Key Stage 3
History | Science
History
History Curriculum links
Pre-visit activities
Pupils use a timeline to establish why the Battle of Bosworth took place and why it was such a significant event in British history. Pupils should list the related events and factors leading up to it and the implications of victory or defeat in the Battle for both sides.
Pupils identify aspects of the Battle that they would like to investigate as well as challenges historians may face in gathering related evidence. Ask pupils to identify what characters and events related to the Battle of Bosworth they predict historians will be aware of and why?
- Pupils explore how events related to the Battle of Bosworth might have been interpreted. Explore ways to interpret bias and establish fact from fiction. Why do different accounts emerge and why sometimes does one account become more common? Discuss what historians need to be aware of when trying to reach a conclusion.
- Pupils identify ways in which the Battle of Bosworth may have differed to battles fought today.
- Pupils identify what the factors that led to victory in the Battle of Bosworth might have been. They should then work together to rank them in order of priority. This will require pupils to contribute to exploratory group discussions. This can be adapted into a ‘mysteries game’ where pupils are asked ‘what are the most important factors to ensure victory?’ and are then provided with slips of paper introducing the possible factors (e.g. clear strategy, loyal troops, number of troops, support from nobles, respected leader, strong troops, psychological condition of troops, weaponry) along with some red herrings. Pupils have to consider them and use selection and thinking skills to come up with an answer.
Working in groups, pupils identify what qualities would be needed to be an effective leader in a Battle. Explore how qualities and skills required today may differ from what would have been called for in 1485.
- Discuss the emblems related to the Yorkist and Lancastrian families and ask pupils to devise emblems for their own families representing aspects such as where they are from, what is important to them, if there is a trade associated with them, what their surname is.
Post-visit activities
Pupils complete a diary entry using evidence collected during the visit from the perspective of someone involved in the Battle or observing it.
Based on evidence collected during the visit, pupils write a strategy for the Battle, indicating where and why they would attack and how they would use the weapons available to them. Use additional research to suggest how injuries may have been treated at the Battle.
- Pupils identify challenges that the opposing sides may have faced and work out possible solutions to overcome these problems. Draw on knowledge acquired during the visit to Bosworth Battlefield Heritage Centre & Country Park relating to conditions, armour, weapons, background information about the two sides and tactics.
- Pupils write an article in the style of a tabloid newspaper presenting an ‘exclusive’ report on the outcome of the battle. Aspects to be covered should include the track record of both sides, the strategies of Richard III and Henry Tudor, relevant background information such as lead up to the event, preparation, the conditions on the day as well as strength and weaknesses of both factions. Questions to consider include: Who do you think would have been expected to win? Why did events follow this path or change? What were the factors that contributed to the victory of Henry VII?
During the visit pupil’s select a key character from the Battlefield and collect evidence to build a picture of their character – their profile, allegiance and what happened to them. Back in class they draft a speech to be delivered by their selected character to their peers.
- A character is selected as an expert witness at a key event during the battle. Pupils use evidence collected during the visit combined with additional research to solve queries surrounding the topic. The rest of the class creates a list of questions to put to the expert witness. A panel of enquirers is chosen from the groups and the expert witness placed on the hot seat.
Pupils write a bullet point list of the reasons why Sir William Stanley chose to support Henry Tudor during the Battle.
- Ask pupils who they think was the rightful King? Using profile, background, strategy to argue the case for either Richard III or Henry Tudor.
- Pupils conduct research to identify why Henry VII is considered to be such an important monarch.
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Science
Science Curriculum links:
- Sc1: Scientific Enquiry
- SC2: Life processes and living things
- Unit 7C: Environment and feeding relationships
- Unit 7D: Variation and classification
- Unit 8D: Ecological relationships
Pre-visit activities
- As a group look at Bosworth Battlefield Heritage Centre and Country Park on an OS map and use the key to identify the features that will be found in the area.
Combine this information with prior knowledge to predict what creatures/plants might be found on site and identify evidence that may suggest possible links to food chains and food webs. Encourage pupils to brainstorm what evidence can be used to find out what animals eat.
- ‘The feeding game’ - This can be used to reinforce learning about food chains.
- Required resources:
- Jam jars labeled with different animal names.
- Slips of paper featuring the food of one of the named animals on it. This information could be collected during the visit to Bosworth.
- Instructions:
Place the jars in different locations around the classroom. Then provide pupils with a slip of paper with the name of a food written on, instruct them to write their name on the back and find the correct jam jar and feed the animal with the right food.
Repeat for a few examples. Then arrange the jars into a food web.
- Ask pupils to predict differences between animals and plants of the same species that might be found at Bosworth Battlefield Heritage Centre and Country Park and then to frame a question which can be investigated.
- Pupils prepare to make observations about the variation of animals and plant species found at Bosworth related to environmental causes, e.g. windy and sheltered environments, light/dark, damp. A tool should be devised for recording this information during a visit.
Post-visit activities
- Pupils examine the observations made during the visit to Bosworth Battlefield Heritage Centre and Country Park about the variation of animals and plants found on site related to environmental causes. Present findings in graph form and note any patterns recorded.
- Pupils use observations made during the visit to identify any features they recorded that might deter animals from feeding in certain areas. Suggest solutions for removing these deterrents.
- Pupils use observations about food chains made during the visit to Bosworth Battlefield Heritage Centre and Country Park, combined with additional research, to construct a food web. Pupils should try to predict the consequences of environmental changes to organisms that are included in the food chain.
- Ask pupils to describe the physical features of different habitats that they observed during the visit to Bosworth Battlefield Heritage Centre and Country Park and identify the major environmental factors, e.g. light/dark, oxygen availability, humidity, temperature range, positioning – off the ground, underground or in water.
- Pupils use observations made at Bosworth Battlefield Heritage Centre and Country Park, combined with additional research to describe how creatures have adapted to life in a variety of habitats. Select appropriate adaptations and explain their significance.
- Pupils relate environmental changes to plant and animal activity. Ask pupils to explore seasonal changes in a local habitat and predict the effect on plants and animals over the year. The findings can be presented as a timeline or in graph form.
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