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
New for 24/25: British history 3: How hard was it to invade and settle in Britain?
Get startedLessons
Lesson 1: Fair ruler or tyrant? What was Henry VIII really like?
Lesson 2: Why did Henry VIII have so many wives?
Lesson 3: Why was Anne Boleyn executed?
Lesson 4: What was a Royal Progress?
Lesson 5: What was a Royal Progress like?
Lesson 6: What can inventories tell us about life in Tudor times? (Part 1)
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
Assessment – History Y5: 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’.