Key Stage 1

History | Science

History

History Curriculum links:

• Historical enquiry
• Knowledge, skills and understanding of events, people and changes in the past
• Breadth of study:
  • Exploring the way of life of people in the distant past who lived in the local area
  • Exploring past events from the History of Britain
  • Making a historical comparison

Pre-visit activities

• Use a timeline of the Wars of the Roses to help pupils place the Battle of Bosworth chronologically and establish why the Battle of Bosworth is an important event. Pupils could form the timeline themselves, each representing a different character or event.
• Tell pupils the story of the Wars of the Roses and introduce the Battle of Bosworth. Each pupil should be given an event or scene to draw or create a montage for a class display. Work with pupils to identify questions to be investigated during the visit to add to the display following the visit.
• As a group, study paintings of Richard III and Henry Tudor. Ask pupils to use the paintings to guess how we can tell that they lived a long time ago, what the painting depicts, who might have painted it and if the paintings give any clues about what kind of people they were.
• If pupils are participating in a Living History session, with Les Routiers de Rouen or Mick the Fletcher show them pictures of the characters featured on the website and ask them to guess what they might teach the pupils.
• If pupils are participating in a heraldry workshop, design a heraldic standard for their family. Discuss the significance of heraldry and make comparisons with items used today, e.g. banners, badges, posters.

Post-visit activities

• Reflect on what was learnt at Bosworth Battlefield Heritage Centre and Country Park by taking information gathered during the visit (or from the website) and creating a quiz whereby the pupils are given an answer and have to identify the questions, e.g.
  • Answer: Richard III and Henry Tudor
    • Question: Who led the two armies who fought in the Battle of Bosworth?
  • Answer: A white rose
    • Question: What was the emblem of Richard III?
  • Answer: A series of battles involving the Houses of York and Lancaster
    • Question: What were the Wars of the Roses?
  • Answer: They both wanted to be King and have control of the King
    • Question: Why were Richard and Henry fighting?
  • Answer: Ambion Hill
    • Question: Where did Richard camp the night before the battle?
  • Answer: Canons and arrows
    • Question: Name some of the weapons used in the battle?
  • Answer: Henry Tudor
    • Question: Who won the battle?
  • Answer: Henry VII became King of England and Wales
    • Question: What happened after the battle?
• If pupils participated in a Living History session, with Les Routiers de Rouen, ask them to recall the key features of an ordinary soldier’s life and compare this with the life of the noblemen involved in the battle. They could draw the characters they encountered, labeling the clothes, armour worn by the soldiers and weapons used.
• Pupils make a paper mache map of the battlefield or an actual plan showing where different figures were positioned and key events took place.
• If pupils participated in a Living History session, with Mick the Fletcher, create a story based around his life. Pupils could role play him and his family as well as those people from the Medieval Village that he might have encountered. Use this activity as a springboard for conducting research into other trades and occupations in Medieval and Tudor societies, explaining how the names of these people are now often used as surnames, e.g. Cooper (barrel maker), Parker (park keeper), Webster (weaver).

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Science

Science Curriculum links:

• Sc1: Scientific enquiry
• Sc2: Life processes and living things
• Unit 2B: Plants and animals in the local environment
• Unit 2C: Variation

Pre visit activities

• Show pupils a selection of plants and animals and ask them to predict which ones they might expect to see during their visit to Bosworth Battlefield Heritage Centre and Country Park. Ask pupils to sort the plants and animals using their own criteria, e.g. has green leaves all year round; sheds leaves; a tree; grass; a bush; lives in water; flies; walks; legs/no legs.
• Pupils explore the school grounds with pupils to identify where creatures live and plants grow. If you have access to a digital camera it may be worthwhile photographing the findings. Back in the classroom discuss what was found and where and make a record of the findings using the photographs as a prompt.
• Pupils use evidence from the task above to predict where they should look for creatures and plants at Bosworth Battlefield Heritage Centre and Country Park.
• Ask pupils to generate a question related to one of the habitats and creatures found on site to investigate. Help them decide how to investigate it during the visit and identify the background information that will be needed.
• Pupils create ‘colour dabs’ to use during the visit. These allow pupils to collect small samples of leaves and plants rather than take whole examples away with them.
  • Instructions:
    Take a small square of card and stick a strip of double sided sticky tape down the middle. Use the sticky strip to collect samples.

Post visit activities

• If ‘colour dabs’ were used to collect sample pieces of plants, ask the pupils to identify the different parts such as plant, leaf, stem, branch, flower.
• Work with pupils to list the different conditions the creatures/plants were found in at Bosworth Battlefield Heritage Centre and Country Park, e.g. light, water, soil, dark. Sort the creatures/plants relating to where they were found, identifying similarities and differences between organisms.
• Pupils discuss or write about what they saw, smelt, heard and touched during their visit. Explore what they remember most about the visit; try to think of at least one answer for each sense, e.g. what was the predominant image, smell, noise, touch (all except taste).
• Pupils study pictures of the different stages of a tree’s life: in summer, spring, autumn and winter. Arrange the pictures in order.
• ‘Worms Game’ - This can be used to reinforce learning about habitats and why some creatures are camouflaged.
  • Resources required:
  • A stick for each child
  • Lots of different coloured bits of wool
    • Instructions:
      Scatter the wool around the playground. Send children to look for bits of wool and instruct them to tie each piece of wool to their stick starting at one end and working their way to the other end of the stick. Once all the wool has been found, discuss with the groups the colours that are attached to the sticks, comparing the beginning of the stick to the end, looking for similarities and differences. As guidance, you should find bright bits of wool first then green and browns further down the stick. Talk about the concept of camouflage.

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