Please note
We hope you enjoy the new, improved lessons. If you have based your planning on the previous version of this unit, access the original lessons here.
Unit outcomes
Pupils who are secure will be able to:
- Extract information about Henry VIII from sources and explain and justify their interpretation of Henry VIII using evidence from sources.
- Make deductions from sources about Anne Boleyn, interpret historical sources and supporting interpretations with evidence.
- Use sources to make deductions about Henry VIII’s wives and use evidence to support deductions, evaluating which of his wives best met his requirements.
- Identify primary sources, highlighting evidence in a source and make historical deductions from evidence.
- Select the relevant evidence required from sources and recreate Elizabeth’s entrance into Worcester.
- Make deductions using inventories and making judgements as to whether a person was rich or poor.
- Explain how inventories are useful to historians and create a realistic inventory.
Suggested prior learning
British history 3: How hard was it to invade and settle in Britain?
Get startedLessons
Archived Lesson 1: Fair ruler or tyrant? What was Henry VIII really like?
Archived Lesson 2: Why did Henry VIII have so many wives?
Archived Lesson 3: Why was Anne Boleyn executed?
Archived Lesson 4: What was a Royal Progress?
Archived Lesson 5: What was a Royal Progress like?
Archived Lesson 6: What can inventories tell us about life in Tudor times? (Part 1)
Archived Lesson 7: What can inventories tell us about life in Tudor times? (Part 2)
Key skills
- Sequencing events on a
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Key knowledge
- To know relevant dates
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Key vocabulary
Tudor
Battle of Bosworth
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Unit resources
Archived Assessment – History UKS2: What was life like in Tudor England?
Assessment resources for this unit. Use
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Knowledge organiser
A summary document to support children's
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Unit vocabulary
Subject resources
Policy support
This document outlines the intent and
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History: Long-term plans
A standard and mixed-age version of
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National curriculum mapping
This document shows each of the
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History: Pupil progression of skills
Progression documents showing how skills and
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Mixed-age | Assessment
A downloadable spreadsheet to record teacher
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Equipment list
A list of essential and optional
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Mappingㅤ
This document shows schools how Kapow's
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Cross-curricular opportunities
English
‘Pupils should be taught to:
- use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
- articulate and justify answers, arguments and opinions
- draft and write by:
- in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
- participate in discussions, presentations, role play, improvisations and debates’.