Off with her head!
What sort of man would order the beheading of his wife? Was she really that bad? Travel back in time to the 1500s and meet the terrifying Tudors, a domineering dynasty that changed our history. We will use source materials to create a Tudor timeline. Internet research will help us learn more about Henry’s life, his marriages and his break from the Roman Catholic church. Children will also research one of the most famous trials the world has ever known, The Trial of Anne Boleyn, investigating Anne's life and crimes. We will research the homes of Henry VIII, his numerous wives and children. Children will find out about Tudor crimes and punishments.
❇ MEMORABLE MOMENT
Visit Ordsall Hall
️✏️ WRITING OPPORTUNITIES
Throughout this unit of work we will be writing historical narratives, biographies, letters and newspaper reports.
🌳 LEARNING OUTSIDE THE CLASSROOM
In this unit of work we will be serving 'time' completing some tasks allocated to the people of Tudor times as punishment.
Unit Sequence: Learning Intentions
To study and aspect or theme in British history that extends pupils chronological knowledge beyond 1066.
To gain historical perspective by placing their growing knowledge into different contexts: understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
To gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’.
To give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings. (Spoken Language)
To select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. (English)
To ask relevant questions to extend their understanding and knowledge. (Spoken Language)
To use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. (Spoken Language)
To maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments. (Spoken Language)
To present opinions, points of view and arguments related to a topic or debate. (Spoken Language)
To listen and respond appropriately to adults and their peers. (Spoken language)
To consider and evaluate different viewpoints, attending to and building on the contributions of others. (Spoken Language)
To plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.(Science)
To use test results to make predictions to set up further comparative and fair tests. (Science)
To report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations. (Science)
To identify scientific evidence that has been used to support or refute ideas or arguments. (Science)
To give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic. (Science)
APPROXIMATE LENGTH OF UNIT: 15 hours
🏁 BIG FINISH
The Trial of Anne Boleyn
📖 FOCUS TEXT(S)
The class will be reading Treason by Berlie Doherty.