AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to assess the success of Mary’s marriage to Philip of Spain and the significance of the Wyatt rebellion. Students begin by deciding the pros and cons of marrying Philip and what Mary should consider before entering a union and alliance with a powerful Catholic ally. Furthermore they will be given details of the marriage and all its clauses and evaluate who benefited more from it both personally and politically. Students will also analyse the consequences of the marriage with the subsequent Wyatt rebellion and decide how significant and threatening it really was by plotting their thoughts on a grid. The plenary uses some differentiated questioning to check understanding and challenge their understanding in the wider context of the political situation at the time. There is an enquiry question posed at the start 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 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 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.

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to question if Mary I was fit to rule as a queen and as a woman. Students are given the context to Mary’s succession as Queen Regnant and are challenged in some differentiated questions to predict what will happen in her short reign. Using evidence from her background, some guided reading and source extracts, students have to evaluate how and why the historiography of Mary has changed over time. They are also introduced to her key people and advisors and decide who would have said what in talking heads plenary. 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.

The Industrial Revolution This lesson aims to describe and explain the conditions of Victorian prisons through the eyes of a young person awaiting trial. Students learn how a poor diet, pointless tasks and a payment system for every amenity meant a miserable existence for inmates. So why did things begin to improve? How did key prison reformers change attitudes and make the government of the day reform the prisons? These questions and more will explored through prose, quizzes, video links and knockout tournament competitions to see and judge how far the prison reforms went and how effective they were. 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.

Superpower Relations and the Cold War, 1941-91 The aim of this lesson is to analyse the significance of the fall of the Berlin Wall and the impact upon Europe with the collapse of the Soviet Union. Students begin by recapping key facts about the Wall and how citizens of East Germany could travel to the west through Austria. They will learn how the fall and destruction of the wall came about an given significance ratings to ten consequences, which students can use to complete an extended writing task. There are some excellent video links to watch as well as images to decipher during the lesson. A GCSE question tackling the importance of the fall of the wall can be completed at the end of the lesson with help and a writing frame provided. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons 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 forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated material and GCSE question practice. It comes in PowerPoint format if there is a wish to adapt and change.

Superpower Relations and the Cold War, 1941-91 This lesson aims to assess Reagan’s new approach to the Soviet Union and the reasons for a Second Cold War. Students learn about the precarious nature of the life span of some of the Soviet leaders as well Reagan’s background before he became President. They then have to emoji rate and judge his Presidency as to how tough a stance he takes using a number of statements. There are also some statement options to judge correctly as well as a differentiated questioning task. Some GCSE question practice on the importance of Reagan’s Presidency can be completed at the end of the lesson, with help given using a scaffold and a student friendly markscheme if required. The lesson is enquiry based with a key question using a lightbulb posed at the start of the lesson and revisited throughout this and subsequent lessons 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 forming mutual understanding and cooperation over the time period in question. The resource includes retrieval practice, suggested teaching strategies, differentiated material and GCSE question practice. It comes in PowerPoint format if there is a wish to adapt and change.

AQA GCSE 9-1 ELIZABETHAN ENGLAND, 1568-1603 I have produced these flashcards to help students be prepared for and help revise for their GCSE exam on Elizabethan England. They are easy to use and; simply cut out fold and line up. Students can test each other in class or take them for their home learning. The flashcards will help with: Recall, retrieval and retention 3rd tier vocabulary to attain the higher marks in the examination Vast subject content The Historic Environment for Sheffield Manor Lodge, 2023

AQA A Level 1C The Tudors: England 1485-1603 The aim of this lesson is to judge how successful Mary’s economic policies were. At first glance, it would be easy for students to assume that Mary’s policies failed. Bad harvests, inflation, a sweating sickness ravaging the country and population growth characterised her reign. However, further investigation and analysis will reveal some successes and foundation stones laid for the future with the help of an able Lord Treasurer. A revaluation of the currency, a Militia Act, poor relief and the commissioning of six new ships for the navy were all to be welcomed by Elizabeth and her successors when she became Queen. The plenary is a colour coding exercise where students have to decide which key terms and Acts belonged to either Edward or Mary. The second part of the lesson focus on a mid Tudor crisis. Students can attempt some question practice with planning guidance and a markscheme provided 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 question how effective the burning of heretics was in Mary’s reign to restore Catholicism. The lesson begins with some exam extract practice and then focuses on Cardinal Pole’s positive approach at first to gathering ‘the lost sheep’ back into the Catholic fold. Students learn the process of how a person was condemned to death in Marian England by burning at the stake and why the first executions encouraged large crowds to gather. Using some more ‘burning’ evidence, students have to evaluate how effective they were in Marian England, and be able to give both sides of the argument, including revisionist views from Dr Anna Whitelock. Students will finally have to analyse and decide where Protestantism and Catholicism was embedded around the country if at all and the significance of Foxe’s Book of Martyrs. 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 how far Mary was fit to run her government. The first task students have to complete is to predict what Mary with do to overcome some of her immediate problems. They will also determine whether having numerous councillors during her reign automatically meant an inefficient and faction-ridden government. Students will learn how Mary both cooperated and well as clashed with her Parliament and then evaluate how efficient her government actually was. There is an enquiry question posed at the start 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.

The aim of this lesson is to decide if Winston Churchill deserves the title as the ‘Greatest Briton’? When the BBC conducted a poll entitled ‘Who is the Greatest Briton?’ Winston Churchill came out on top, besting some strong competition. This lesson therefore challenges this assumption and evaluates the four areas the BBC cites as his fortitude; for being the greatest British Gentleman, for inspiring the nation, for symbolising the spirit and strength of Britain and for his comforting speeches. The evidence for this task is through radio broadcasts, video footage and source analysis (using a battery rating) from which students will conclude and either concur or not with the poll. A splat the bubble plenary will test their new assumptions. This lesson is ideal as preparation for GCSE if you are embedding source skills or teaching the interwar years or the Second World War at Key stage 4. It 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 includes retrieval practice activities, suggested teaching strategies and 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 challenge the view that Mary’s foreign policy was a disaster. Students are given the context to Europe at Mary’s accession to the throne and how she was brought into the Habsburg-Valois conflict as a result of her marriage to Philip II of Spain. There are some differentiated questions to answer using some extended comprehension, as well a discussion on the pros and cons of her foreign policy. This is a case study of the capture of Calais from a recent BBC magazine article which sets up an extract practice question to answer, complete with a detailed markscheme to help if required. The plenary challenges what students have learnt in the lesson and some assumptions made by historians. 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.

Conflict and Tension 1918-1939 The aim of this lesson is to prepare students for the GCSE question, ‘How successful was the League of Nations in the 1920’s?’ Students have to research the various actions of the League took and analyse how successful it was in avoiding war and/or settling international disputes. I have included differentiated materials and examples of scaffolding to help students of all abilities answer this question. There is an option to give feedback individually or as a class, before undertaking the question under timed conditions.There is also a teacher markscheme supplied. The plenary asks students to prepare three questions for a League of Nations official celebrity visit. 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, some retrieval practice, differentiated materials and comes in PowerPoint format if there is a wish to adapt and change.

The Tudors: England 1485-1603 The aim of this lesson is to analyse the problems Elizabeth faced in 1558 and evaluate if the decisions she took were right at the time. Students begin with some source analysis and decipher some contemporary opinions of Elizabeth. They also judge the biggest problems facing her reign at home and abroad, before linking the views people may have had at the time, from a prosperous farmer to a Marian exile or a town councillor. The final task is to predict which decisions Elizabeth made for finance, the succession, trade and the economy and choosing her Privy Councillors. 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.

The Tudors: England 1485-1603 The aim of this lesson is to give the context of the religious changes that have happened in England since the reign of Henry VIII. Students begin by focusing on the different religions present in England under Elizabeth, such as Lutheranism, Catholicism, Puritanism and Presbyterianism. They are given a religious road map to complete before analysing the political situation in Europe in 1558 and the threats posed by the Catholic states of France and Spain. Finally they assess Elizabeth’s personal beliefs and the state of the English Church at the beginning of hr reign, before predicting how Elizabeth will tackle religion upon her accession. 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.

Middle Ages The aim of this lesson is to decide what makes a successful Medieval Monarch. Students are asked for their ideas before being given the criteria for a successful medieval monarch (such as leaving an heir and not being murdered!) The main part of the lesson requires students to conduct an investigation into three monarchs and decide how successful each of them were using a table to chart their success. When they have made their judgements, they complete an extended writing task, with scaffolding and help given if required. The plenary gives twelve answers, to which students have to work out the questions 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

The Tudors: England 1485-1603 The aim of this lesson is to evaluate the threat the Puritans posed to Elizabeth… The lesson begins with a definition and how the Puritans were becoming a problem for Elizabeth. Four areas of Puritanism are analysed (from Parliament, local reform movements, the Church from within and separatism) from which the students are able to tackle an exam question, with help and prompts given if required, including a detailed markscheme. The plenary requires the students to discuss and rate how much the threat of Puritanism declined under Elizabeth and the possible reasons for this. 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.

The Tudors: England 1485-1603 The aim of this lesson is to evaluate the success of the religious settlement. Students begin by analysing the various intricacies of the Settlement, from the Royal Injunctions, the 39 Articles to the Acts of Supremacy and Uniformity. Using this information, they then have to decide which historian’s viewpoint appears the more accurate on the settlement and explain why. Moreover students have to discover which parts of the settlement are from Elizabeth’s own personal beliefs and which parts did she have to compromise on. There is some exam practice to complete if required with help and prompts given. 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.