The Tudors (1485 -1603)
History
Year 8
Section 1
Outcome
Knowledge,
Skills &
Understandi
ng
Content
Resources
SMSC
Literacy
Numeracy
Section 2
Outcome
Knowledge,
Skills &
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Renaissance Revolution
and Reformation
England at the turn of the 15th Century
● To describe some aspects of England (geography/govt./religion/social) – LEVEL 4
● To explain some these aspects – LEVEL 5
● To explain and analyse why life 500 years ago was difficult – LEVEL 6
▪ What was England like in 1500?
▪ Who were the Tudor monarchs - timeline
Mind map ideas of England 500 years ago
Discuss the power point on Tudor England
Stick Tudor timeline into books
Students complete the Croydon Gazette exercise
Students complete the question ‘ Was life in 16th century England difficult’ ?
● Power point
● Croydon Gazette worksheet (word)
Social and cultural: to begin to understand social and cultural England in 1500
Extended answer responses
Tudor timeline and how long each monarch ruled for
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England in 1500 – group project (three lesson to complete and present)
● To describe some aspects of England (geography/govt./religion/social) – LEVEL 4
● To explain some these aspects – LEVEL 5
● To explain with detail and supportive evidence several aspects of Tudor England – LEVEL 6
● To describe further aspects on England 500 years ago – Level 4
● To explain several aspects of 16th century England
Understandi
ng
Content
Resources
SMSC
Literacy
Numeracy
Section 3
Outcome
Knowledge,
Skills &
Understandi
ng
Content
Resources
SMSC
Literacy
Numeracy
Section 4
Outcome
●
To explain and analyses aspects of England in the 16th century
● Students to work in groups of 4
● Students given group instruction document which guides student research
● Students discuss and put together a poster or power point
● Textbook: KS3 History (England 14585-1750)
● Chrome books
Social and cultural: understand how life has changed from 16th century society
Posters
What is Parliament?
Describe what English parliament is – LEVEL 4
Explain the roles and functions of England parliament – LEVEL 5
Analyse how important parliament was to the Tudor monarchs – LEVEL 6
▪ The role of parliament today and then
▪ Why did monarchs need parliament on their side?
▪ Comprehension writing
▪ Discuss the role and make up of government today
▪ Students mind map why Elizabeth II is important today for England/ why she may no longer be important
▪ Students read through the ‘King and Parliament’ worksheet and answer the questions
▪ Extension tasks: Why is it important to share power with the monarch/primeminister and not allow him/her total control?
King and Parliament worksheet
Cultural: understanding of how our government works today and in what ways it has evolved since 16 th century
Reading of the worksheet and answers to be given in full sentences
Who was Henry VIII?
Describe the characteristics of Henry VIII– LEVEL 4
Explain with some detail the character of Henry VIII from the sources – LEVEL 5
Interpret the character of Henry VIII from the sources and use quotes to support – LEVEL 6
Knowledge,
Skills &
Understandi
ng
Content
Resources
SMSC
Literacy
Numeracy
Section 5
Outcome
Knowledge,
Skills &
Understandi
ng
Content
Resources
SMSC
Literacy
Numeracy
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Source analysis
Why different people had different impressions of Henry VIII
▪ Quickly complete the ‘Wives of Henry VIIII’ worksheet as a warm up exercise
▪ Discuss the meaning of bias and how an audience and circumstances can affect what we say
▪ Hand out the character statements for Henry VIII (higher and lower ability)
▪ Students complete the sources table
▪ Students given the assessment document (with writing frame) and produce a charcher report of Henry VIII
Wives of Henry VIII worksheet
Character evaluation sheets
Assessment sheet which includes mark scheme
Cultural: how bias, audience and circumstances affect what we report
Written assessment
Years of marriage to individual wives of Henry VIII
The problems of Henry VIII
To describe the problems in the 1530’s – LEVEL 4
To be able to explain the problems Henry was facing – LEVEL 5
To interpret how Henry’s problems were much more than just needing a divorce from C of A – LEVEL 6
▪ What problems was Henry facing in the 1530’s
▪ What was the most significant problem Henry faced?
▪ Working together as a group
Discuss the power points and complete the activities listed
Students complete the question: What was the most important reason for Henry wanting a divorce and why?
Hand out role play instructions – other power points on information (ATO documents) can be uploaded onto google classroom to help
students build their plays
Text book: KS3 1485-1750
Social: working together as a group
Moral: was Henry correct in seeking a divorce as the answer to his problems?
Written responses to guiding questions
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Section 6
Outcome
Knowledge,
Skills &
Understandi
ng
Content
Resources
SMSC
Literacy
Numeracy
Section 7
Outcome
Knowledge,
Skills &
Understandi
ng
Content
Resources
SMSC
What was the new religion of Protestantism?
To describe the new beliefs of Protestantism – LEVEL 4
To explain how Protestantism and Catholicism differed – LEVEL 5
To analyse how and why Martin Luther’s ideas became popular – LEVEL 6
▪ Understanding the beliefs of Protestantism and abuses of catholicism
▪ Who was Martin Luther?
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Begin to understand why England is protestant today
▪ Understand how Protestantism made Henry’s actions easier to undertake
▪ Read and discuss ‘Who were the Protestants’ power point and answer the guiding questions
▪ Assessment: letter to the pope
Who were the Protestants pp
Text book: KS3 History 1485-1750
Cultural: why the UK is Protestant today?
Moral: understand the abuses of 16th century catholicsm and why Martin Luther founded his new religion
Spiritual: understanding what Protestantism is
Letter to the papacy
The churches of Edward VI
To describe a protestant church– LEVEL 4
To compare a protestant and catholic church – LEVEL 5
To analyse why protestant and catholic churches are different and explain why – LEVEL 6
▪ The religious direction of Edward VI
▪ The differences in a protestant and catholic church
▪ Working in pairs
▪ Students make notes from worksheet on Edward VI
▪ Students work on poster paper. They divide the paper in two and show the interior of a protestant and catholic church
Textbook: KS3 History 1485-1750
Document: Edward VI
A2 paper
Spiritual – Students understand the differences in a protestant and catholic church
Literacy
Numeracy
Cultural: Students understand why churches in the UK are like they are inside.
Explaining the differences in the two churches
Each section is designed to be an hour in length
Section 8
Outcome
Knowledge,
Skills &
Understanding
Content
Resources
SMSC
Literacy
Numeracy
Section 9
Outcome
Knowledge,
Skills &
Understanding
Content
Resources
SMSC
Literacy
Numeracy
Section 10
How bloody was ‘Bloody Queen Mary?
To describe the reputation of Queen Mary Tudor– LEVEL 4
To explain the reasons why she has her violent reputation – LEVEL 5
To analyse whether she deserves her reputation in history – LEVEL 6
▪ Evaluating sources on Mary I
▪ Extracting source based information
▪ Making historically accurate assumptions
▪ Students work from text book ‘History 1485-1750’ (pages 24-25)
▪ Students answer question 1a and 1b.
▪ Class votes on whether she deserves her reputation or not.
Textbook: KS3 History 1485-1750
Cultural – have unfairly given Mary I a bad reputation?
Written tasks 1a and 1b; extracting evidence from sources
The length of Mary I reign of England
Elizabeth I: the religious settlements that she made
To describe the religious settlements she introduced– LEVEL 4
To explain the religious changes, highlighting compromise and conflict between the two religions – LEVEL 5
To analyse the religious settlements/changes and explain why they were both loved and hatedb– LEVEL 6
▪ The religious direction Elizabeth
▪ Understanding the ’compromises’ that she made
▪ Understanding the meaning of compromise
▪ Work through Elizabeth I 1458-1603 pp
▪ Students need the text book KS3 History 1485-1750 (28-29) to answer the PP questions
Textbook: KS3 History 1485-1750
Elizabeth I power point
Spiritual – understanding the cementing of the UK becoming a protestant country under Elizabeth
Spiritual – recognising the religious compromises Elizabeth made.
Completion of power point questions in full paragraphs
The image of Elizabeth I
Outcome
Knowledge,
Skills &
Understanding
Content
Resources
SMSC
Literacy
Numeracy
Section 11
Outcome
Knowledge,
Skills &
Understanding
Content
Resources
To describe the different images of Elizabeth– LEVEL 4
To explain the different images of Elizabeth – LEVEL 5
To analyse with facts and details, why Elizabeth assumed certain public images – LEVEL 6
▪ The use of political symbolism today
▪ Understanding the term ‘Virgin Queen’
▪ Identifying symbols from historical portraits
▪ Students work on Images of Elizabeth I pp and complete the 6 portraits ▪ Assessment: students complete formal assessment task
Images of Elizabeth I power point
Social/ cultural: understanding political symbols in everyday life
Spiritual: understanding religious symbolism
Assessment: The image of Elizabeth 1 assessment task
The Spanish Armada
To describe the reasons for the defeat of the Armada– LEVEL 4
To explain the reasons for the defeat of the Armada – LEVEL 5
To analyse the reasons and political/religious implications for England of defeating the Armada – LEVEL 6
▪ Spanish Armada battle of 1588
▪ Researching the reasons for the defeat using ICT
▪ Long term/ short term causes: what do they mean?
▪ Newspaper reporting
▪ Biased – power of the audience
▪ Work through Armada power point – card sorting/ youtube
▪ On completion, students work through part II – using ICT guidelines worksheet
▪ Assessment: Newspaper report on the Armada defeat – instructions provided on worksheet
▪ Role play: student led roleplays on the the Armada
Power Point from ATO
ICT guideline documents on the Armada
SMSC
Spiritual: students learn how England was finally free from foreign Catholic invaders (Spain)
Literacy
Newspaper assessment
Numeracy