I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
The British Empire
This lesson explores the rise and fall of Robert Clive of India. Should he be regarded as a hero or a villain of the worst kind?
The first part of the lesson establishes his heroic reputation through video and source analysis.
Students then sift through a variety of source information and plot a graph coming to their own conclusions and judgements.
They also analyse the Battle of Plassey as an additional task and decide whether their judgement has been correct all the time.
The plenary requires them to create a plaque for Clive of India to sum up his reputation according to the evidence.
The lesson comes with suggested teaching and learning strategies and are linked to the latest historical interpretations, video clips and debate.
The lesson is fully adaptable in PowerPoint format and can be changed to suit.
AQA GCSE A Level 1C The Tudors: England, 1485–1603
I have produced this bundle of resources on Elizabeth to help A level history students access the course and make the transition from GCSE to A Level smoothly.
Elizabeth’s 45-year reign is generally considered one of the most glorious in English history. During it a secure Church of England was established. The image of Elizabeth’s reign is one of triumph and success. However, it faced many difficulties with threats of invasion from Spain through Ireland, and from France through Scotland. The nation also suffered from high prices and severe economic depression, especially in the countryside, during the 1590s.
The enquiry question throughout this bundle of resources will be to question what sort of a Queen Elizabeth was throughout her reign and how and why she changed or adapted over time .
Students will learn how Elizabeth dealt with religion in the Religious Settlement of 1559. They will assess her character and aims and how Elizabeth’s Government worked on a local as well as National level.
They will judge the significance of her foreign policy in relation to Catholic threats at home and abroad as well as her attempts to tackle poverty with increasing inflation and poor harvests.
Finally they will evaluate how much the arts, education, exploration and colonisation can be attributed to a Golden Age.
The lessons are as follows:
L1 Introduction
L2 Problems
L3 Consolidation of power
L4 Government of Elizabeth
L5 Elizabeth and marriage
L6 Background to the Religious Settlement
L7 Elizabethan Religious Settlement
L8 Catholic threats and rebellion
L9 Mary, Queen of Scots
L10 The Puritan threat (free resource)
L11 Foreign Policy introduction
L12 War with Spain
L13 Elizabeth and Ireland
L14 Economy and Society
L15 Trade and exploration
L16 Elizabeth Golden Age
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 final bundle of four 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 received.
AQA A Level 1C The Tudors: England 1485-1603
The aim of this lesson is to judge the success of Elizabethan exploration and colonisation.
Students are first introduced to the most influential seafarers of the age; Drake, Hawkins and Raleigh
Students are required to evaluate the significance of their activities, such as slave trading, the colonisation of Virginia and attacks on Spanish shipping as a result of the attack on San Juan de Ulua.
They also analyse the reasons why exploration increased with new ship design and navigational techniques.
As well as focusing on Drake’s epic circumnavigation of the globe and the enormous revenue he generated for the crown, some misconceptions are also clarified such as what colonisation meant to the Elizabethans and how much overseas trade expanded as a result of voyages to the New World.
There is some exam practice to complete if required, which questions if Drake’s exploits were the main cause of hostilities with Spain.
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 to what extend Elizabeth presided over a Golden Age.
Students are introduced to the concept of an Elizabethan Golden Age.
They focus on achievements in the arts, popular culture, improved communication and education, patronage and increasing wealth to decide to what extent a Golden Age existed, or whether it was a myth created by a very astute monarch who used propaganda extremely cleverly to put across a cult of Gloriana.
There are video links and images to accompany the lesson, culminating in some exam proactice at the end.
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 reasons for the increasing problems Elizabethan society underwent towards the end of the 16th Century.
Students also have to evaluate the impact of these changes upon society as a whole, from a rising population, gentry class and continuing inflation.
They will also question if there was a crisis in the aristocracy, a case put forward by renowned historians such as Hugh Trevor Roper, as he argues their decline of importance coincides with a rise in influence of the gentry class.
Finally students will examine and decide if there were any differences in the patterns of trade in the Elizabethan era compared to previous Tudor times. Was England still dominated by agriculture and the cloth trade to Antwerp or were any changes happening to expand markets?
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 how successful Elizabeth’s policy of plantation in Ireland really was.
Students begin by plotting areas on a map of Ireland and are required to explain previous Tudor policy in Ireland with some prompts when needed.
After being given the context to Ireland in 1558, they then analyse Elizabeth’s policy in Ireland and rate how effective each was, bearing in mind rebellions such as Shane and Hugh O’Neill.
There is some exam extract analysis practice to complete if required, complete with markscheme.
The plenary focuses on some interactive flashcards which recall the learning 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 to assess the threat posed by Mary, Queen of Scots throughout her life to Elizabeth.
The lesson begins with some context of Mary’s life before students’ decide her threat to Elizabeth before she flees to England from Scotland.
In the second part of the lesson, students learn about the different plots against Elizabeth involving Mary and how Elizabeth and her Privy Council dealt with each in turn.
There is also a diamond nine prioritising exercise as to the main reasons why Elizabeth was so reluctant to execute Mary after the Babington plot.
Some literacy and extract exam practice is also included with help given 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 analyse the reasons why England went to war with Spain.
A first part of the lesson is focused on Elizabeth’s policies in the Netherlands and how this antagonism finally led to war.
The second part of the lesson analyses the reasons why the Spanish Armada failed. Whilst students appraise Philip’s plans for the invasion, they also have to make connections throughout its voyage as to why it was doomed from the start.
Included is a significance activity to complete, where students rate how important each event is in relation to Philip’s decision to go to war.
There is some exam practice to complete if required and a plenary which tests students’ ability to debate and counter argue.
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 situation in Europe on the accession of Elizabeth and decide how this will influence her foreign policy.
Students recap on the foreign policy aims of previous Tudor monarchs and predict how Elizabeth will deal and react to some initial problems, such as the loss of Calais.
Students will also be required to answer some key questions using the information sheets provided: Which country posed the biggest threat to Elizabeth and why? Was Elizabeth reactive or proactive? Did England follow a consistent foreign policy and who controlled it, Elizabeth or her advisers?
Some exam question practice is included which will also the context of Mary, Queen of Scots.
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 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.
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 assess how much of a threat Catholicism posed to Elizabeth during her reign.
The lesson begins with an analysis of the Northern Rebellion. Was it a direct consequence of the Religious Settlement or simply a Catholic uprising against Elizabeth?
Further analysis focuses on the role played by seminary and Jesuits priests who came to England to spread the word of Catholicism and reconvert the masses; students have to decide if they had little influence or posed a direct threat to Elizabeth.
Furthermore students judge how significant the measures put in place to tackle these threats were.
Some exam practice is included with help 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.
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.
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.
The Tudors: England 1485-1603
The aim of this lesson is to analyse the importance of marriage for Elizabeth.
Students begin the lesson by recapping the importance of marriage for previous Tudor monarchs and the reasons for their choice of partner.
They then decide who is Elizabeth’s best suitor and what benefits they might bring politically to England
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. .
There are some key questions posed to the students as well as judging the relevance of some historians points of view, such as Doran, Haig and Jordan. Some source scholarship can be completed with a themed linked plenary.
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 assess the strengths and weaknesses of Elizabeth’s government.
Students will analyse a number of key institutions of Government ranging from Parliament, the Royal Court and the Privy Council on a national level to Justices of the Peace, Sheriffs and Lord Lieutenants on a local level.
There are a number of slides within this PowerPoint and it is therefore recommended to deliver it over two lessons.
Students will also learn details of conflicts Elizabeth had with Parliament and her Privy Council, the factions which developed in her reign and how she was able to overcome these through her diplomacy and strength of character.
A 20 question quiz concludes the lesson as well as some exam question practice if required with some guidance and a mark scheme 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.
The Tudors: England 1485-1603
The aim of this lesson is to ascertain how smoothly Elizabeth consolidated her power on her succession to the throne.
Students use source and documentary evidence to argue how Elizabeth used her coronation so effectively and think how Cecil might advise the Queen from the outset.
There is a true and false activity as well as some source scholarship to consolidate the learning in the lesson.
Students also have to think why a proposed marriage to Philip II of Spain might have its merits.
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 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 question what sort of a monarch Elizabeth promised to be.
Students also have to decide the initial problems she needed to overcome and how she set about rectifying these to some degree.
The obvious starting point with this lesson, is to compare Elizabeth to her sister Mary. Students then decide the people most influential in her early years and why. They have the chance to rate and debate each of them.
A quiz will check their understanding of the aims of the lesson and a flahcard plenary requires them to categorise her early monarchy.
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, fully resourced and includes suggested teaching strategies.
Historic Environment Question for 2024
This nine page Revision Guide is aimed at students to help study, organise, revise and be prepared for the AQA GCSE 9-1 Elizabethan England 1568-1603 Historic Environment question for 2024.
I have included 6 possible questions for GCSE exam practice on the themes I believe stand out in the literature provided. Within the guide itself, I have broken down the main details of the Americas and Drake’s circumnavigation into manageable chunks.
This guide focuses on the main concepts prescribed by AQA. For example it examines the location of the New World and its growing importance for Drake and his fellow navigators, the function and structure of seafaring as new navigational techniques and ship design allowed more exploration.
It will also analyse the people connected to Drake’s circumnavigation including Sir John Hawkins and Diego as well as giving information on Drake and the different interpretations of him at the time.
Furthermore the culture, values and fashions connected with Drake’s circumnavigation are examined as untold riches such as feathers, pearls, jewels and gold became essential accessories for the fashionistas of Elizabethan England.
Finally important events are linked to Drake’s voyages from his initial slave excursions to his revenge attacks on Spanish shipping and his circumnavigation, as well focusing on the detailed maps and illustrations in his diaries and journals of new lands he discovered.
All the information and more included is advised by AQA through their Paper 2: Shaping the nation resource pack guidance.
I have also gained a brilliant insight into the Americas and Drake’s circumnavigation from renowned historians such as Ben Johnson, Miranda Kaufman and the superb Professor Jowett, as well as numerous other sources, including the fabulous BBC History Today magazine and podcasts.
The resource comes in PDF and Word formats if you wish to adapt and change.
Any reviews on this resource which would be much appreciated.
**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.
