!

Detailed essay plan produced by an A* student in response to the question ‘How far do you agree that the increase in poverty in the Tudor period was largely a result of changes in the use of land?’. This was written as revision for topic one of Edexcel Tudor History A-Level, Option 1B: England 1509– 1603: authority, nation and religion, and covers changes in land use, population growth and inflation. I achieved 3A* in my A-levels and have 11 GCSEs at Grade 9. Please feel free to check out my other resources and leave a review!

A* essay produced by a Tudor History A-level student, addressing the question ‘To what extent did government methods of dealing with poverty change in the period 1531-76?’. This was written as revision for Edexcel Tudor History A-level, Option 1B: England 1509– 1603: authority, nation and religion, and covers the role of religious institutions, the distinction between the impotent and ‘able-bodied’ poor as well as the issue of vagrancy. I have 3A* in my A -levels and 11 GCSEs at Grade 9. Please feel free to check out my other resources and leave a review if you found this helpful.

Revision resource produced by an A* student debating Cromwell’s effectiveness as chief minister, covering the positive and negative aspects of his career in a table format. Paired with my resource about Wolsey, these materials would be perfect preparation for planning essays on government in the reign of Henry VIII. This was written as revision for topic one of Edexcel Tudor History A-Level, Option 1B: England 1509– 1603: authority, nation and religion. I achieved 3A* in my A -levels and have 11 GCSEs at Grade 9. Please feel free to check out my other resources and leave a review!

Revision resource produced by an A* student debating Wolsey’s effectiveness as chief minister, covering the positive and negative aspects of his career in a table format. Paired with my resource about Cromwell, these materials would be perfect preparation for planning essays on government in the reign of Henry VIII. This was written as revision for topic one of Edexcel Tudor History A-Level, Option 1B: England 1509– 1603: authority, nation and religion. I achieved 3A* in my A -levels and have 11 GCSEs at Grade 9. Please feel free to check out my other resources and leave a review!

A* History essay addressing the question ‘How far can the case of the Demon Drummer of Tedworth of 1662 be regarded as the key turning point in changing attitudes to witchcraft in Britain in the years c1580-1750?’ This was produced as revision for Edexcel Tudor History A-Level, Paper 3: the witch-craze in Britain, Europe and North America 1580-1750. I have 3A* in my A -levels and 11 GCSEs at Grade 9. Please feel free to check out my other resources!

A grade (17/20) Tudor History essay addressing the question ‘How significant was King James VI in the witch-hunting in Scotland in the years 1590-97?’ This was written as revision for Edexcel Tudor History A-Level, Paper 3: the witch-craze in Britain, Europe and North America 1580-1750. I have 3A* in my A -levels and have 11 GCSEs at Grade 9. Please feel free to check out my other resources!