Tudor Time Travel

Lesson 1: Lives of Tudor Monarchs

WALT: Name and describe lives of significant Tudor individuals (Henry VIII, Edward VI, Mary I, Elizabeth I)

National Curriculum Links

• KS2 History: A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 (Tudor period).
• Pupils should be taught to: Know and understand significant people from the past and their impact.

Success Criteria

• I can name the four main Tudor monarchs.
• I can describe one important fact about each Tudor monarch.
• I can explain why these monarchs are significant in British history.

Activities

1. Introduction with Portrait Gallery (15 mins)
   Show images of Henry VIII, Edward VI, Mary I, and Elizabeth I. Ask pupils to share what they know or guess about each monarch’s life.

2. Interactive Storytelling (20 mins)
   Teacher tells short, engaging stories about each monarch focusing on key life events and personalities. Use a Tudor timeline poster for visual aid.

3. Matching Game (15 mins)
   Pupils match facts and images to the correct monarch card in small groups (5 groups of 5). Include dyslexia-friendly cards with clear font and simple language.

4. Class Quiz and Discussion (10 mins)
   Quick quiz to recall monarchs with facts. Encourage pupils to explain why each monarch was important.

Differentiation

• Support: Provide labelled images and fact sheets with bullet points for EAL or SEN pupils.
• Challenge: Ask advanced learners to research one lesser-known Tudor figure and share interesting facts.

Extension Activity

Write a diary entry from the perspective of a Tudor monarch describing a typical day.

Dyslexia-Friendly Reading

Use sans-serif fonts (Arial, Comic Sans), coloured background (cream), and short, clear sentences on all printed materials.

---

Lesson 2: Forming Opinions from Evidence

WALT: Use historical evidence to form opinions on Tudor monarchs

National Curriculum Links

• KS2 History: Understand that different versions of the past may exist, giving reasons for this.
• Develop skills of historical enquiry and using evidence.

Success Criteria

• I can locate and use Tudor sources to find information.
• I can express my opinion about a Tudor monarch based on evidence.
• I understand that sources can show different perspectives.

Activities

1. Source Exploration (20 mins)
   Provide a range of primary (portraits, quotes, laws issued by monarchs) and secondary sources (child-friendly extracts from histories).

2. Group Discussion (15 mins)
   Groups analyse different sources about Henry VIII or Elizabeth I to decide if they think the monarch was “good” or “bad” and why.

3. Opinion Chart (15 mins)
   Each pupil completes an opinion chart showing evidence and their viewpoint. Use sentence starters for scaffolding.

4. Sharing and Reflection (10 mins)
   Groups share opinions; discuss why historians might have different ideas.

Differentiation

• Support: Provide simplified sources with pictures and key points for lower ability learners.
• Challenge: Encourage learners to consider bias and compare different types of evidence.

Extension Activity

Create a Tudor “evidence detective” poster explaining how to recognise trustworthy sources.

Dyslexia-Friendly Reading

Use bullet points and highlight key words in bold for source summaries.

---

Lesson 3: Rise of the Tudors

WALT: Explain how the Tudors came to power

National Curriculum Links

• KS2 History: Understand how people’s lives have shaped Britain.
• Study the chronology of British history including key events and changes.

Success Criteria

• I can explain the Wars of the Roses simply.
• I can describe how Henry VII won the throne and started the Tudor dynasty.
• I can place the start of the Tudor period on a timeline.

Activities

1. Story Animation (15 mins)
   Teacher-led animated narrative or video clip on the Wars of the Roses and Henry Tudor’s victory.

2. Role-Play Activity (20 mins)
   Pupils act out key moments: Battle of Bosworth Field, Henry Tudor becoming King. Use simple costumes/props.

3. Timeline Construction (15 mins)
   Pupils place key events leading to Tudor reign on large classroom timeline strips collaboratively.

4. Q&A and Review (10 mins)
   Recap through questions and thumbs up/down answers.

Differentiation

• Support: Use visuals and map outlines to assist understanding of battles and places.
• Challenge: Explore how Henry used marriage to strengthen his claim.

Extension Activity

Research another family involved in the Wars of the Roses and present a fact file.

Dyslexia-Friendly Reading

In role play scripts, use larger fonts and clear spacing between lines.

---

Lesson 4: Church of England Turning Point

WALT: Describe a turning point in British history such as the Church of England

National Curriculum Links

• KS2 History: Study of significant events that shaped British history.
• Develop understanding of cause and consequence.

Success Criteria

• I can explain why Henry VIII wanted to break from the Catholic Church.
• I can describe how the Church of England was created.
• I can identify the impact this had on Tudor England.

Activities

1. Cause and Effect Discussion (15 mins)
   Discuss reasons Henry VIII broke from Rome using a cause/effect diagram.

2. Story Card Sequencing (20 mins)
   Pupils sequence cards showing events leading to the Reformation and Church of England’s formation.

3. Class Debate (15 mins)
   Pupils divided to express either Henry’s or the Pope’s point of view.

4. Reflection Writing (10 mins)
   Pupils write a sentence about why this was a turning point.

Differentiation

• Support: Use simplified cards with images and keywords.
• Challenge: Link the change to future monarchs and religious issues.

Extension Activity

Investigate how the change affected ordinary people’s lives then share via drawing or writing.

Dyslexia-Friendly Reading

Use coloured overlays and clear headings on all materials.

---

Lesson 5: Tudor Everyday Life

WALT: Describe everyday life during Tudor times (homes, clothing, wealth)

National Curriculum Links

• KS2 History: Understand aspects of social history and differences between rich and poor.

Success Criteria

• I can describe differences between rich and poor Tudor homes.
• I can identify typical Tudor clothes for rich and poor people.
• I understand how wealth affected lifestyle in Tudor times.

Activities

1. Picture Gallery & Discussion (15 mins)
   Show images of Tudor homes and clothing; discuss differences.

2. Sorting Activity (20 mins)
   Pupils sort cards into whether they belonged to rich or poor Tudors — homes, clothes, food etc.

3. Mini Role Play (15 mins)
   Pupils act out a day in the life of a rich Tudor child and a poor Tudor child using props.

4. Draw & Label (10 mins)
   Draw a Tudor home or outfit and label items seen.

Differentiation

• Support: Provide labelled vocabulary lists with pictures.
• Challenge: Research warfare and its impact on Tudor lifestyle.

Extension Activity

Create a Tudor recipe and discuss how food varied by wealth.

Dyslexia-Friendly Reading

Use pictorial glossaries and chunk text into small sections.

---

Lesson 6: Tudor Timeline Challenge

WALT: Develop chronological understanding and place events on a timeline

National Curriculum Links

• KS2 History: Construct informed responses that involve thoughtful selection and organisation of relevant historical information.

Success Criteria

• I can order key Tudor events correctly.
• I can explain why placing events in order helps us understand history.
• I can create my own timeline with dates and pictures.

Activities

1. Review Previous Learning (10 mins)
   Quick recapping of key Tudor events covered so far.

2. Create Individual Timelines (25 mins)
   Pupils create a timeline strip including monarchs, key events (Wars of Roses, Church of England), and everyday life milestones.

3. Peer Review (15 mins)
   Pupils show timelines to peers and check for correct order and details.

4. Reflective Discussion (10 mins)
   Discuss how chronological understanding helps us learn history better.

Differentiation

• Support: Use pre-prepared event cards with dates for ease of ordering.
• Challenge: Add in extra Tudor facts or international events contemporaneous with Tudor reign.

Extension Activity

Make a digital timeline using simple software or drawing apps.

Dyslexia-Friendly Reading

Ensure all event cards use clear fonts, highlight dates, and simple wording.

---

Overall Unit Notes:
This sequence develops pupils’ historical knowledge and enquiry skills progressively, aligned with the National Curriculum. Each lesson includes opportunities for differentiation and dyslexia-friendly supports to ensure inclusivity. Extension activities encourage independent learning and deeper engagement. The unit balances storytelling, hands-on activities, visual aids, and critical thinking for a dynamic Tudor history experience.