Unit 1 England under Elizabeth I, 1558-1603

Teaching Activities

This Unit requires students to write two essays. This is probably longer than the answers required at GCSE. An essay is a more sustained piece of writing that includes a brief introduction, a main section that deals with different issues and a brief conclusion. It should be well organised and accurately written. The skills in writing an essay cannot be learned during the revision period but need to be developed throughout the course. Discuss what is relevant and what can be omitted from a question. Which are the key points? Reinforce important rules of writing such as paragraphs and accurate spelling.

The Specification contains six Key Issues. Each is linked to paragraphs of Content. Students should spend an equal amount of time studying each of the Key Issues.

Discuss the meaning of key instructions in questions, e.g. 'Assess', 'How far do you agree that...?', 'Which was the most important reason for...?' How are they different? What approach do they require? Discuss the key phrases in sample questions: dates, people, events, issues.

Choose a sample question. Discuss how to make a good but brief plan. Students should understand why plans are important. In which order should the points appear in the answer? Decide which are the more important to come first, and then the less important. What are the key facts that an answer should mention? Provide student groups with different sections of a sample question. Ask them to write several paragraphs explaining a section and discuss these.

Introductions should be brief but they are important because they help students to start on the right lines. Choose a sample question and get groups to write examples of good introductions and poor introductions. Discuss what sorts of introductions are effective.

Construct a time chart of the major political changes during the years 1558-1603. Make this a continuing exercise, to be completed as the course continues. The chart might have six rows, one for each of the Key Issues in the Specification. Work out links between the Key Issues.

Explain and keep a record of important terms that are relevant to the topic, e.g. faction, parliamentary privilege, Privy Council, royal prerogative.

Encourage students to consider alternative explanations and to judge between them. For example, divide them into three groups: (a) students to argue that Ireland was the most serious problem; (b) students to argue that Parliament was the most serious problem; (c) students to argue that Elizabeth I had no serious problems. Then discuss these alternatives.

Study the problems. Students can work in groups to assess their importance. Decide which was the most serious and the less serious.