Tudor Monarchs Explored

Lesson Overview

Duration: 30 minutes
Class Size: 5 students
Unit: Tudor Times Uncovered (Lesson 2 of 6)
Topic: Meet the Monarchs: Henry VIII and Edward VI

---

National Curriculum Links

• KS2 History - Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, specifically:
  • The Tudor period (c.1485–1603)
• Pupils should note connections, contrasts and trends over time, understanding how the monarchy and government evolved.
• Pupils should understand historical concepts such as cause and consequence and use a range of sources to support their understanding.
• Relevant National Curriculum Programme of Study (History):
  • “A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066.”

---

Learning Objectives (WALT)

• We Are Learning To:
  • Understand the key events and characteristics of King Henry VIII’s and Edward VI’s reigns.
  • Identify and interpret historical evidence about their leadership.
  • Compare and contrast the two monarchs’ impacts on the Tudor monarchy.

---

Success Criteria

• I can name two important facts about Henry VIII and Edward VI.
• I can explain how Henry VIII and Edward VI changed the monarchy and religion in England.
• I can use historical sources to form my own opinion about each monarch’s leadership.
• I can discuss similarities and differences between Henry VIII and Edward VI.

---

Resources

• Age-appropriate biographical booklets on Henry VIII and Edward VI (dyslexia-friendly fonts, e.g. OpenDyslexic)
• Printed images/artwork of Henry VIII and Edward VI (portrait prints)
• Timeline cards (key events) for sequencing activity
• Worksheet with guiding questions for historical evidence on reign changes
• Whiteboard and marker or large paper for group mind mapping

---

Lesson Structure

1. Starter (5 minutes)

Activity: Quick Recap & Introduction

• Begin with a quick recap: “Last lesson we looked at Tudor life—today, we meet two important kings!”
• Show portraits of Henry VIII and Edward VI, asking:
  • “What do you notice about the two portraits?”
  • “Have you heard their names before? What do you know?”
• List initial thoughts on board or paper.

---

2. Main Teaching (15 minutes)

Activity 1: Interactive Storytelling & Evidence Gathering (10 mins)

• Read aloud or play an audio-story snippet about Henry VIII’s reign. Highlight:
  • His six marriages and break with the Catholic Church.
  • Establishment of the Church of England.
• Follow with Edward VI’s reign highlights:
  • His minority and rule under regents.
  • Protestant reforms under his leadership.
• Pupils read paired dyslexia-friendly booklets individually or in pairs, supported by the teacher as needed.
• Task: Using timeline cards, sequence 5 key historical events from both reigns together.

Activity 2: Historical Evidence Discussion (5 mins)

• Hand out worksheet with short quotes and images relating to both monarchs’ leadership changes (e.g., quote from a Tudor historian, images of religious artefacts).
• In pairs, pupils discuss:
  • “What does this source tell us about Henry VIII/Edward VI?”
  • “Do you think these changes were positive or negative? Why?”
• Share ideas aloud and write key points on board for a class mind map comparing both monarchs.

---

3. Plenary & Assessment (10 minutes)

Activity: Opinion Formation & Reflection

• Each pupil chooses which monarch they think was a stronger leader and why, using evidence discussed.
• Share their opinion in a short sentence aloud or written (teacher supports transcription for writing difficulties).
• Use success criteria checklist to self-assess their understanding by ticking off statements.
• Teacher gives verbal feedback linking back to success criteria.

---

Differentiation Strategies

• For those with additional needs:

  • Use dyslexia-friendly text mediums and oral storytelling to reduce reading load.
  • Provide sentence starters for opinion formation, e.g., “I think Henry VIII was important because…”
  • Visual timelines and pictorial cards aid sequencing and memory.

• For advanced learners:

  • Challenge with deeper questions such as: “How might England have been different if Edward VI lived longer?”
  • Encourage independent research on one of Henry VIII's marriages or Edward VI’s regents to report back in next lesson.

---

Extension Activities

• Create a class “Monarchs’ Impact Chart” comparing Henry VIII and Edward VI across politics, religion, and society for display in the classroom.
• Write a diary entry imagining life as a Tudor child during Henry VIII’s or Edward VI’s reign, using historical facts from today’s lesson.

---

Notes on Teaching Style

• Use a mix of visual, auditory, and kinaesthetic learning approaches to cater to diverse learners.
• Keep pace brisk to maintain engagement with short, focused activities given small class size.
• Foster open discussion and ensure every student’s voice is heard in this intimate group setting.

---

End of Lesson Plan