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This 6-lesson resource pack offers a deep and dynamic exploration of the profound economic, social, and cultural shifts that occurred across Tudor England. Perfectly aligned with A Level History specifications, this pack enables students to understand the broad trends and specific developments that shaped everyday life and national identity during the reigns of the Tudor monarchs. Through focused enquiry and engaging classroom activities, students will investigate the evolution of domestic and foreign trade, shifts in the social hierarchy, and the rich cultural developments of the period—from the impact of the printing press and education to architecture, literature, and religious art. Accompanied by a 30-page student booklet packed with essential information, source extracts, structured tasks, and exam-style questions, this pack supports both content mastery and key exam skills. Key Questions Explored: How much did patterns of domestic and foreign trade change during the period? How far did Tudor society change between 1509 and 1588? What was the significance of changes to Tudor culture? What’s Included: 6 fully resourced and structured lessons with clear learning objectives and varied activities. A comprehensive 30-page student booklet containing background knowledge, retrieval tasks, source work, and written activities. Integrated opportunities for thematic analysis and essay preparation, helping students build connections across the Tudor period. A strong focus on change and continuity, preparing students for both thematic and analytical components of A Level assessment. Ideal for classroom delivery or independent learning, this pack provides students with the tools to confidently tackle the broader contextual elements of the Tudor course—bringing the world of 16th-century England to life.

This lesson was designed for a 16+ health and social care lesson but could be adapted. It introduces students to the concept of 51ºÚÁÏ, and discusses the case of Victoria Climbie. Students will be put into pairs and will look at the summary of the Laming Report and Every Child Matters. They will complete the worksheet, then share their ideas.

GCSE lesson but could be adapted for key stage 3. Learning intentions: What was Elizabethan society like in the Age of Exploration? What were the key features of Elizabethan theatre? Why did it become more popular during Elizabeth’s reign?

Powerpoint and worksheet that looks at moral panics. The lesson introduces the key concepts such as moral panic, folk devils, and deviancy amplification. It introduces the work of Stan Cohen, with a section of the lesson focusing on the mods and rockers. There is an article task that focuses on how the clashes between the mods and rockers took place. Students will be asked to read a section and take notes on it. From there the lesson looks at examples of moral panics from recent years. The lesson ends with the students creating a newspaper front page using all of the concepts that were introduced, and a chosen moral panic. This resource was used over several lessons.

Fully resourced lesson that addresses the legacy of World War One in Germany. Students start the lesson by recalling all the information they can remember about WW1. They then are introduced to key phrases and a time line of key events. The plenary is a recall task based on Mock the Week that recalls the key events. Learning objectives: To be able to explain how Germany became a Republic after WWI. To be able to describe the impact of WWI on Germany.

GCSE lesson addressing the reason Mary, Queen of Scots was executed. Could be adapted for key stage 3.

Resource that looks at the fear and fascination of crime. The slides cover Stan Cohen’s ‘moral panic’ theory. The resource looks deviancy amplification, with examples. There is a carousel task that looks at the different theories of the role of the media and crime. This was done in one lesson but could easily be adapted to cover several.

Sociology looking at historical moral panics. The lesson introduces the topic of moral panics, there is then a video for students to watch and take notes during. The main activity is a carousel task in which students record details about different historical moral panics. Students then consolidate their knowledge into a poster, detailing one of the moral panics they have looked at.

Two hours lesson on English involvement in the Netherlands after 1585. Fully resourced, with differentiated worksheets for students at different levels. The lesson includes two different starter activities to spread the resource over two lessons.

Core knowledge booklet/GCSE revision guide for AQA Early Elizabethan England.

Lesson looking at Elizabethan Government. There is a ‘describe’ question breakdown for the teacher to go through with the students. Lesson intentions: What were the key features of Elizabethan government? What aspects of Elizabethan government had the most authority?

Recently updated lesson on immigration and asylum seekers. The lesson addresses the difference between immigrants and asylum seekers and the reasons why they are different. The lesson then looks at different media representations of immigrants and asylum seekers. The lesson includes an article from the Guardian the discusses the media and migrants. It also discusses the new ‘Small Boats’ policy by Rishi Sunak’s government.

Fully resourced lesson looking at the start of Elizabeth’s reign. This is a GCSE lesson but could be modified for any secondary age. Learning Objectives: To be able to create a summary of potential problems Elizabeth faced when she became queen To be able to describe the key features of Elizabethan England.

GCSE Elizabethan England Practice Questions.

Fully resourced lesson that introduced the Weimar Constitution to GCSE history students. The lesson focuses on historians’ interpretations of the constitution. Learning objectives: To be able to explain the strengths and weaknesses of the Weimar Constitution. To be able to define the term constitution.

Hour long lesson looking at the problems Elizabeth faced when she became queen. Learning objectives: To be able to assess where the greatest challenge to Elizabeth came from: home or abroad? To be able to identify the problems Elizabeth faced when she became queen in 1558.

Fully resourced lesson addressing the Treaty of Versailles. This lesson includes a tangled time line starter and an inference question with a model answer. This is a GCSE lesson but could easily be adapted for key stage 3. Learning objectives: To be able to explain why the Treaty of Versailles was so unpopular in Germany. To be able to identify the key terms of the Treaty of Versailles.

First lesson of two that addresses the economic recovery of the Weimar Republic between 1924-1929, with a provenance question to consolidate knowledge. Learning outcomes: To be able to evaluate the success of the policies Stresemann introduced between 1924 - 1929. To be able to explain the reasons for economic recovery between 1924 - 1929.

Learning intentions: Why was Mary, Queen of Scots a threat to Elizabeth? Who was Mary, Queen of Scots? Why did she have a claim to the English throne?

GCSE LEsson that could be adapted for key stage 3. Learning intentions: What were the threats against Elizabeth? What were the causes, events and consequences of the Spanish armada?