Key Stage 3 History by Aaron Wilkes: Renaissance, Revolution and Reformation: Britain 1509-1745 Student Book - Key Stage 3 History by Aaron Wilkes (Paperback)
  • Key Stage 3 History by Aaron Wilkes: Renaissance, Revolution and Reformation: Britain 1509-1745 Student Book - Key Stage 3 History by Aaron Wilkes (Paperback)
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Key Stage 3 History by Aaron Wilkes: Renaissance, Revolution and Reformation: Britain 1509-1745 Student Book - Key Stage 3 History by Aaron Wilkes (Paperback)

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£17.99
Paperback 160 Pages / Published: 15/05/2014
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Written to match the new 2014 National Curriculum with expert support from experienced Head of History, Aaron Wilkes, the third editions of this well-loved series will hook your students' interest in KS3 History whilst helping them prepare for GCSE. Renaissance, Revolution and Reformation 1509-1745 is the second of four new third editions, and covers: life in Tudor Britain, a world of discovery, Elizabeth I, the Stuarts, England at war, Cromwell's Commonwealth, the Restoration and change over time.

Publisher: Oxford University Press
ISBN: 9780198393207
Number of pages: 160
Weight: 471 g
Dimensions: 275 x 220 x 8 mm
Edition: 3rd Revised edition


MEDIA REVIEWS
Renaissance, Revolution & Reformation by Aaron Wilkes is a very good book. The author has produced a very accessible text with a variety of activities which will interest, excite and stimulate young historians. I particularly like the problem based approach which gives insight into a broad spectrum of both social and political issues of the period. An engaging text book which students and teachers alike will find most useful. I think Aaron has produced a good book. It is accessible for those that do not like reading large quantities of material; there is lots of colour, fun clear diagrams and good maps; youngsters will particularly like the cartoon characters in many of the exercises. I also like the chronological approach and the clarity with which particular topics have been presented. There is a good variety of exercises, particularly the assessment tasks, that can easily be differentiated. * Paul Barter, Stover School, Devon *

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