Learning objective
- To reconstruct a Royal Progress using a range of primary sources.
Success criteria
- I can assess the reliability of primary sources.
- I
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National curriculum
History
The national curriculum for history
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Cross-curricular links
English
Writing
Pupils should be
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Before the lesson
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Lesson plan
Recap and recall
This lesson and unit build on knowledge and concepts introduced in this lesson: Year 5, Unit 1, Lesson 4: What was a Royal Progress like?, in which children investigated the Worcester Royal Progress of 1575. Display the Presentation: Elizabeth I and ask the children to observe each image of Elizabeth I and discuss the questions shown in pairs.
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Extended-mode explainer videos
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Adaptive teaching
Pupils needing extra support
Could focus on the appearance of Worcester, recreating Elizabeth’s entrance into the city and her reception by the council using the Activity: Elizabeth visits Worcester (support), which provides sentence starters for the children.
Pupils working at greater depth
Could focus on recreating the precise details from the Progression using the sources from the Activity: Elizabeth visits Worcester.
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Assessing progress and understanding
Pupils with secure understanding indicated by: selecting the relevant evidence required from
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Vocabulary definitions
-
reliability
Being trustworthy and accurate.
-
audience
The person or people a source was written or intended for.
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In this unit
Assessment - History Y5/6 (A): What was life like in Tudor England?
Y5/6 (A): Lesson 1: Fair ruler or tyrant? What was Henry VIII really like?
Y5/6 (A): Lesson 2: Why did Henry VIII have so many wives?
Y5/6 (A): Lesson 3: Why was Anne Boleyn executed?
Y5/6 (A): Lesson 4: What was a Royal Progress?
Y5/6 (A): Lesson 5: What was a Royal Progress like?
Y5/6 (A): Lesson 6: What can inventories tell us about life in Tudor times? (Part 1)
Y5/6 (A): Lesson 7: What can inventories tell us about life in Tudor times? (Part 2)
Maintained by: Kapow Primary team
Last update: 10th October, 2024
