Tudor Throne Origins

Lesson Overview

This 30-minute lesson introduces Year 5 students to the historical reasons why the Tudor dynasty came to the English throne. This aligns with the National Curriculum for History (Key Stage 2, Years 3-6), specifically the strand that explores significant historical periods and events that shaped Britain. The lesson focuses on developing chronological understanding, causal explanation, and historical enquiry through an engaging, hands-on activity.

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National Curriculum Links

• History Programmes of Study: Years 3-6
  Pupils should be taught to:

  • Understand the chronology of significant events — Understand how events such as the Wars of the Roses led to the Tudor period.
  • Understand cause and consequence — Explain why the Tudors came to power by linking causes and effects.
  • Use historical sources — Explore and interpret historical evidence to ask questions about the past and build a narrative.

• Relevant National Curriculum Statements:

  • "A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066."
  • "Note connections, contrasts and trends over time."
  • "Ask and answer questions and develop a clear narrative within and across periods studied."

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WALT (We Are Learning To)

• Outline the reasons why the Tudor family came to the throne of England.
• Use a historical timeline to place events in order and explain their connections.

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Success Criteria

• I can explain key causes of the Tudor succession (Wars of the Roses, Battle of Bosworth, Henry Tudor’s claim).
• I can use a timeline to sequence events accurately.
• I can work with my group to discuss how events are connected.

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Resources

• Printed timeline cards with key events and characters (e.g., Battle of Bosworth, Richard III, Henry Tudor).
• Map of England during late 15th century.
• Fact cards with simplified dyslexia-friendly text (clear font, large spacing, bullet points).
• Whiteboard and markers.
• Sticky notes or coloured dots for voting.

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Lesson Structure

1. Introduction (5 minutes)

• Briefly set the context: "The Tudor dynasty came after a long struggle called the Wars of the Roses."
• Show a simple map and point out where the Tudors were from (Wales), introducing Henry Tudor.
• Engage students by asking if they know any Tudor monarchs (like Henry VIII or Elizabeth I) and explain that they will discover why Henry Tudor became king.

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2. Practical Group Activity: Timeline Mystery (20 minutes)

Objective:
Students will work collaboratively to piece together a timeline showing the events leading to the Tudors’ rise to the throne.

Instructions:

• Divide the class into groups (one group if only 5 students).

• Each group receives:

  • A set of event cards (printed with images and clear bullet points) about key moments like:
    • The Wars of the Roses (Lancaster vs York)
    • Death of King Edward IV
    • Battle of Bosworth Field (1485)
    • Henry Tudor’s claim and exile
    • Marriage to Elizabeth of York
  • A blank timeline strip marked with years around the late 15th century.

• Students arrange the cards in order and discuss what happened and why.

• Teacher circulates to prompt with questions: "Why might Henry Tudor’s claim be important?" "What was the significance of the Battle of Bosworth?"

• Students stick cards on the timeline and add arrows linking events to causes or consequences.

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3. Plenary: Sharing and Reflection (5 minutes)

• Each student shares one key reason why the Tudors came to power.
• Teacher summarises: "Because of the Wars of the Roses, Henry Tudor’s claim through his mother, and his victory at Bosworth, the Tudor dynasty began."
• Use sticky notes or coloured dots for students to vote on which factor they think was most important and briefly discuss varying opinions.

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Differentiation

Learner Type	Strategy
Lower ability / SEND	Use simplified fact cards with images; one-on-one support during timeline activity; pair with peer buddy.
EAL learners	Pre-teach key vocabulary (e.g., dynasty, claim, battle); visual aids and gestures; bilingual support if available.
Dyslexic learners	Dyslexia-friendly reading format: simple font like Comic Sans or Arial, larger font size, coloured paper options; oral instructions; visual timeline to reduce reading load.
Advanced learners	Extension: Write a short paragraph explaining which event they think was most important and why, using historical vocabulary.

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Assessment and Feedback

• Ongoing verbal assessment during practical activity through questioning.
• Use students’ timeline sequences to check understanding of chronological order and causality.
• Evaluate plenary votes and reasoning as an informal formative assessment.
• Provide verbal feedback highlighting clear understanding or corrections.

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Extension Ideas

• Research and present a short mini-biography on another key figure from the Wars of the Roses or early Tudor period (e.g., Richard III, Elizabeth of York).
• Create a simple comic strip retelling the Battle of Bosworth Field from Henry Tudor’s perspective.

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This lesson plan provides a kinaesthetic, visual, and discussion-based approach to understanding Tudor succession — engaging Year 5 pupils whilst directly referencing the National Curriculum requirements.