A full set of booklets for the Henry VII section of the AQA A Level History 1C Tudor England course. These are organised into topics, and then broken down into lessons. Each booklet contains text to help you to make sense of key content needed for the specification, and writing exercises to help you to begin thinking carefully about the topic and to get ready to answer exam questions on it. This gives a full, thorough, and accessible set of text resources to enable you to tackle this part of the A Level course. Included is my topic breakdown for the whole 1C Tudors course so that you can make sense of the numbering.

A full set of booklets for the Henry VIII section of the AQA A Level History 1C Tudor England course. These are organised into topics, and then broken down into lessons. Each booklet contains text to help you to make sense of key content needed for the specification, and writing exercises to help you to begin thinking carefully about the topic and to get ready to answer exam questions on it. This gives a full, thorough, and accessible set of text resources to enable you to tackle this part of the A Level course. Included is my topic breakdown for the whole 1C Tudors course so that you can make sense of the numbering.

A full set of booklets for the Elizabeth I section of the AQA A Level History 1C Tudor England course. These are organised into topics, and then broken down into lessons. Each booklet contains text to help you to make sense of key content needed for the specification, and writing exercises to help you to begin thinking carefully about the topic and to get ready to answer exam questions on it. This gives a full, thorough, and accessible set of text resources to enable you to tackle this part of the A Level course. Included is my topic breakdown for the whole 1C Tudors course so that you can make sense of the numbering.

A full set of booklets for the Religion theme of the AQA A Level History 1C Tudor England course. This is broken down for each chronological section of the course. Each booklet contains text to help you to make sense of key content needed for the specification, and writing exercises to help you to begin thinking carefully about the topic and to get ready to answer exam questions on it. This gives a full, thorough, and accessible set of text resources to enable you to tackle this part of the A Level course. Included is my topic breakdown for the whole 1C Tudors course so that you can make sense of the numbering.

A full set of booklets for the Society and Economy theme of the AQA A Level History 1C Tudor England course. This is broken down for each chronological section of the course. Each booklet contains text to help you to make sense of key content needed for the specification, and writing exercises to help you to begin thinking carefully about the topic and to get ready to answer exam questions on it. This gives a full, thorough, and accessible set of text resources to enable you to tackle this part of the A Level course. Included is my topic breakdown for the whole 1C Tudors course so that you can make sense of the numbering.

A full set of booklets for the Mid-Tudors section of the AQA A Level History 1C Tudor England course. These are organised into topics, and then broken down into lessons. Each booklet contains text to help you to make sense of key content needed for the specification, and writing exercises to help you to begin thinking carefully about the topic and to get ready to answer exam questions on it. This gives a full, thorough, and accessible set of text resources to enable you to tackle this part of the A Level course. Included is my topic breakdown for the whole 1C Tudors course so that you can make sense of the numbering.

This is a collection of exemplar essay and source responses that I have produced for my students studying AQA 2N Revolution and Dictatorship: Russia, 1917-1953.

This is a collection of exemplar essay and extract responses that I have produced for my students studying AQA 1C Tudor England 1485-1603

A full lesson on High Stalinism, with text laying out the key features of the period and lesson activities in a PPT. This was created for the AQA A Level 2N option: Revolution and Dictatorship: Russia, 1917-1953. It would also be useful for other qualifications and lessons.

A full set of Core Knowledge Flashcards for the AQA A Level 2N Revolution and Dictatorship: Russia, 1917-1953 Contains a comprehensive range of subject knowledge for every topic in the course. Formatted so they can be printed off, cut out, folded over and turned into flashcards - or so that the answers can simply be covered up so you can test yourself on them.

A fully resourced lesson on Soviet society under Stalin in the 1930s, designed for the AQA A Level History 2N option - Revolution and Dictatorship: Russia, 1917-1953. This is an area where the Oxford textbook feels a bit thin (/ inaccurate) so I planned this to use instead - the emphasis is on the text which provides a good range of detail that will enable students to answer questions about how society changed in the 1930s USSR with confidence.

A text that ties together Stalin’s death, the events leading up to it, and its aftermath, taking in Khruschev and De-Stalinisation This is a useful end to the AQA A Level History 2N option - Revolution and Dictatorship: Russia, 1917-1953 as it ties off the narrative in more detail than the Oxford textbook manages, while also introducing some important ideas about changing degrees of state control and censorship after Stalin’s death which students can make use of when writing about the provenance of sources produced in the USSR after Stalin’s death

A full lesson, with extensive and fully detailed text resource, on Stalin’s Terror. It supports students to answer two key enquiry questions: What was the Terror? and: How did the Terror start? I developed this from a range of historical scholarship in order to go beyond the Oxford textbook which I felt was weak in this area.

This is a detailed and comprehensive textbook chapter equivalent that I’ve written for my students studying Stalin’s Terror as part of their AQA 2N course Revolution and Dictatorship: Russia, 1917-1953. I developed this using a range of historical scholarship in order to go beyond the Oxford textbook which I felt was weak in this area and often left my students (and at times me) with unanswered questions. It gives a narrative of events leading up to and during the Terror itself, and also tries to address some of the historiography of the Terror and the challenges of studying it that make historians’ conclusions about the Terror necessarily tentative.

This is a full lesson that takes students through Stalin’s rise to power and helps them to answer the enquiry question: How did Stalin take power? I found that my students struggled to answer exam questions on this topic because the Oxford textbook doesn’t make clear enough the specific steps that Stalin has to take in order to end up in control of the Party, and how exactly he achieved each one. This lesson foregrounds this step by step process, looking at how he first managed to survive the 13th Party Congress still in post as General Secretary in spite of Lenin’s damning indictment of him in his Testament, then second how he maneuvered himself to make use of the support of the Right of the Party to remove the Trotsky, Kamenev and Zinoviev from the Central Committee and the Politburo, and then finally how he positioned himself to outvote Bukharin and the Right to take overall control of the Politburo and Central Committee. it looks at how he used three specific tools to achieve this: political alliances; base building in his role as General Secretary; ideological flexibility.

Two text resources that set out in full detail how the rural economy worked in Late Medieval England, and how it then began to change in the Tudor period. I have developed these to go beyond the Oxford textbook for the AQA A level 1C Tudor England 1485-1603 specification to ensure that my students have a really strong understanding of this aspect of the Tudor economy. I’ve developed this from historical scholarship and I think it gives a really good grounding in the topic. Doing this well when studying Henry VII and Henry VIII in particular equips students to really get to grips with the causes and nature of vagrancy, poverty and the Poor Laws when studying Elizabeth in Y13.

A full set of Core Knowledge Flashcards for the AQA A Level 1C Tudor England, 1485-1603 Contains a comprehensive range of subject knowledge for every topic in the course. Formatted so they can be printed off, cut out, folded over and turned into flashcards - or so that the answers can simply be covered up so you can test yourself on them.

A text resource explaining in detail how Henry VIII governed England from 1509 to 1547, created for students studying AQA 1C Tudor England, 1485-1603 This gives a comprehensive and systematic overview of the topic which makes it much easier to follow than the relevant textbooks - it should equip students to write clearly about change and continuity in government in Henry VIII’s reign.

Two handouts explaining what Lutheranism and Reformed Protestantism were. I developed these from Diarmaid MacCulloch’s book ‘Reformation’ for use with the AQA 1C Tudor England course, but these would be useful for students studying any option that focuses on Tudor England or Reformation Europe at GCSE or A level.

This is a set of profiles of leading noble families that play a role across the Tudor period in England. It is designed for students studying AQA 1C Tudor England but would be useful to students studying Tudor England under any specification. I created this is an end of Y13 revision exercise to help my students to think back across the whole course, to make links across the course and to deepen their understanding of royal government and its relationship to the nobility. It follows the fortunes of the Brandon and Grey, Dudley, Courtenay, Howard and Seymour families as they rose and fell across the generations, and gives students a chance to think about how and why noble families’ fortunes changed and what nobles did for their monarch.

This is an assembly I’ve written for my school for Black History Month, entitled ‘Black History is British History’. It gives a whistlestop history of black people in Britain from the Romans, through the Tudor and Georgian periods, up to WWI. It’s intended to challenge the myth that the Empire Windrush brought black immigrants to a white country in 1948, which seems to be quite a dominant narrative. It is set up to be delivered by a non-specialist, with a script, and I’ve timed it at about 12 minutes.