History A/S and A level History Unit 1C The Tudors:  Consolidation of the Tudor Dynasty (module 1)

History A/S and A level History Unit 1C The Tudors: Consolidation of the Tudor Dynasty (module 1)

This is a guide for module 1 of Unit 1C: ‘The Tudors: England 1483-1603: Consolidation of the Tudor Dynasty: England 1485-1547. This should be read in conjunction with the other Unit 1C modules for A/S and A2 (available in the shop). It focuses on an overview comparing the monarchial system Henry VII ‘inherited’ with the one he wished to create. (This guide could also be used as background for Unit 2B.) Part 2 of this study is also available on here. Without this context it is difficult to ascertain exactly what Henry VII did to consolidate the monarchy, which is the whole point of this module. At A/S and A level you need to link events and policies if you want an A grade. Made for the AQA exam board but suitable for all exam boards that do this topic, it is useful for teachers, tutors, parents and pupils for a frame of reference for a topic that used to be seen by traditional historians as an 'easy', black and white period of history- how we know it was no such thing.
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11 PLUS entrance exams practice- MATHEMATICS part/paper 1

11 PLUS entrance exams practice- MATHEMATICS part/paper 1

This is the first part for the Mathematics component of the 11 plus examinations for grammar and selective entrance schools all across the UK. There are 60 possible types of exercise that can turn up on these entrance exams, these are the first quarter. These methods are unique to me and I spent some years with real pupils developing them to the highest possible standard. It is set out in the form of an exam paper that is six pages long and contains 60 questions, and is 16 pages long in total. The first six pages are the paper itself. The following topics are covered: Fractions, decimals and % (up to level 5 skills) Basic algebra Area of 3 and 4 sided shapes Pythagoras' Theorem Inverse operations Time (12 and 24 hour clock, as a fraction) Degrees Lowest common multiples Conversions (metric and time). Unlike many other papers that just provide answers and no help, it then has -a full page where you can note your scores on each skill, showing strengths and weaknesses in these areas. Full guides on how to do these skills, if not already, will soon be available in the shop. - NINE pages of full, colour coded and informal (but correct) explanations of every single question, with consistent and fast methods to help you get the answer right every time! For parents, tutors and pupils who'd like to try for grammar or other selective school, and can also be used for Year 7 preparation to ensure pupils are streamed into top middle and higher in Maths sets whether they go to grammar school or not. It can also be used for 11+ retakes at 12/13+.
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Spanish KS2, 3, GCSE and A level- How to CONJUGATE (make) verbs- full worksheet

Spanish KS2, 3, GCSE and A level- How to CONJUGATE (make) verbs- full worksheet

This is a four page guide on all the tenses (times in the past present or future) you will need to complete KS3 and almost all GSCE tasks to an A/A* standard. With informal layout and full explanations of what each tense is, and why, with examples, this is an essential guide to ensure you can write, read, hear correctly and speak good, full sentences in tasks. Suitable for revision, a lesson guide or familiarising yourself with Spanish grammar for pupils, teachers, tutors and home schoolers. For ages 11 and upwards and even for primary school students if they are advanced students.
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30% OFF! GCSE English poetry I Wanna Be Yours and Valentine HOW TO COMPARE/CONTRAST

30% OFF! GCSE English poetry I Wanna Be Yours and Valentine HOW TO COMPARE/CONTRAST

Suitable for any exam board that includes these poems, this is a SPECIAL OFFER guide on analysing the two poems 'I Wanna Be Yours' by John Cooper Clarke and Valentine by Carol Ann Duffy. 30% OFF USUAL PRICE! Fifteen pages long, fully annotated with a author context and line by line analysis, with a 'how to' compare and contrast, annotation table to fill in, and essay structure guide that can be used for all comparison and contrast essays, this can be used for revision, lessons and to get to know the works by pupils teachers and tutors. NOTE: This is a print-out document in full, and not able to copied into another document for both copyright/plagiarism and lesson content reasons; as it is a full lesson plan and document.
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A LEVEL/DIPLOMA PSYCHOLOGY: What is the difference between counselling and psychotherapy?

A LEVEL/DIPLOMA PSYCHOLOGY: What is the difference between counselling and psychotherapy?

One of an extensive set of lesson/lecture notes that can be used as a basis for model essays for tutors, teachers and pupils for A level and beyond in Psychology. Suitable for many online and real space attended Psychology courses worldwide, and all exam boards, to an A*/grade 9 level. Assessed by BACP professionals and deemed 100% accurate and perfectly presented at time of writing, you can use these documents with confidence. This one 'What is the difference between counselling and psychotherapy?' provides an in depth comparison and contrast between these two linked fields, and is often a staple part of many syllabi. Seven pages long and fully annotated, this can also serve as a reference piece for further study.
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A LEVEL PSYCHOLOGY: Listening and talking based methods

A LEVEL PSYCHOLOGY: Listening and talking based methods

One of an extensive set of lesson/lecture notes that can be used as a basis for model essays for tutors, teachers and pupils for A level and beyond in Psychology. Suitable for many online and real space attended Psychology courses worldwide, and all exam boards, to an A*/grade 9 level. Assessed by BACP professionals and deemed 100% accurate and perfectly presented at time of writing, you can use these documents with confidence. This one 'What are listening and talking based methods of addressing psychological and psychosomatic problems and change?' provides an in depth comparison and contrast between these two linked fields, and is often a staple part of many syllabi. Thirteen pages long and fully annotated, this can also serve as a reference piece for further study.
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A LEVEL PSYCHOLOGY: What are the goals of counselling and psychotherapy?

A LEVEL PSYCHOLOGY: What are the goals of counselling and psychotherapy?

One of an extensive set of lesson/lecture notes that can be used as a basis for model essays for tutors, teachers and pupils for A level and beyond in Psychology. Suitable for many online and real space attended Psychology courses worldwide, and all exam boards, to an A*/grade 9 level. Assessed by BACP professionals and deemed 100% accurate and perfectly presented at time of writing, you can use these documents with confidence. This one 'What are the goals of counselling and psychotherapy?' provides an in depth comparison and contrast between these two linked fields, and is often a staple part of many syllabi. Ten pages long and fully annotated, this can also serve as a reference piece for further study.
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PSYCHOLOGY A LEVEL: What is peer counselling? FULL LESSON/COURSE BUNDLE

PSYCHOLOGY A LEVEL: What is peer counselling? FULL LESSON/COURSE BUNDLE

One of an extensive set of lesson/lecture notes that can be used as a basis for model essays and entire lessons for tutors, teachers and pupils for A level and beyond in Psychology. Suitable for many online and real space attended Psychology courses worldwide, and all exam boards, to an A*/grade 9 level. Assessed by BACP professionals and deemed 100% accurate and perfectly presented at time of writing, you can use these documents with confidence. This one 'What is peer counselling?' provides an in depth comparison and contrast between the fields that intersect these fields, and is often a staple part of many syllabi. It includes: The model essay 'What is peer counselling?' (2903 words) Three guides to associated therapies: P.E.E.R; Peer Counselling in Schools; and Active Listening A definitive set of sources for peer counselling. Eighteen pages long and fully annotated, this can also serve as a reference piece for further study.
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A LEVEL PSYCHOLOGY: What is supportive therapy? MODEL ESSAY

A LEVEL PSYCHOLOGY: What is supportive therapy? MODEL ESSAY

One of an extensive set of lesson/lecture notes; this is a model essay for tutors, teachers and pupils for A level and beyond in Psychology. Suitable for many online and real space attended Psychology courses worldwide, and all exam boards, to an A*/grade 9 level. Assessed by BACP professionals and deemed 100% accurate and perfectly presented at time of writing, you can use these documents with confidence. This model essay 'What does the term supportive therapy suggest?' provides an A*/grade 9 response to an analysis of a single therapy and inside the usually 1500 word limit. Five pages long and fully annotated, this can also serve as a reference piece for further study.
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A/S HISTORY The Triumph of the Yorkists 1461 WOMEN OF THE WARS :Alice Chaucer Duchess of Suffolk

A/S HISTORY The Triumph of the Yorkists 1461 WOMEN OF THE WARS :Alice Chaucer Duchess of Suffolk

This topic is an activity guide of AQA History Unit 2B The Wars of the Roses and part of the Women of the Wars tasks usually set in class and for homework. However, it can be used for any exam board running the Wars of the Roses module. It is usually set as a task whilst studying 'The Triumph of the Yorkists 1461-71' module. It is an A* grade response to the task set in schools to research the women of the wars, in this case Alice Chaucer Duchess of Suffolk. This topic is a classic case study of politics, motivations and consequences during the Wars of the Roses, which is why it is usually set as a homework task. The context to take into account here is: 1. From where do the sources of power come within a state? (economic, social and political). 2. How do those who support kings fare when the regime changes? The de la Poles often did not fare so well at all (see their guide) but Alice weathered the political storm pretty well, escaping the destitution and marriage pawnage that often faced her fellow noblewomen. 3. What was the impact of the dynastic/monarchic instability on the general populus of all class levels? 4. What caused the political breakdowns that led to the Wars of the Roses? (political primarily) And in depth: Here we will look at another ‘woman of the wars’- Alice Chaucer Duchess of Suffolk. It would be useful for you also to read the House of Howard, de la Pole and Talbot genealogy guides and the Women of the Wars 1 and 2: Elizabeth Talbot, Duchess of Norfolk and Margaret Paston activity guides for this Unit. These are/ will be all available in the shop. This guide is FOURTEEN pages long and fully annotated/referenced, with further reading options and 'check yourself' questions at the end to aid understanding. ALL WOMEN OF THE WARS GUIDES ARE AT A SPECIAL PRICE OF £5 EACH TILL THE END OF APRIL 2017!
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A/S and A2 History- THE WARS OF THE ROSES/THE TUDORS The De La Poles part 2

A/S and A2 History- THE WARS OF THE ROSES/THE TUDORS The De La Poles part 2

Meant to provide excellent background knowledge for one of the key families in the History modules THE WARS AND ROSES and/or THE TUDORS, this FOURTEEN page guide, fully annotated with revision questions provides essential background to both modules. This is set as a backdrop to the following issues: 1. From where do the sources of power come within a state? (economic, social and political). The previous guide looks into ‘Lancastrians’, and this second supplementary guide, the ‘Yorkists’. (Remember WHEN these terms' context and definition changes and why/how.) 2. What was/is the nature of kingship and from where does it come? And how do those who support kings fare when the regime changes? The de la Poles often did not fare so well at all. 3. What was the impact of the dynastic/monarchic instability on the general populus of all class levels? (social and economic) Here we looked at a family on the fringes who married into nobility and consorted with Kings on the battlefield and at Court. 4. What caused the political breakdowns that led to the Wars of the Roses? (political primarily) and in this guide we have looked one of the families who fortunes rose and fell at the whim of Kings and magnates. It is clear that many at the top did not appreciate.
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HISTORY A/S THE WARS OF THE ROSES- The de la Poles, part 1

HISTORY A/S THE WARS OF THE ROSES- The de la Poles, part 1

Meant to provide excellent background knowledge for one of the key families in the History module THE WARS OF THE ROSES, the de la Poles, this THIRTEEN page guide, fully annotated with revision questions provides essential background to both modules. This family came up from merchants to be advisor to Henry VI in a historically short space of time. This is set as a backdrop to the following issues: 1. From where do the sources of power come within a state? (economic, social and political). The previous guide looks into ‘Lancastrians’, and this second supplementary guide, the ‘Yorkists’. (Remember WHEN these terms' context and definition changes and why/how.) 2. What was/is the nature of kingship and from where does it come? And how do those who support kings fare when the regime changes? The de la Poles often did not fare so well at all. 3. What was the impact of the dynastic/monarchic instability on the general populus of all class levels? (social and economic) Here we looked at a family on the fringes who married into nobility and consorted with Kings on the battlefield and at Court. 4. What caused the political breakdowns that led to the Wars of the Roses? (political primarily) and in this guide we have looked one of the families who fortunes rose and fell at the whim of Kings and magnates. It is clear that many at the top did not appreciate. Part 2 of their timeline, suitable for both this module and THE TUDORS, is also available in the shop.
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A/S A2 HISTORY THE WARS OF THE ROSES: Elizabeth Woodville (Women of the Wars)

A/S A2 HISTORY THE WARS OF THE ROSES: Elizabeth Woodville (Women of the Wars)

This topic is an activity guide of AQA History Unit 2B and part of the Women of the Wars tasks usually set in class and for homework. However, it can be used for any exam board running the Wars of the Roses module. It is usually set as a task whilst studying 'The Triumph of the Yorkists 1461-71' module. It is an A* grade response to the task set in schools to research these letters and the people that wrote them, in this case Elizabeth Woodville, wife of Edward IV and one of the most contentious women of the period. This topic is a classic case study of politics, motivations and consequences during the Wars of the Roses, which is why it is usually set as a homework task. The issues discussed are: The Woodville genealogy Elizabeth's mother, Jacquetta of Luxembourg The legitimacy of the marriage and its consequences Her role after Edward died and more Primarily (as in all historical topics) the economic, social and political issues. Secondly, an OVERVIEW of the hierarchy of the time (the social structure that existed in mid-fifteenth century society) and background knowledge is necessary to be able to write essays with authority. And finally, a study the factions is vital - who changed sides and how did this affect the outcome of this module; the authority - or lack of, and the legitimacy - who had the best ‘right’ to rule, and why certain claimants were supported by certain factions. To use this guide, please have the Tudor, Woodville and Valois genealogy guides close to hand. The Lancaster and York genealogy guides will also prove useful. Other useful guides are mentioned below. If they are not in shop, they can be provided on request. This guide is FOURTEEN pages long and fully annotated/referenced, with further reading options and 'check yourself' questions at the end to aid understanding.
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GCSE English: Poetry- Follower by Seamus Heaney

GCSE English: Poetry- Follower by Seamus Heaney

A full and in-depth EIGHT page up to A* guide on this poem for GCSE students and teachers. It can be used as revision, as a lesson tool, or just to make sense of this classic poem by Seamus Heaney. Fully annotated, with quotes, 'check yourself' questions and further reading, this is an essential guide to one of the most challenging poems of the GCSE anthology- suitable for all exam boards. This goes over biographical and poem context, universal themes (issues the poet tend to address a lot) themes, motifs, symbolism and language. Picture credit: Geoff Rollinson.
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A LEVEL HISTORY THE WARS OF THE ROSES ACTIVITY- The Paston Letters

A LEVEL HISTORY THE WARS OF THE ROSES ACTIVITY- The Paston Letters

This topic is an activity guide of AQA History Unit 2B: ‘The Role, Purpose, Content and Context of the Paston Letters’. However, it can be used for any exam board running the Wars of the Roses module. It is an A* grade response to the task set in schools to research these letters and the people that wrote them. More on the Pastons is/will be available in the shop. This topic is a classic case study of politics, motivations and consequences during the Wars of the Roses, which is why it is usually set as a homework task. The issues discussed are: Who are the people who wrote the Paston Letters? Which king(s) or faction(s) did they support? Are their outlooks on the events and situations they discuss to be trusted? (Quick answer- no. ALL sources have bias.) This guide is FOURTEEN pages long and fully annotated/referenced, with further reading options and 'check yourself' questions at the end to aid understanding.
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A LEVEL HISTORY-The Wars of the Roses:The Powers of the Monarchy and the Nature of Kingship PART 1

A LEVEL HISTORY-The Wars of the Roses:The Powers of the Monarchy and the Nature of Kingship PART 1

This is a guide for Unit 2B: ‘The Wars of the Roses 1450-1499’ This should be read in conjunction with the other Unit 2B modules for A/S and A2. Here we shall focus on an overview comparing both the system Henry VI ‘inherited’ and any changes or developments both from his time; and an overview of how kingship developed in England overall- as far as records will let us. One of the skills many students find it hardest to successfully show is how to show trends and change without over-generalising, so context is everything. This FOURTEEN PAGE, fully annotated guide, with revision questions at the end, covers the nature of kingship and monarchy up to Henry VI, with context from the invasion of the Normans and the growing concept of 'English' identity. Part II, concentrating more on the reigns of Edward IV and Richard III, are also in the shop.
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A LEVEL HISTORY The Wars of the Roses- Monarchy and Kingship PART 2

A LEVEL HISTORY The Wars of the Roses- Monarchy and Kingship PART 2

This is a guide for Unit 2B: ‘The Wars of the Roses 1450-1499’ This should be read in conjunction with the other Unit 2B modules for A/S and A2. Here we shall focus on an overview comparing both the system Henry VI ‘inherited’ and the actions and roles of Edward IV and Richard III, as well as introducing Henry VII in this context-and any changes or developments both from the Dark Ages; and an overview of how kingship developed in England overall- as far as records will let us. One of the skills many students find it hardest to successfully show is how to show trends and change without over-generalising, so context is everything. This SIXTEEN PAGE, fully annotated guide, with revision questions at the end, covers the nature of kingship and monarchy of Edward IV and Richard III, with context from the invasion of the Normans and the growing concept of 'English' identity. Part I, concentrating more on the reigns of Henry IV-VI, are also in the shop.
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A LEVEL HISTORY THE WARS OF THE ROSES- Edmund, Lord of Ruthin and the Battle of Northampton

A LEVEL HISTORY THE WARS OF THE ROSES- Edmund, Lord of Ruthin and the Battle of Northampton

This topic is an activity guide of AQA HistoryUnit 2B: ‘The Wars of the Roses 1450-1499: The War of the Barons 1459-61’. However, it can be used for any exam board running the Wars of the Roses module. It is an A* grade response to the task set in schools- 'Why did Edmund, 4th Lord Grey of Ruthin change sides at the Battle of Northampton (1460) from Lancaster to York?' This topic is a classic case study of politics, motivations and consequences during the Wars of the Roses, which is why it is usually set as a homework task. The issues discussed are: 1. Who was Lord Grey and what is his family background? Nobles had marriage alliances for a reason. 2. What was and why did the Battle of Northampton take place? Who was fighting? 3. Why did he ‘change sides’ from Lancaster to York mid battle? This was not a unique occurrence during civil war, and civil war was commonplace historically, so we need to look at his personal motives as much as background on the period itself. 4. What were the effects of him doing this in the short term and for this module, even this Unit? This guide is FIFTEEN pages long and fully annotated/referenced, with 'check yourself' questions at the end to aid understanding.
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11+ survival guide part 6 CEM tests

11+ survival guide part 6 CEM tests

This is the sixth part for the verbal reasoning component of the 11 plus examinations for grammar and selective entrance schools all across the UK. There are 40-42 (including CEM format) possible types of exercise that can turn up on these entrance exams, these are the first quarter. These methods are unique to me and I spent some years with real pupils developing them to the highest possible standard. This part (6) for exercises that appear to crop up in the CEM format and there is some crossover between the CEM format and the NFer format some schools are still using. It contains: Type 38- match the word (also see part 4 of our survival guides) Types 10 and 10A and - matching synonyms and antonyms Types 41 and 41A- synonyms and antonyms, with missing letters Type 42- correcting words in paragraphs, with missing letters Type 12B- odd one out (see part 2 of our survival guides for Type 12A) Type 1A- rearranging sentences (see part 1 of our survival guides for Type 1) Type 18A and 18B- choosing the correct word to complete a sentence (A) or paragraph (B) Therefore, this is for schools that use the NFER Nelson, Nelson Bond or Bond style 11+ verbal reasoning component and CEM. All these sections are/will be available in the shop. The answers are included, with some explanations. For parents, tutors and pupils who'd like to try for grammar or other selective school, each page has a full and friendly explanation of what to do and what tricks and traps to avoid, with sample questions to try at the bottom of each page. Fourteen pages long and at a bargain price of £2 per section. ***Note that one or two typeos are always deliberately left in the NFer 11+ guides because they are notorious for having mistakes in their exams, one reason why many schools and LEAs are moving to CEM formats. Pupils need to know what it 'feels' like to find an error, to 'know' that examiners are fallible, how not to panic when they find an error as they will be awarded the mark anyway, and just to let the teacher/invigilator know. Parents/tutors: do have this explanation ready when your child/pupil attempts these tests. Errors are most common on maths and codes exercises. If you find an error in this please let me know and I will send you for free a corrected one, as the CEM papers tend not to have typeos like the NFer ones. All care is taken to try and avoid errors in these papers.***
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HISTORY A LEVEL THE WARS OF THE ROSES: Women of the Wars II Elizabeth Talbot, Duchess of Norfolk.

HISTORY A LEVEL THE WARS OF THE ROSES: Women of the Wars II Elizabeth Talbot, Duchess of Norfolk.

This topic is an activity guide of AQA History Unit 2B The Wars of the Roses and part of the Women of the Wars tasks usually set in class and for homework. However, it can be used for any exam board running the Wars of the Roses module. It is usually set as a task whilst studying 'The Triumph of the Yorkists 1461-71' module. It is an A* grade response to the task set in schools to research the women of the wars, in this case Elizabeth Talbot, Duchess of Norfolk. This topic is a classic case study of politics, motivations and consequences during the Wars of the Roses, which is why it is usually set as a homework task. The context to take into account here is: 1. From where do the sources of power come within a state? (economic, social and political). How/ was this different for women? 2. How do those who support kings fare when the regime changes? The Mowbrays and the Howards (the next Dukes of Norfolk) fared well under both York and Lancaster though John the 3rd Duke changed sides so much that he was rarely expected to even appear on the battlefield let alone send forces to arrive in time (see their guide) Elizabeth’s husband the 4th Duke was Yorkist through and through. Elizabeth served both York and Tudor, escaping the destitution and marriage ‘sales’ that often faced her fellow noblewomen. Even late on in her life while in ‘retirement’ at the Minorities, she had the funds to buy the wardship of Gilbert, heir of Thomas Pynchbeke, from the Earl of Oxford. 3. What was the impact of the dynastic/monarchic instability on the general populus of all class levels? 4. What caused the political breakdowns that led to the Wars of the Roses? (political primarily) And in depth: Here we will look at another ‘woman of the wars’- Elizabeth Talbot, Duchess of Norfolk. It would be useful for you also to read the House of Howard, de la Pole and Talbot genealogy guides and the Women of the Wars 1 and 2: Alice Chaucer Duchess of Suffolk and Margaret Paston activity guides for this Unit. These are/ will be all available in the shop. This guide is SIXTEEN pages long and fully annotated/referenced, with further reading options and 'check yourself' questions at the end to aid understanding.
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A LEVEL HISTORY- THE WARS OF ROSES: Women of the Wars III- Margaret Paston

A LEVEL HISTORY- THE WARS OF ROSES: Women of the Wars III- Margaret Paston

This topic is an activity guide of AQA History Unit 2B and part of the Women of the Wars tasks usually set in class and for homework. However, it can be used for any exam board running the Wars of the Roses module. It is usually set as a task whilst studying 'The Triumph of the Yorkists 1461-71' module. It is an A* grade response to the task set in schools to research these letters and the people that wrote them, in this case Margaret Paston. More on the Pastons is/will be available in the shop. This topic is a classic case study of politics, motivations and consequences during the Wars of the Roses, which is why it is usually set as a homework task. The issues discussed are: Who are the people who wrote the Paston Letters? Which king(s) or faction(s) did they support? Are their outlooks on the events and situations they discuss to be trusted? (Quick answer- no. ALL sources have bias.) And in depth: Here we will look at another ‘woman of the wars’- Margaret Paston. It would be useful for you also to read the House of Howard, de la Pole and Talbot genealogy guides and the Women of the Wars 1 and 2: Alice Chaucer Duchess of Suffolk and Elizabeth Talbot, Duchess of Norfolk activity guides for this Unit. These are/ will be all available in the shop. This guide is FIFTEEN pages long and fully annotated/referenced, with further reading options and 'check yourself' questions at the end to aid understanding.
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ENGLISH GCSE Lord of the Flies- Context and Character Analysis (part 1)

ENGLISH GCSE Lord of the Flies- Context and Character Analysis (part 1)

A full and indepth eight page up to A* guide on this poem for GCSE students and teachers. It can be used as revision, as a lesson tool, or just to make sense of this classic novel. Fully annotated, with quotes, 'check yourself' questions and further reading, this is an essential guide to Lord of the Flies. This is part 1: Context and Character. the more focused part 2- Context, Themes, Motifs, Symbolism and Language , is also available on here.
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ENGLISH GCSE Lord of the Flies- Context and Themes (part 2)

ENGLISH GCSE Lord of the Flies- Context and Themes (part 2)

A full and indepth eight page up to A* guide on this poem for GCSE students and teachers. It can be used as revision, as a lesson tool, or just to make sense of this classic novel. Fully annotated, with quotes, 'check yourself' questions and further reading, this is an essential guide to Lord of the Flies. This is part 1: the more focused part 2- Context, Themes, Motifs, Symbolism and Language , is also available on here.
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GCSE ENGLISH Robert Browning- Porphyria's Lover part 2: POETRY

GCSE ENGLISH Robert Browning- Porphyria's Lover part 2: POETRY

A full and indepth ten page up to A* guide on this poem for GCSE students and teachers. It can be used as revision, as a lesson tool, or just to make sense of this obscure and complex poem. Fully annotated, with quotes, 'check yourself' questions and further reading, this is an essential guide to one of the most challenging poems of the GCSE anthology- suitable for all exam boards. This is part 2: Themes, Symbols and Motifs often the 'harder bit' that stops pupils from getting top grades. The introductory part 1- Biographical Context and Universal Themes, is also available on here. Photo credit: modern artist Molly Crabapple.
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