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.

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.

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!

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.

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.

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.

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.

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.

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.

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.

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.

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.

A full and in-depth 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 1, going over biographical and poem context, as well as universal themes (issues the poet tend to address a lot) essential in any pre 20th century poems but especially Browning: the more focused part 2- Context, Themes, Motifs, Symbolism and Language , is also available on here. Photo credit: modern artist Molly Crabapple.

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.***

This is the fifth 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 (5) for exercises added to these tests from 2012 that has been created for exclusive online upload too. It includes- how to interpret timetables, maths problems, codes and letter patterns. For the CEM 11+ guides please see parts 6 and 7 of our survival guide. This section contains mathematical sequences and skills, short codes and vocabulary exercises. This is for schools that use the NFER Nelson, Nelson Bond or Bond style 11+ verbal reasoning component ONLY. 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. Twelve pages long and at a bargain price of £2 per section. This is the edited version as a copy with two small errors, of a type that do not feature in the lost of NFer errors, was accidentally uploaded (see below for more on this.). Anyone who bought that copy can have this version for free if they message me. ***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.***

This is the fourth 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. There is an extra part (5) for exercises added to these tests from 2012 that has been created for exclusive online upload too.s For the CEM 11+ guides please see parts 6 and 7 of our survival guide. This section contains mathematical sequences and skills, short codes and vocabulary exercises. This is for schools that use the NFER Nelson, Nelson Bond or Bond style 11+ verbal reasoning component ONLY. 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. Eight 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.***

This is the third part for the verbal reasoning component of the 11 plus examinations for grammar and selective entrance schools all across the UK. There are 40 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. There is an extra part (5) for exercises added to these tests from 2012 that has been created for exclusive online upload too. This section contains mathematical sequences, codes and algebraic and reasoning long questions. This is for schools that use the NFER Nelson, Nelson Bond or Bond style 11+ verbal reasoning component ONLY. The CEM based 11+ verbal reasoning will be added/ is available in the shop as an extra document. Three more part of this section of the VR are 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. Twelve 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.***

This is the second part for the verbal reasoning component of the 11 plus examinations for grammar and selective entrance schools all across the UK. There are 40 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. There is an extra part (5) for exercises added to these tests from 2012 that has been created for exclusive online upload too. This is for schools that use the NFER Nelson, Nelson Bond or Bond style 11+ verbal reasoning component ONLY. The CEM based 11+ verbal reasoning will be added/ is available in the shop as an extra document. Three more part of this section of the VR are 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. Eleven 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.***

This is the first part for the verbal reasoning component of the 11 plus examinations for grammar and selective entrance schools all across the UK. There are 40 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 is for schools that use the NFER Nelson, Nelson Bond or Bond style 11+ verbal reasoning component ONLY. The CEM based 11+ verbal reasoning will be added/ is available in the shop as an extra document. Three more part of this section of the VR are 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. Twelve 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.***

A brief but detailed summary on what skills would be needed to pass the 11+. It is three pages long and covers English, Maths, Verbal and Non Verbal Reasoning. Guides that are in-depth and cover ALL the tasks needed for all these skills, including exam papers exclusively produced for TES, will be/are available in the shop. Easy to read, and written in friendly language- for tutors, parents and students alike.