The King’s Medium Term Plan
Year 7 Learning Cycle 5 Learning Plan
Module 5
HISTORY
Overarching
Challenging question
What makes a successful Monarch?
Subject Challenging
Question
What makes a successful Monarch?
History will focus on the Tudor Dynasty in order to identify and analyse the qualities needed to be a successful Monarch.
Lessons will look at the problems Henry VIII and Elizabeth I faced and how they attempted to solve these problems. Events that
affected their role as Monarch will be discussed and comparisons drawn. Pupils will then compare and contrast the 3 longest
serving female Monarchs and evaluate their success. Leadership traits will be assessed, creating a link to our specialism.
History Attainment focus; KC5 Interpretation and KP1 Historical Enquiry
Lines of Enquiry
Question 1 (Week 1); Why did Henry VIII form the Church of England?
Question 2 (Week 2); How did Elizabeth I, as the third in line, become Monarch?
Question 3 (Week 3); How did Elizabeth help England to become a major nation in the world?
Question 4 (Week 4); Why were relationships with Spain so bad?
Question 5 (Week 4); How did England defeat the Armada?
Question 6 (Week 5); How do the greatest female Monarchs compare?
(Week 6 Revision, Challenging Question focus and Assessment/ Week 7 - Gap Teaching from Assessment)
The King’s Medium Term Plan
Progress
Objectives
Year 7 Learning Cycle 5 Learning Plan
By the end of this Learning Cycle, students in History will be able to:
o Recall the main problems the Tudor Monarchs faced and explain their solutions.
o Explain the causes, events and interpretations of the Spanish Armada.
o Analyse the reasons why England became a major nation.
o Compare and appraise the significance of the three female monarchs.
o Evaluate what makes a successful Monarch.
Assessment in week 6 will be against the above objectives
The King’s Medium Term Plan
Question 1
Week 1
2+1
Year 7 Learning Cycle 5 Learning Plan
Why did Henry VIII form the Church of England?
Lesson 1: Who were the Tudor Monarchs and what problems did they face?
Hypothesis; 'Henry VIII’s main problem was money’.
Progress Outcomes:
o To identify the five Tudor monarchs.
o To describe Henry VIII and explain his problems and solutions.
o REACH; To compare and contrast Henry’s problems to William the Conqueror.
Learning Activities:
DO NOW – Progress timeline – NB Keynote with Learning Activities.
Source analysis on Henry’s appearance activity and problem/solution chart.
REACH – Chart to include column for William I predictions.
Plenary – Keynote squares and Hypothesis reflection ‘Stand up’.
Lesson 2: Why did Henry VIII form the Church of England?
Hypothesis; 'Henry VIII had already made up his mind to close the monasteries’.
Progress Outcomes:
o To explain the reasons why Henry destroyed the monasteries.
o To analyse evidence to decide if Henry had decided to close the monasteries before the inspections.
o To evaluate if Henry VIII was a successful Monarch.
o REACH; To create a political campaign for Henry VIII.
The King’s Medium Term Plan
Year 7 Learning Cycle 5 Learning Plan
Learning Activities:
DO NOW – Religions of the World map. Bloom’s Triangle.
Whole group reading – list reasons to close monasteries, traffic light feedback.
Using Sources exercise and extended writing. Learning Activities, peer mark and green pen improvement.
Create a ‘successometer’ for Monarchs.
REACH – Political campaign exercise.
Plenary – Nearpod poll.
Home learning: SET; Thursday, DUE IN; Thursday, HOMEWORK SUPPORT; Thursday.
History detective questions. REACH – Summarise the Monarchy of Henry VII in 100 words.
Week 2
How did Elizabeth I, as the third in line, become Monarch?
2+1
Lesson 3 – Who were Edward, Mary and Elizabeth?
Hypothesis ‘Using heirs is the fairest way to assign Monarchs.’
Progress Outcomes:
o To identify Henry VIII’s heirs.
o To research and summarise Edward and Mary’s reign.
o
To forecast Elizabeth’s problems and prioritise them.
Learning Activities:
DO NOW – Chronology activity
The King’s Medium Term Plan
Year 7 Learning Cycle 5 Learning Plan
Market Place activity for knowledge building – 2 monarchs. Learning teams with Lead Learners.
In Learning Teams, create a list of Elizabeth’s problems/predictions for next lesson.
PLENARY – What would you do? Hypothesis Exit ticket
Lesson 4 – How did Elizabeth solve the problems she faced?
Hypothesis 'Elizabeth’s main problem was that she was a woman.’
Progress Outcomes:
o To investigate the problems Elizabeth faced including foreign policy and marriage.
o To select the best solutions to Elizabeth’s problems.
o REACH: To critique Elizabeth’s choice and evaluate if they make her a successful monarch.
Learning Activities:
DO NOW – Your Foreign Policy exercise. Progress criteria/Problems picture quiz.
Key note quiz – assess your advisor abilities!
Individual evaluations of choices and successometer completion.
REACH – extended writing – Elizabeth’s success.
PLENARY – Hot seat - Elizabeth.
Home learning: SET; Thursday, DUE IN; Thursday, HOMEWORK SUPPORT; Thursday.
What do you think about the Tudors? – sheet with evaluation.
The King’s Medium Term Plan
Week 3
Year 7 Learning Cycle 5 Learning Plan
How did Elizabeth help England to become a major nation?
Lesson 5 – How did Elizabeth maintain a powerful image?
2+1
Hypothesis ‘To marry would appear weak for Elizabeth’
Progress Outcomes:
o To describe key words and include them in a paragraph about making England powerful.
o To examine suitors for Elizabeth and evaluate why she decided not to marry.
o REACH; To analyse portraits of Elizabeth to examine how she used them as a symbol of power.
o
Learning Activities:
DO NOW – Key word movement activity - playground.
5minute Learning Activities on making England powerful.
History Society delivered role play – Blind Date – voting slips
REACH – Interpretations exercise of portraits.
PLENARY – Ask the teacher – True/False? Blooms triangle.
Lesson 6: Mid Learning Cycle assessment
Hypothesis ‘Elizabeth was the greatest Tudor Monarch’
Progress Outcomes:
o To assess significance in History.
The King’s Medium Term Plan
Year 7 Learning Cycle 5 Learning Plan
Learning Activities:
Pupils will have to evaluate a number of Monarchs and using criteria, decide who was the most successful.
Home learning: SET; Thursday, DUE IN; Thursday HOMEWORK SUPPORT; Thursday
Powerful people exercise. Create image bank for leader of choice.
Week 4
Why were relationships with Spain so bad/How did England defeat the Armada?
2+1
Lesson 7 – Why were English relations with Spain so bad?
Hypothesis ‘King Phillip of Spain was upset because of the rejected marriage proposal’
Progress Outcomes:
o To explain the main causes of Phillip’s anger towards England.
o To prioritise the causes into order of importance.
o To analyse today’s hypothesis using these causes.
Learning Activities:
DO NOW; Picture analysis – what questions do you have?
Whole group reading/Q+A and card sort exercise.
Stack the card triangle exercise – adding reasons for choice to the pyramid sides.
Hypothesis extended writing using success criteria.
Lesson 8 – How did England defeat the Armada?
The King’s Medium Term Plan
Year 7 Learning Cycle 5 Learning Plan
Hypothesis ‘The wind was the only reason England defeated the Spanish Armada’.
Progress Outcomes:
o To report the events of the Armada attack.
o To analyse how the Armada victory has been interpreted in different ways.
o REACH; To evaluate whether the English had any impact on the victory.
Learning Activities:
DO NOW – 3 minute Progress activity – How to report on an attack.
Report summary in teams – chart.
Commander comparison activity in pairs – extended writing with success criteria/peer mark.
REACH – Class debate – did England significantly affect the outcome?
Newsflash activity – home learning introduction.
Home learning: SET; Thursday, DUE IN; Thursday, HOMEWORK SUPPORT; Thursday.
Newsflash – reporting on why England won the Armada. Level guidelines.
The King’s Medium Term Plan
Week 5
Year 7 Learning Cycle 5 Learning Plan
How do the greatest female Monarchs compare?
2+1
Lesson 9 + 10
Hypothesis ‘It is easier to be Queen in the 21st Century’
Progress Outcomes:
o To identify key features of Elizabeth, Victoria and Elizabeth II’s reign.
o To determine categories for assessing a Monarch’s success.
o To analyse each Monarch’s success.
o REACH – to debate who was the most successful Monarch.
Learning Activities:
Do now – Timeline success activity.
Learning team discussion and feedback – categories.
Research and note taking in Learning Teams, coordinated by Lead Learners.
REACH – Monarch allocation and Learning Team debate.
Home learning: SET; Thursday, DUE IN; Thursday, HOMEWORK SUPPORT; Thursday.
Revision – Q+A – guide given.
Weeks 6 and 7
Week 8
REVISION session using levelled guidelines and Learning to Learn activities.
Challenging Question focus and planning.
ASSESSMENT ‘What makes a successful Monarch?– focused on the Progress Objectives, using Bloom’s Knowledge, Explain,
Analyse and Evaluate.
The King’s Medium Term Plan
Weeks 9 and 10
Year 7 Learning Cycle 5 Learning Plan
Gap Teaching. Based on analysis of assessment and personalised to ensure progression.
Gap Analysis Reinforcement
Gap Reinforcement
Differentiated workshops on Level 4, 5 and 6 based on Attainment in History grid.
Levelled activities focused on Interpretation and Historical Enquiry in History skills. To include Learning to Learn techniques and
Communicating about the past essay writing.
Gap teaching takes place throughout the Learning Cycle after targeted pieces of levelled work and within differentiation.
Extended Learning
(This is not part of the THEMATIC EXTENSION – Investigation into successful Monarchs in our History and comparing these –Developing the ability to
‘timed’ schedule but is make links across and within periods.
seen as additional
www.schoolhistory.co.uk – quizzes to develop knowledge.
support)
REACH activities are embedded throughout the Learning Cycle plan and can be further extended each lesson if required.
Ongoing ‘Successometer’ and evaluation - ‘Create’ activity.