AQA Scheme of Work - The Tudors PDF

Scheme of work The Tudors: England, 1485–1603, 1C Introduction To help teachers in planning a course of study for the A-level History specification, a possible scheme of work is provided below. This is purely illustrative of one way in which this course might be delivered and it is not intended to...

Scheme of work The Tudors: England, 1485–1603, 1C Introduction To help teachers in planning a course of study for the A-level History specification, a possible scheme of work is provided below. This is purely illustrative of one way in which this course might be delivered and it is not intended to be in any way prescriptive. Teachers will need to develop schemes which suit the arrangements and time allocations of their own schools and colleges. Teaching arrangements and approaches are likely to differ between institutions. Provided the content as given in the Specification is covered, any sensible approach is legitimate. Assumed coverage The scheme of work which follows is based on two teaching years of 30 weeks per year. It assumes students will receive 2–2.5 hours per week for each of their A-level components and that 6 weeks in each year will be devoted to the NEA. Version 3.0 December 2023 First published May 2015 © 2023 AQA 1 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK The Tudors: England, 1485–1603 Component 1 Breadth Study (Teacher 1) Teach alongside: Component 2 Depth Study (Teacher 2) and Component 3 NEA (Teacher 1 and/or 2) Note that whole course may be delivered by a single teacher General Introduction (Component 1) Learning Objectives AO1 and AO3 Component- Differentiation and Week Specific guidance Learning activities Resources specific skills extension 30 weeks for 1. Students are Students should be Students will need to Students should be Students should have expected to made aware of the understand the nature of encouraged to study the opportunity to Part One. develop an 6 Key Questions causes and consequences; of the course content consult academic books understanding of which identify the change and continuity and of in relation to the key whenever possible. The the process of issues and similarity and difference over questions and to remaining 6 Class textbooks, guided change over perspectives that an extended period. read and research weeks of the reading and time. are central to this further around the school/ They should be able to make period of study. issues and worksheets, access to college year 2. Students will links between perspectives, developments suitable internet sites, to be spent need to be able Part 1 of this SOW is such as political, economic and studied, using, as on- line journals, on NEA to comprehend suitable for both AS social as well as appreciating appropriate, a podcasts, stimulating Component and evaluate and A-level developments relating to these variety of academic lectures, power point 3. arguments in students. Please perspectives separately, over history books. presentations and extracts from refer to the time. They should also be other sources of academic history Specification for the aware of the role played by Students’ information will all be books on key different types of AS individuals, groups, ideas and understanding of valuable. issues and and A-level ideology. the process of Note that students developments questions. The suggested learning change over time will need to relating to the should be regularly © 2023 AQA 2 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Component- Differentiation and Week Specific guidance Learning activities Resources specific skills extension content of their activities below are intended to assessed. practise exam- study. develop these skills but are style questions neither exhaustive nor throughout the course. 3. Students will be exclusive. They are intended as required to write Both AS and A-level suggestions only from which practice questions can analytical essays teachers might select. It is not be found on the AQA showing expected that teachers would web site and it is judgement about have to cover all of these recommended that the issues and activities. either a historical developments they have interpretation or essay studied. question is set every 2 weeks throughout the 30 weeks of each part of the course. © 2023 AQA 3 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Part One: Consolidation of the Tudor dynasty – England, 1485 – 1547 Section One: Henry VII, 1485 – 1509 Differentiation/stretch Specification Content coverage with some suggested Week Content detail and challenge Resources Topic activities opportunities Week 1 Henry Character and PowerPoint introduction and overview of Use key terms to Family tree of the Tudor’s aims. period. develop conceptual Yorkists and consolidation After a brief overview of the Wars of the understanding, Lancastrians. of Power. Roses, a consideration of the impact the eg meaning of usurpation; An opportunity to conflict had by 1485. nature of royal legitimacy introduce themes and of monarchy. of political Question: What do the events of 1485 tell us about the character and aims of Henry Q and A: Why do people legitimacy and to Tudor? follow leaders? What is question the the basis of power in the nature of rule. To period? this end, any political tract Create a prioritised list of from recent the strengths and history. weaknesses that a king who had claimed the Comparison throne through war might of different have had. regimes. © 2023 AQA 4 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Week 2 Henry Establishing the Pre-dating of the reign; consider the Consideration of the Definitions of Tudor’s Tudor dynasty. path from Bosworth to coronation. immediate priorities of terms: political, consolidation Henry in the aftermath economic, Look at: the first Parliament and Tudor of power. of Bosworth. Produce a financial, etc. Propaganda; marriage to Elizabeth of prioritised list. York. Clear With the list of problems faced by Produce a ‘to-do’ list of definitions of the problems that could long-term and Henry, students discuss potential solutions and produce a clear plan of be dealt with short-term. immediately and those action with suggestions fully explained. that would require more time. Divide the problems into social, political, religious and economic etc. Effective opportunity for differentiated group work. © 2023 AQA 5 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Week 3 Henry Establishing the Examine nature of political opposition to Student presentations Consider articles Tudor’s Tudor dynasty Henry, especially the concept of an on the two rebellions. on the Battle of consolidation (continued). imposter/pretender. One group may look at Stoke. of power. Students to identify reasons for the cause, the other Introduction to Lovell and the Simnel rebellions. consider effect. academic reading. Discuss similarities and differences Students to write an between the rebellions. Account for the essay plan using a Various articles differences. Had the nature of rebellion prepared structure available online re changed over time? provided by staff. effective essay writing and Students to consider which Rebellion examination was the more significant and why? skills. Week 4 Henry Establishing the Students to be divided into two groups. Introduction to Guided reading of Tudor’s Tudor dynasty One group to research and present the historical interpretation academic consolidation (conclusion). case that Henry had successfully and how to integrate historians. of power. established his dynasty by 1487. The within academic work. other to present the case that he An introduction to had not. essay writing skills. Students might find at least two interpretations from academic historians to support their respective case. © 2023 AQA 6 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Students could write an essay on the degree to which Henry had successfully established his royal authority by 1487. © 2023 AQA 7 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Week 5 Government. Councils; Consider the problem of government; Differentiated research Summary parliament; the use of government to control the tasks and group work. worksheet on justice and nobility. the factors. Students could draw domestic policies. Identify specific members of the web based diagrams nobility. Students could research to illustrate causal relevant biographies such as Sir William links between the Stanley. factors. Students might divide into groups and Students conduct a each research a method of government balloon debate over Henry used to extend / consolidate the most and least control. important manner of Comparison of these factors such as controlling the nobility. attainder, bonds and recognizances, the A more challenging Star Chamber, the Council Learned. The exercise would be to use of parliament. identify the most Students might devise a before and significant turning after presentation. Detail; the nature of points in Henry’s royal government in 1485 and also in reform of government. 1509. Students identify the most significant change across all of government. © 2023 AQA 8 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Week 6 Government. Royal finance. Consider why financial solvency was so Concepts and terms Use map to important; the position of the Royal such as locate areas of Court; the demands upon royal finances direct/indirect developing and the division of obligation between taxation, tariffs, industry and court and country. capital currency, transport. Assessment: Did Henry die rich? economic inter- Historiographical dependence. Students engage with the interpretations work on the Miser of Henry as a Miser King. A good King and the use opportunity to consider revisionist of money to history. exercise control. Students to consider how effective Henry VII’s reform of government in the years 1485 to 1509 was. Develop ideas in relation to breadth theme. © 2023 AQA 9 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Week 7 Relationships Securing the On provided map, identify the key Students should chart Maps showing with Scotland succession. countries of Europe. For each, detail fluctuating fortunes of geographical and other rulers and main aims and objectives. the powers and how locations of foreign powers. this affected Henry’s countries. The Breton Crisis. relations with them. Maps used to Students to consider the extent to which Students should be illustrate themes Henry’s relations with foreign powers able to show the such as economic were determined by the need for inter-related nature of might, political international recognition and security. foreign policy. How system, and Comparison of factors. Balloon debate. prowess. would the removal of PowerPoint presentations or whole class a single factor affect presentations. relations with the Class debate: relations with which whole? country were likely to be the most important for Henry considering his foreign policy objectives? © 2023 AQA 10 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Week 8 Relations with Securing the Students to research major treaties and Stretch: Consider the Broader Scotland and succession and truces of the period: Ayton, Perpetual extent to which the discussion of the other foreign marriage Peace, Redon, Etaples, Medina del fortunes of Henry VII nature of class powers. alliances. Campo, Windsor and Malus Intercursus. in foreign affairs had might prompt the changed by 1509. use of various Each event to be given depth and detail. websites. Begin to make causal links between events. Guided reading. Week 9 Relations with Securing the Tudor Move away from the narrative to Was England a more Consider Scotland and dynasty. consider the broader themes of foreign powerful country? returning to this other foreign policy. topic thematically Was Henry a more powers. at the end of the Students to make comments about respected monarch? course. Charting relative impact of policies. change and Students to devise timeline showing continuity across change over time; also design a graph 100 years. showing the relative importance of a Plenty of online number of factors over time. resources to assist Summative essay exercise. Reinforcing in drawing up a synoptic links; looking at foreign policy chart of periods of and marriage alliances. greatest change. Consider how far 1493 represent a turning point in Henry VII’s foreign policy. © 2023 AQA 11 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Week 10 Society. Churchmen, nobles Students to research the division of A good opportunity to A number of and commoners; Tudor Society. Feedback to whole class discuss the nature of online articles are regional division. as material to answer the question: historical evidence. available – Tudor History societies How and why did the structure of Students are to and local history society change? compare articles is also very strong focusing on social Students could be divided into two in this area and history of the period. groups: one to consider urban changes are worth and the other to consider rural changes Questions to consulting. with a special focus on enclosure. investigate: Guided reading. Students to construct a before and after Do the articles only diagram to show the key aspects of consider certain English society in 1485 and 1509. aspects of social history – where are the women of Tudor society? How might we prove assertions about social history and groups? © 2023 AQA 12 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Week Society. Social discontent and Perkin Warbeck, 1491-1497. The Cornish Conduct further There is much on 11 rebellions. Rebellion, 1497. research into the this topic, both involvement of foreign online and in a Investigate the reasons for these later powers. Consider variety of texts. rebellions: how far were they an would the rebellions expression of popular discontent or Students should have occurred if simply of the interests of foreign powers. utilise different foreign interests had accounts of the On a map locate Ireland, Burgundy and not been present? rebellions. An Brittany. Illustrate map with detail of Discuss a thematic ideal chance to rulers; main aims of foreign rulers? approach to essays: begin looking at Consider a comparison between Simnel which theme best source analysis. and Warbeck, make synoptic links. Was accounts for the there more change or continuity in the rebellions of the course of the rebellions and especially in period? Eg personal the response to them? ambition; economic Draw up a table identifying similarities and financial woes; and differences. Which were the main weakness of central ones – justify your decision. government or local concerns. Class debate: Had society become more peaceful and stable during Henry VII’s reign? Using the material covered at the start of the course, students are to consider the extent to which Henry had successfully established his authority during his reign. © 2023 AQA 13 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Students to be reminded about the precise requirements and expectations of a breadth question. © 2023 AQA 14 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Week 12 Economic Trade and Chart foreign policy events and treaties that Key concepts: There are development. exploration. had either an economic motivation or merchant monographs impact. adventurers; tariffs; covering the protectionism. Hanseatic League Compare these to those that might solely be and also the considered political. Differentiation by Merchant considering the key On a map indicate the main areas of Adventurers. themes in varied England’s overseas trade. What is traded detail. Use of online Students might with whom and why and especially with maps and other also acquire maps France and Burgundy. academic tools. from a variety of The role of the Low Countries. online resources. Examine the Hanseatic League and the development of shipping. Examine the cloth trade: students to assess its importance in comparison to other forms of overseas trade: students to debate how importance might be defined in this period. Exploration: why and when. Students to identify how exploration might affect the wider economy. Students might consider whether trade and exploration had increased in the period, and if so, in what areas and with whom. © 2023 AQA 15 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Students could be given three maps. One for start of the reign, one for middle, one for end. Each map to detail the main trading connections and also where exploration and expansion had occurred. © 2023 AQA 16 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Week 13 Economic Prosperity and Explore the reasons for and Presentation on the Various development. depression. consequences of engrossment and importance of the Numismatics enclosure; the significance of agriculture; domestic economy. websites detail the nature of subsistence farming; the Identify main areas of changes to the nature of the cottage industries and the development. coinage. development of domestic industry. Use map to locate Guided reading on Look at the role of coinage in society; areas of developing the Tudor Henry’s great re-coinage. industry/economic economy. change. Compare the development of the domestic economy to foreign trade – which was the more successful. Consider whether the comparison is valid. Students should be able to chart economic patterns over time. A good opportunity to emphasise the demands of the breadth paper. For example, students might be asked how far the impact of the Black Death was still significant and change was only marginal throughout the period. © 2023 AQA 17 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Week 14 Religion. Humanism; arts and Research: Students might Guided learning learning. consider Visual sources to the position of the church in English society developments in Illustrate. endowments of the the impact of Humanism; possibly church. The the early role of Colet development of art the role of the church in arts and and music in the learning church during the broader trends in the arts period. England’s renaissance? the foundation of a Golden Age the sense of a distinctive Tudor arts movement. Week 15 Synoptic/ Change and Students to prepare debate: where was Students to compare Sources, breadth continuity over the greatest change in the period 1485 across factors. Link statistics and interpretation time; cause and to 1509? Discussion of how significance economic and guided reading. of Part One, consequence (long might be assessed, especially in the religious change to Previous notes. Section 1. term and short comparison of different themes such as political. Draw up term). religious, political and economic change. webs of causation. Students to draw a graph of significance illustrating periods that saw the greatest change. Essay practice charting causes of change and or consequences. © 2023 AQA 18 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Part One: Consolidation of the Tudor Dynasty – England, 1485 – 1547 Section Two: Henry VIII, 1509 – 1547 Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Week 16 Henry VIII. Addressing Henry VII’s Consideration of the extent to which Identification of the PowerPoint legacy. Henry VIII was prepared for kingship. most significant overview of Produce a hierarchy of the problems that opportunities for Henry Henry VII’s reign. Henry might be expected to face. Add to VIII. This is often a Revision notes this by identifying problems that were of more challenging from first Henry VII’s making. concept than section of the problems. This can course. Consider the question: what was the then link to the next most consistent issue that faced Henry section on aims. VII during his reign? What problems had been the most difficult to address? Establish what the major themes of Henry VII’s reign had been. Question if it is legitimate to consider that these might be reflected in the reign of Henry VIII. © 2023 AQA 19 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Week 17 Henry VIII. Character and aims. Consider the changing interpretation of Considering the Students could Henry VIII’s character. Research skills: opportunities be introduced to students to find the most surprising discussed in the historical fiction. academic interpretation of Henry; the previous section; how Extracts from most shocking, the most subjective, etc. far can we develop academic potential aims from Students to establish how this historians. this? interpretation has been achieved. Is it simply ‘Henry VIII the misogynist?’ Are there aims that do not develop out of Discuss how valid historical assessments opportunities? of character might be. Students to produce a presentation on Examine Historical Henry VIII’s early life. Consider how the fiction and discuss how character of Henry VIII’s early life differs this has fed a particular from the popular interpretation. interpretation of Henry VIII’s character. © 2023 AQA 20 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Week 18 Government. Domestic policies. Removal of Empson and Dudley and Was the rise of Interpretations marriage to Catherine. Establish most Wolsey a result of his from academic important reasons. own efforts? historians on the Broader rise of Wolsey. Consider how Wolsey came to the attention of Henry and rose so rapidly to consideration of Guided reading. prominence. nature of Henry’s rule. Did he rely on a Examine the Role of Fox. certain type of What was the root of his power? Talent, minister. What is the factionalism, hard work etc? Consider evidence for this? spheres of influence. This might be an opportunity to discuss views of the Character of Wolsey. Compare interpretations – a good field of historiography on this topic. © 2023 AQA 21 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Week 19 Government. The establishment of Class debate in the form of legal Biographies of key Conflicting royal supremacy. proceedings: the case for and against figures. Students to sources and annulment. consider the reasons extracts on Anne for Wolsey’s apparent Boleyn. Assessment of the popular versions of inability to secure an Anne Boleyn’s life. Analysis of historical annulment. extracts on this topic. Assessment on the role of Anne Boleyn. How far was she the instigator of change? Students to consider the extent to which change was caused by long term or mainly short term factors. A timeline of events might be begun to which religious reform and the impact of European wide Protestantism might be added in later weeks. © 2023 AQA 22 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretc Week Content detail h and challenge Resources Topic activities. opportunities Week 20 Government, Ministers. Discussion: how far did Wolsey serve the Debate Wolsey’s Guided reading. Crown and interests of the king as opposed to his contribution. How Look for subjective Parliament. own? far was Wolsey accounts to constrained by the examine. Relative assessment of Wolsey’s domestic actions of the King? and foreign policy achievements. Did the nobility help Account for the fall of Wolsey. or hinder Wolsey’s Consider the view that Wolsey’s fall was ambitions? due entirely to his own mistakes. Week 21 Government, Ministers. Research: the role of Thomas Cromwell; Individual research Drawing Crown and the Elton Thesis and the Tudor Revolution into individuals. together earlier Parliament. in Government. The biographies of material and great men. supplementing Look at interpretations in some depth. with further What influences historical work? Compare Excellent guided research. with other periods/themes in which opportunity to interpretations obviously contrast. really examine Plenty of academic perspectives and articles examine the Consider the history of the Elton Thesis. interpretations in notion of a Tudor How has this been modified over time? historical Revolution in Compare Cromwell and Wolsey. How far scholarship. government. did each serve the king well? What similarities and differences were there in their careers? © 2023 AQA 23 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Week 22 Government, Henry VIII’s How far had royal government changed Students to consider Using earlier Crown and government since 1485? how various themes materials and Parliament.. interact across the reference books Working in groups, identify the key period. Consideration of themes of royal government in the Historians' period; common objectives; common Students interpretations for obstacles to development. One group encouraged to extension task. tasked with identifying the most consider long term significant change in the period. Another short term factors. group identifies most significant turning Students might be point. encouraged to find a Consider the degree of change and range of perspectives continuity. Students could devise an to include in their illustrated timeline of government and written responses. change across the period 1485 to 1509. Students given an array of sources on the topic and encouraged to develop source work skills on perspectives. © 2023 AQA 24 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Week Relations with Securing the Annotate a map of Europe to illustrate Debate the impact of Varying 23 Scotland and succession. the major conflicts of the reign: where the desire to secure interpretations of other foreign and when events took place. the succession on Wolsey’s foreign powers. Students to research in groups: Henry’s foreign policy. policy. Was this different relations with France Guided reading. from the aims of the Holy Roman Empire Map of Europe. Wolsey? the Hapsburg-Valois Wars relations with the papacy. How far did Wolsey really serve the Make links between foreign and interests of the king in domestic policy. Focus on the foreign policy? succession with an emphasis on the subsequent annulment. Students might begin to think in a synoptic manner: consider how foreign policy objectives had changed since the reign of Henry VII. © 2023 AQA 25 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Week Specification Content detail Content coverage with some suggested Differentiation/stretch Resources and challenge Topic activities. opportunities Week 24 Relations with Securing the Examine the foreign policy Research tasks allow Online resources Scotland and succession. consequences of annulment; Scotland for differentiation. illustrating series of other foreign and Ireland; the granting of the title King views from foreign Students might powers. in 1541; the policy of conciliation; 1539 perspectives on attempt to list themes as a turning point. English foreign that affected foreign policy in the Discuss the importance of armed conflict policy in order of period. in the final years, especially in relation to priority. Scotland and the significance of the Guided reading. Students to use Treaty of Greenwich. historical perspectives Consider the extent to which the final from different years might be viewed as different to the national viewpoints to rest of the reign. establish an objective view of the Students should be encouraged to significance of consider change and continuity over England’s foreign time. policy in this period. A timeline might be constructed to illustrate periods of most substantial change and periods of relative calm. © 2023 AQA 26 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Week 25 Society. Elites and Students to link to research from section Comparisons made Local archives and commoners; one on Tudor Society. Especially between rural and internet resources. regional issues and consider the demographic changes of urban. Monographs the social impact of the mid Tudor period. Students might use on individual religious upheaval. Research the development of the putting local resources and the rebellions and out system and the Poor Law of 1536. internet to research rebels. local history or the Identify similarities and differences by history of a prominent 1547 compared to 1485. family in the period. Explore the emergence of a discontented ‘class’. How far is the oppositional thesis a valid one? Look at the impact of the dissolution of the monasteries on society. Were certain social groups affected more than others? Which groups benefitted? Students to identify the major turning points in social history. Students to debate the importance of social history. Comparison to political history. © 2023 AQA 27 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Week 26 Society. Rebellion. Research the Lincolnshire Rising and the Students might look to Academic Pilgrimage of Grace explicit topics of cause historians – guided and consequence. reading and Students should compare the two risings Students to prioritise extracts on the and identify similarities and differences. causes and identify rebellions. Students to consider how the risings might most significant be seen as evidence of social discontent. outcomes. Students to consider the Pilgrimage of Grace in comparison to rebellions under Henry VII. Identify any long-term trends. Look at similarities and differences over time. Week 27 Economic Trade, Review trade under Cromwell. Consider Prepare short class Students might development. exploration, change and continuity across the reign and presentations on complement their prosperity the role of trade treaties in foreign affairs. different aspects of examination of and economic social history in Discuss how far Henry’s trade depression. development. the previous developments were motivated by a desire to improve trade itself. Link to previous Students to make section with an sections about objectives in foreign policy explicit links between overview of and the desire to secure the succession. themes, eg how does economic. Discuss exploration improve the strengths and Consider how far reform was motivated by trade? weaknesses of a desire to improve the economy. each school. © 2023 AQA 28 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Week 28 Religion. Renaissance ideas; Recap: role of church to 1529. Look at Research the likely Many online sites reform of the Church. strengths and weaknesses. Consider impact of dissolution provide both reasons that there might have been national and also primary and demands for reform. locally. What was the secondary source greatest impact and material on the Students to research the Reformation in why? Reformation. Europe. Look at biographies of key individuals. Students to make Students to find the Guided reading. comparisons in degree of influence; most objective and geographical area of influence; nature of the most subjective protest. Students to make comparisons historical and suggest how the ideas of the interpretation of the Reformation changed over the time Reformation online. period. Justify choice. Students to take each Reform movement Consider: when can in turn, eg, Lutheranism; Calvinism and we date the actual construct a timeline of important events. split from Rome? Consider how far the ideas of the European Reformation penetrate English thought. Examine the split from Rome. Students to make a chart on the acts that facilitated the split. © 2023 AQA 29 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Differentiation/ Specification Content coverage with some suggested Week Content detail stretch and challenge Resources Topic activities. opportunities Week 29 Religion. Reform of the Students to chart the consequences for Students to investigate Local accounts of Church; continuity the English church of the split. How did the work of the dissolutions. and change by worship and custom change? commissioners. Possible 1547. The dissolution of the monasteries. On a map students to opportunity for a Students to research the work of chart the spread of the field trip or a local Cromwell. Link to previous work on the dissolution. investigation. role of ministers. Students try to Students to identify a specific monastery establish regional in their locality. Chart its changing variation in the fortunes and the impact of the impact of the Reformation. Students then to link this reformation. to the requirements of a breadth paper: how does the experience of the local conform to the generalities of the national? Students to compare the impact of Wolsey and of Cromwell on the Church. © 2023 AQA 30 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Week 30 Overview/ The extent to Acquire and use sources to illustrate the key Debate on which king Sources and revision. which turning points in different themes across the most successfully information consolidation of period. consolidated the sheets. authority and of regime. Was there more continuity than change in Guided reading. dynasty had religion, finance and the economy, foreign Students to discuss the been Notes from Part policy? changing nature of One of the successfully monarchy in the course. achieved by Students to suggest the most significant period. 1547. event overall. Consider how far Consider the view that by 1547, Henry VIII Henry VIII had had failed to live up to the promise of the abnegated the role of early years of his reign. kingship. Assess the interpretations made concerning Consider especially the Henry VIII, especially the comparison significance of between Henry the King and Henry the man. ministers and of An opportunity to prepare exam technique. women and faction How significant had religion been as a guiding towards the end of the principle for Henry? reign. Try to respond to the thematic key Consider how the questions. reputation of Henry Practice exam style questions. has evolved. Students might produce paragraph summary Consider the role of responses to each of the six key questions. women and especially the extent to which © 2023 AQA 31 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Henry’s wives were agents of political change. © 2023 AQA 32 of 62  A-LEVEL HISTORY – 7041/7042 – 1C THE TUDORS PARTS 1 AND 2 – SCHEME OF WORK Part Two: England, Turmoil and Triumph, 1547 – 1603 Section One: Instability and Consolidation; The Mid-Tudor Crisis, 1547 – 1563 (A-level only) Specification Content coverage with some suggested Differentiation/stretch Week Content detail and challenge Resources Topic activities. opportunities Week 1 Edward VI. Problems of PowerPoint introduction and re-cap of Use key terms to Family tree of the succession. the major issues of the previous 50 years: develop conceptual Tudors. the religious legacy of Henry VIII understanding of the Guided reading. the doctrinal position and the concept of minority rule. PowerPoint on impact of humanist thought Henry VIII. introduction to the concept of a crisis Discuss positives and of state in the mid