Basildon Academies Sixth Form
History Department
Unit 1C THE TUDORS: HENRY VII & HENRY VIII
AQA
Revision Activities Booklet
NAME………………………………………………………………………………………………………………..
TEACHER…………………………………………………..
Revision Lessons: Planning your time
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Information from AQA
Part one: consolidation of the Tudor Dynasty: England, 1485–1547
Henry VII, 1485–1509
● Henry Tudor’s consolidation of power: character and aims; establishing the Tudor
dynasty
● Government: councils, parliament, jusice, royal finance, domestic policies
● Relationships with Scotland and other foreign powers; securing the succession;
marriage alliances
● Society: churchmen, nobles and commoners; regional division; social discontent and
rebellions
● Economic development: trade, exploration, prosperity and depression
● Religion; humanism; arts and learning
●
Henry VIII, 1509–1547
● Henry VIII: character and aims; addressing Henry VII’s legacy
● Government: Crown and Parliament, ministers, domestic policies including the
establishment of Royal Supremacy
● Relationships with Scotland and other foreign powers; securing the succession
● Society: elites and commoners; regional issues and the social impact of religious
upheaval; rebellion
● Economic development: trade, exploration, prosperity and depression
● Religion: renaissance ideas; reform of the Church; continuity and change by 1547
Assessment Objectives: HOW ARE YOU ASSESSED?
AO1
Demonstrate, organise and communicate knowledge and understanding to
analyse and evaluate the key features related to the periods studied, making
substantiated judgements and exploring concepts, as relevant, of cause,
consequence, change, continuity, similarity, difference and significance. UNIT 1 &
2 ESSAYS
AO2
Analyse and evaluate appropriate source material, primary and/or contemporary
to the period, within its historical context. UNIT 2 SOURCE QUESTION
AO3
Analyse and evaluate, in relation to the historical context, different ways in which
aspects of the past have been interpreted UNIT 1 EXTRACT QUESTION
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Learning activities
Always
Sometimes
Never
Step one
Reading through class note
Using resources on Doddle
Using textbooks
Mind maps / diagrams
Making / re making class notes
Highlighting
Flashcards
Revision walls
Step two
Writing exam answers under timed conditions
Reading model answers
Using past questions & planning answers
Step three
Marking your own work to a mark scheme
Studying mark schemes or examiner’s reports
Working with other students in groups / pairs
Comparing model answers against your own
work
Creating our own exam questions
One to one discussions with teachers / tutors
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HENRY VII KNOWLEDGE TASKS
Topic
Consolidation of
power (including
threats to
throne)
Page
numbers
17-23
Foreign Policy
27-36
Economy
General: 23, Trade:
29-30
3-4
Religion &
Learning
Summary
diagram/mind
map
Symbol
story
Extract
Q/Essay
11-17, 2427
Government
(including
finance)
Society
Key words
4-10
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HENRY VIII KNOWLEDGE TASKS
Topic
Page numbers
Character
40-43
Intro to
Government
Keywords
Summary
diagram/mind
map
Symbol
story
Extract
Q/Essay
Government and Religion
43-44
Wolsey
46-53, 58-61
Reformation
67=87, 111113
Cromwell’s
government &
interpretations of
Cromwell
Post-Cromwell
government
87-91, 105107
Early Foreign
Policy
45
Wolsey’s Foreign
Policy
54-57
Foreign Policy
1530s, 1540s
101-104
108-110
Foreign Policy
Economy
Society
52-53, 89
3-4,
Pilgrimage of
Grace
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THE EXAM
Two sections; 2 hours 30 minutes
Section A - one compulsory question linked to three interpretations (30 marks)
● Section B – two questions from three (25 marks each )
● Spend 60 minutes on Section A
● Spend 90 minutes (2 x 45) on Section B
●
●
Extract Question Technique
You’re encouraged to spend one hour on the extract question, so it’s best to view it as three
20-minute mini-essays.
Structure of each mini-essay
● Identify/summarise interpretation
● Use knowledge to agree
● Use knowledge to disagree
● Conclusion, focused on how convincing that particular extract is (no need
to compare to other extracts here.)
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MARK SCHEME FOR THE EXTRACT QUESTION
Answer will explicitly demonstrate:
Level 5 (2530)
A*
Level 4 (1924)
A* 23-24
A = 19-22
Level 3 (1318)
18 = A
15-17 = B
13-14 = C
Level 2 (7-12)
12=C
9-11 = D
7-8 = E
Level 1 (1-6)
6=E
● Well-supported analysis and evaluation of how convincing each
interpretation is
● Excellent understanding of the historical context
● Very good identification and understanding of the interpretations
● Good understanding of the historical context
● Good identification and understanding of the interpretations
● Good analysis of how convincing each interpretation is, though occasionally
lacking in depth and range
● Shows an understanding of the historical context
● Identifies and comments on each of the interpretations
● Some analysis of how convincing each interpretation is, though this may be
weaker on some of the extracts.
● Some understanding of the historical context
● Accurately identifies at least two of the interpretations
● Very limited analysis of how convincing each interpretation is- comments
may be generalised or inaccurate
● EITHER: Shows an accurate understanding of just one interpretation
● OR: Addresses two or three interpretations, but with limited understanding
of their argument, and generalised comments on historical context/how
convincing.
Mark Scheme for the Essay Question
Answer will explicitly demonstrate:
Level 5 (2125)
A*
Excellent understanding of the issues and historical concepts in the
question
● Analytical, balanced and focused answer, leading to a well-supported
judgement
●
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