An A-Level essay answer sheet on Henry VII and how far dynastic issues were his main foreign policy considerations. A detailed plan consisting of: a completed introduction which sets out the arguments, counter-arguments and an overall judgment; the development of each argument and counter argument in the form of analysis linked to the overall judgment, with detailed supporting knowledge. You can use this as a model on how to structure an essay, as a revision resource for students to study and use or as a teacher planning resource when discussing this essay with students.

An A-Level essay answer sheet on Henry VII and how far his financial policies were a success. A detailed plan consisting of: a completed introduction which sets out the arguments, counter-arguments and an overall judgment; the development of each argument and counter argument in the form of analysis linked to the overall judgment, with detailed supporting knowledge. You can use this as a model on how to structure an essay, as a revision resource for students to study and use or as a teacher planning resource when discussing this essay with students.

An A-Level essay answer sheet on Henry VII and how far his government reforms were successful. A detailed plan consisting of: a completed introduction which sets out the arguments, counter-arguments and an overall judgment; the development of each argument and counter argument in the form of analysis linked to the overall judgment, with detailed supporting knowledge. You can use this as a model on how to structure an essay, as a revision resource for students to study and use or as a teacher planning resource when discussing this essay with students.

An A-Level essay answer sheet on Henry VII and how far he relied on financial policies to control the nobility. A detailed plan consisting of: a completed introduction which sets out the arguments, counter-arguments and an overall judgment; the development of each argument and counter argument in the form of analysis linked to the overall judgment, with detailed supporting knowledge. You can use this as a model on how to structure an essay, as a revision resource for students to study and use or as a teacher planning resource when discussing this essay with students.

An A-Level essay answer sheet on Henry VII and how far he had successfully established his dynasty by 1509. A detailed plan consisting of: a completed introduction which sets out the arguments, counter-arguments and an overall judgment; the development of each argument and counter argument in the form of analysis linked to the overall judgment, with detailed supporting knowledge. You can use this as a model on how to structure an essay, as a revision resource for students to study and use or as a teacher planning resource when discussing this essay with students.

An A-Level essay answer sheet on Henry VII and how far he restored the monarchy’s powers by 1509. A detailed plan consisting of: a completed introduction which sets out the arguments, counter-arguments and an overall judgment; the development of each argument and counter argument in the form of analysis linked to the overall judgment, with detailed supporting knowledge. You can use this as a model on how to structure an essay, as a revision resource for students to study and use or as a teacher planning resource when discussing this essay with students.

A detailed timeline of England in the period 1485-1603 set out over 8 pages designed to be enlarged to A3. The timeline doesn’t just show which events happened when but also explains the events, with supporting details. You can therefore use this as a revision resource (the timeline structure helps the students learn the information). You can issue it at the start of the unit to act as a reference or route map so students can locate in the bigger picture where the events they are studying fit it.

A differentiated homework task on Elizabeth and her government’s handling of poverty. Students have a choice of two sets of tasks. The first one is designed to strengthen or consolidate their understanding of measures the government took to help both the deserving poor and the undeserving poor. The second set of tasks provides more challenge, getting students to compare and contrast the causes of poverty with the actions the government took, in order to then assess how effective the government was.

A differentiated home learning resource; students choose to complete one of two sets of tasks. The first one is designed to strengthen students’ understanding of the reasons why the Armada was defeated. Students create a linking diagram of the reasons and identify the most important reason. The second task provides more challenge for students; they study the actions of 6 key individuals and then work out how the combination of these people’s actions combined to lead to the Armada’s defeat.

A differentiated home learning task with students choosing one of two sets of tasks. The first one is designed to strengthen students understanding of the reasons why Spain and England drifted into war and requires them to consider how Spain and England saw the same issues and events from opposing viewpoints. The second task extends students’ understanding by getting them to consider how events in France and Scotland contributed to the drift to war between Spain and England.

Differentiated home learning task with a choice of two assignments. the first one required students to place the key events of Mary’s life onto a fortune graph to show the threat she poses to Elizabeth. using this work, students then decide whether Elizabeth should have Mary executed or not. In the alternative task, which is designed for additional challenge, students use further information about Mary and events in Europe to judge different interpretative statements.

A differentiated homework task: students complete a choice of two tasks. The first focuses them on the role and importance of the Privy Council and Parliament, asking them to then apply this information to some settings. The second task extra challenge, gives students information from several situations of the reign where the Privy Council and/or Parliament challenged Elizabeth. Students answers questions on these to identify the tensions in Elizabethan government.

A choice of two home learning tasks for students to complete on the subject of Elizabeth I’s situation in 1558. The first, strengthens or consolidates student understanding of the basic issues through the creation of a SWOT diagram and then gets them to write this up in an answer to the question: why was Elizabeth in danger when she came to the throne in 1558? The alternative task extends students: they analyse Elizabeth’s relationships with 7 key people before she became queen, inferring how her personality was shaped by events and people and then deciding whether this personality was suitable for the country as it was in 1558. Could also be used for cover work if appropriate prior learning has been completed.