Recap of prior knowledge as a class - questioning the class and individual pupils, assessing what the children already know. Use of Dojos to reward, consolidating their previous understanding. Going over learnt dates and vocabulary. Prompting the pupils if they struggle with any of the facts. Recapping themes such as houses, dates, classes, cultures
Use of key vocabulary - battle, Tudor, dates, historian, centuries, monarchy, vagabonds
Cross curricular links - using Maths skills to work out important dates during the Tudor period, e.g. lasted 180 years. Use of roman numerals, timelines and dates. Art to design their own timeline. PSHE opportunities around the discussion of family trees and heritage
Reviewing learning objectives; allowing children to share own independent knowledge of the Tudor Royals - leads into what the lesson will look at and focus on
Resources - worksheet of the Tudor Monarchs, with relevant dates and names. Teacher-led discussion (using questioning and prompting) of the key facts, encouraging responses of interpreting the facts from the worksheet - the Monarchs and the order of their reigns. Using whiteboards to jot down ideas and their working out before finding their definite answer
By the teacher letting the children find the facts for themselves, they allow for good engagement and ownership of their learning, consolidation of dates and specific information. Allowing the children to be independent historians through enquiry, developing their subject knowledge
Looking at the current monarchy - family tree of the Royal family, guided by the teacher. Investigating the Queen's family members. Teacher correcting any misconceptions the children have about the rules of succession in the royal family, e.g. gender, heirs. by children learning about the current monarchy, they can apply this to past royal families, better understanding how monarchies existed
Teacher modelling how to accurately read family trees and understanding different members of the monarchy, assessing the children's understanding by their responses to her consistent questioning. Explaining different rules of heirs, e.g. if a monarch had no heir
Use of key principles of history - chronology. Pupils engaging in sequencing task, ordering the monarchs using chronology skills. Task directly related to the prior discussion - planning cycle. This also links directly to intent, implementation and impact
Allowing the children to decide how to layout their work - giving them independence and confidence within their learning experience. Differentiating the tasks to make it harder for some pupils by annotating some facts
Teacher consistently moving around the room, individually engaging the pupils, as they have discussed the tasks, monitoring how each child is grasping the topic content. Pausing within the task to correct any misconceptions and offer guidance to those who are unsure, and praise those who are doing well
Children are free to ask inquisitive questions about the topic they are learning; exploring their own knowledge and dwell on what they have been introduced to. Children working together to find the answers; helping each other when encountering struggles
Teacher hinting at future lesson content; creating engagement, excitement and enthusiasm
Coming together at the end of the task, gathering all the knowledge they have learnt and sharing their investigations. Recapping and consolidating what they have discovered. Teacher leading the information, asking the children
Introducing them to the next lesson content; Henry VIII, key information and interesting facts - asking the children for opinions of what qualities a king should have. Discussing their ideas of a class
Discussing previous knowledge of Henry, who he was and how he was. Focusing on a portraits of Henry, children using interpretation skills to understand the portraits and why Henry had them created. This new phase of the lesson creates new input and a new focus. Prompting new vocabulary and encouraging new ideas
Looking in detail at Henry's physique, look and clothing - investigative skills of why and how. Focusing on his wealth and power. This links to identity and themes
Introducing new vocabulary; 'tyrant' - what does this say about him? Investigating his character. Teacher adapts the lesson plan to accommodate children's questions
Resources - video clips; funny and makes learning entertaining. This shows the teacher using a range of sources - 15th Century Portraits and Horrible Histories, each with a particular focus for the lesson. Some sources (like Horrible Histories) can have questionable reliability - potential stereotypes and lack of depth
Interactive Kahoot quiz on laptops - engaging, fun and consolidates the knowledge they have learnt during the lesson. Also shows the teacher any gaps in the children's knowledge which may need reteaching and going over again