The Tudor period is an integral part of the KS3 curriculum, but often it's taught in a way that focuses purely on the characters of its soap-star monarchs. How do we get away from this approach and towards a more rigorous scheme of work that teaches about the many changes in Tudor England and the way that it laid the foundations for life today?
To try and answer this question, I made a podcast with the wonderful Mr. Crosby back in April.
Below is a summary by Helen Snelson, PGCE History Tutor and Head of History at The Mount School, York.
"They provide an overview to help teachers who have little knowledge of this period to see the wood for the trees. They then discuss where the Tudors could fit into a scheme of work and the way that teachers can progress their students' understanding of the discipline of history through studying 16th century England. They specifically discuss issues of progress from the common primary school approach to the Tudors. They suggest specific enquiries. For example, using Tudor propaganda to progress understanding of historical interpretation. Not just the portraits and engravings, but also some of the personal letters, which are complex but, if acted out first, students can be scaffolded to understand the meat in them. They point out that there is lovely detail in the early days of the printing press, for example in Foxe's Book of Martyrs. They also make the link to the work in English lessons on Shakespeare and they use glossaries to help with complex words. A recommended source is the National Archives. Also, university linked students can get free access via Athens into State Papers online, an encyclopaedia of all the correspondence ever sent. There are excellent exhibition catalogues too e.g. from the major galleries and museums.
What are the merits of learning this period? Laura explains how the Tudor period is important in order to understand the foundations of modern Britain. There are also points of resonance, such as in the use of propaganda and celebrity. They both raise the issue of contextualising the Shakespeare period and the cross-curricula nature of this. The possibilities of exploring the Tudor period using Shakespeare as a source are also discussed.
Laura expands in detail about how the Tudor period helps progress with the key concepts and processes. She would take a variety of sources as the basis of a scheme of work on the Tudors. Her developing enquiry work in this area is about challenging misconceptions about them. For example, debunking popular statements about Elizabeth using evidence. She wants to work with the pupils misconceptions, not give them other peoples. Crucial to this are activities to recreate a church, a court etc via role play to make sure that they have the necessary sense of period to make sense of the specific historical learning. For example, so that pupils understand the King was inaccessible to most people and the consequences of this. She also plans to use several everyman chararacters as a vehicle for progressing knowledge about continuity and change throughout the period.
A self-confessed Tudor geek, Laura gives a final flourish about why Wolsey is her hero!"
To try and answer this question, I made a podcast with the wonderful Mr. Crosby back in April.
Below is a summary by Helen Snelson, PGCE History Tutor and Head of History at The Mount School, York.
"They provide an overview to help teachers who have little knowledge of this period to see the wood for the trees. They then discuss where the Tudors could fit into a scheme of work and the way that teachers can progress their students' understanding of the discipline of history through studying 16th century England. They specifically discuss issues of progress from the common primary school approach to the Tudors. They suggest specific enquiries. For example, using Tudor propaganda to progress understanding of historical interpretation. Not just the portraits and engravings, but also some of the personal letters, which are complex but, if acted out first, students can be scaffolded to understand the meat in them. They point out that there is lovely detail in the early days of the printing press, for example in Foxe's Book of Martyrs. They also make the link to the work in English lessons on Shakespeare and they use glossaries to help with complex words. A recommended source is the National Archives. Also, university linked students can get free access via Athens into State Papers online, an encyclopaedia of all the correspondence ever sent. There are excellent exhibition catalogues too e.g. from the major galleries and museums.
What are the merits of learning this period? Laura explains how the Tudor period is important in order to understand the foundations of modern Britain. There are also points of resonance, such as in the use of propaganda and celebrity. They both raise the issue of contextualising the Shakespeare period and the cross-curricula nature of this. The possibilities of exploring the Tudor period using Shakespeare as a source are also discussed.
Laura expands in detail about how the Tudor period helps progress with the key concepts and processes. She would take a variety of sources as the basis of a scheme of work on the Tudors. Her developing enquiry work in this area is about challenging misconceptions about them. For example, debunking popular statements about Elizabeth using evidence. She wants to work with the pupils misconceptions, not give them other peoples. Crucial to this are activities to recreate a church, a court etc via role play to make sure that they have the necessary sense of period to make sense of the specific historical learning. For example, so that pupils understand the King was inaccessible to most people and the consequences of this. She also plans to use several everyman chararacters as a vehicle for progressing knowledge about continuity and change throughout the period.
A self-confessed Tudor geek, Laura gives a final flourish about why Wolsey is her hero!"
