1. Where do they live?

4. By the end of the lesson you will be able to…. Highlight some of the reasons why Henry VIII decided to close the Monasteries down

5. I talk to people when I need help. I can explain what needs doing and why. I know how to deal with problems. I can see what needs improving. I use different viewpoints to reach a shared solution. I can support other people in their views and beliefs. I work well with others. I listen to others’ points of view. I change my behaviour to suit the situation. I respect other people’s differences. I take responsibility. I help others by giving them useful advice. I can generate ideas and possibilities. I ask questions to find out more. I can see how ideas or pieces of information fit together. I challenge ideas and assumptions that I make or that others make. I test ideas. I change ideas when I need to. I can see what has worked well and what hasn’t worked well. I know my targets and what I have to do to meet them. As I work, I can see how well I am doing. I listen to the advice of adults and people in my class. I learn from my mistakes. I let people know how I learn best. I like a new challenge. I work to goals and commit myself to tasks. I get to lessons on time with the equipment I need. I take risks and deal with them sensibly. I plan my own time and work to deadlines. I am able to deal with change. Effective Participator Team worker Creative thinkers Reflective Learner Self-Manager I can spot questions and problems that need answering and solving. I can plan and carry out a piece of research. I can look at things from different points of view. I can think about how important or relevant some information is. I can see how decisions or events are influenced by different points of view, beliefs or circumstances. I can back up points of view using arguments and evidence. Independent Enquirer

6. Effective participator I talk to people when I need help. I can explain what needs doing and why. I know how to deal with problems. I see what needs to be improved. I work with others to reach solutions. I can support other people in their views and beliefs. Team worker I work well with others. I listen to others’ points of view. I know how to behave in formal and informal situations. I respect other people’s differences. I take responsibility for my role within the group. I help others by giving them useful advice. Creative Thinker I come up with ideas. I ask questions. I see how ideas or pieces of information fit together. I challenge ideas and assumptions that I make or that others make. I can and will test ideas. I change ideas when I need to. Self-Manager I like a new challenge. I work towards goals and commit myself to tasks. I get to lessons on time with the equipment I need. I am not afraid to have a go at new things. I plan my own time and work to deadlines. I am able to deal with change. Independent Enquirer I can spot questions and problems that need answering and solving. I can plan and carry out a piece of research. I can look at things from different points of view. I can think about how important or relevant some information is. I can see how decisions or events are effected by different points of view, beliefs or circumstances. I can back up points of view.

8. Source E – extract from the report on St Edmund’s convent I could not find anything bad about the convent, no matter how hard I tried. I believe this was because everyone had gathered together...to keep the convent’s secrets. Source F – adapted from A History of Britain, by Simon Schama, published in 2000 Priories were offered at bargain prices, and loyalty to Henry as Head of the English Church was gained through bricks and mortar. And by filling the crown’s coffers with the proceeds, [it] gave Henry the means to stand up to the Catholic powers. Source G – extract from a modern History book Because closing down the monasteries would be unpopular Henry and Thomas Cromwell needed a good excuse to close them down. So Cromwell sent Inspectors round the country. He chose inspectors who were not loyal Catholics. Source H – extract from a modern History book Many people rebelled against the closure of the Monasteries. Henry agreed to talk to the rebel leaders – but then arrested them!

10. Swap sheets

11. History Department Source. Primary or Secondary? Who wrote it? What does it say? Does it support Henry and Thomas’ view on Monasteries? A B C D E F G H

12. W.I.LF:- Produce a report highlighting the goings-on at Queensbridge Friars Monastery

13. Write down all the things that you can see taking place in the image. What does the image tell us about Monasteries? What does the image show us about Inspectors closing down the Monasteries? What doesn’t the image tell us about Henry closing down the Monasteries?

14. Write down all the things that you can see taking place in the image. What does the image tell us about Monasteries? What does the image show us about Inspectors closing down the Monasteries Want doesn’t the image tell us about Henry closing down the Monasteries.

15. Feedback

18. H/W http://qb8history.proboards55.com/

19. Question wall

20. Admin & Reflect M

24. History Department Source. Primary or Secondary? Who wrote it? What does it say? Does it support Henry and Thomas’ view on Monasteries? A B C D E F G H

25. Highlight some of the reasons why Henry wanted to close down the Monasteries Produce a report highlighting the goings-on at Queensbridge Friars Monastery Learning outcome

26. I talk to people when I need help. I can explain what needs doing and why. I know how to deal with problems. I can see what needs improving. I use different viewpoints to reach a shared solution. I can support other people in their views and beliefs. I work well with others. I listen to others’ points of view. I change my behaviour to suit the situation. I respect other people’s differences. I take responsibility. I help others by giving them useful advice. I can generate ideas and possibilities. I ask questions to find out more. I can see how ideas or pieces of information fit together. I challenge ideas and assumptions that I make or that others make. I test ideas. I change ideas when I need to. I can see what has worked well and what hasn’t worked well. I know my targets and what I have to do to meet them. As I work, I can see how well I am doing. I listen to the advice of adults and people in my class. I learn from my mistakes. I let people know how I learn best. I like a new challenge. I work to goals and commit myself to tasks. I get to lessons on time with the equipment I need. I take risks and deal with them sensibly. I plan my own time and work to deadlines. I am able to deal with change. Effective Participator Team worker Creative thinkers Reflective Learner Self-Manager I can spot questions and problems that need answering and solving. I can plan and carry out a piece of research. I can look at things from different points of view. I can think about how important or relevant some information is. I can see how decisions or events are influenced by different points of view, beliefs or circumstances. I can back up points of view using arguments and evidence. Independent Enquirer

27. Creative Thinker I come up with ideas. I ask questions. I see how ideas or pieces of information fit together. I challenge ideas and assumptions that I make or that others make. I can and will test ideas. I change ideas when I need to. Self-Manager I like a new challenge. I work towards goals and commit myself to tasks. I get to lessons on time with the equipment I need. I am not afraid to have a go at new things. I plan my own time and work to deadlines. I am able to deal with change. Independent Enquirer I can spot questions and problems that need answering and solving. I can plan and carry out a piece of research. I can look at things from different points of view. I can think about how important or relevant some information is. I can see how decisions or events are affected by different points of view, beliefs or circumstances. I can back up points of view.

28. I can see what has worked well and what hasn’t worked well. I know my targets and what I have to do to meet them. As I work, I can see how well I am doing. I listen to the advice of adults and people in my class. I learn from my mistakes. I let people know how I learn best. Reflective Learner

29. History Department Let’s review what Henry’s been up to!

31. Mark scheme for QB Friars Level 4 – Produces a piece of extended writing which uses factual knowledge (such as naming Thomas Cromwell as Chief Minister, and the year in which Henry decided to close the Monasteries down) Explains how Henry began to close Monasteries down, and gives reasons for this and what happened to all the land, money, wealth etc. Level 5 – As per level 4 and in addition:- Produces a piece of extended writing showing greater factual knowledge. Shows how Henry fell out with the Pope around the time of wanting a male heir and desire for a divorce. Explains that this possibly influenced his desire to close Monasteries down. Begins to explain other factors (such as a good source of income) Level 6 – As per level 5 and in addition:- Produces a piece of extended writing that comments on how good the evidence is before them. (i.e. can we trust the word of Henry’s Inspectors). Sound grammar , good spelling and punctuation throughout. Key words spelt correctly. Balanced report – looking at differing pieces of evidence from the sources. NB – Any inappropriate language / use of real people will result in a L4 Mark scheme for QB Friars report

32. Mark scheme for QB Friars My target for this extended piece of writing is:...................... [ insert the level you are aiming for ]

33. Mark scheme for QB Friars I don’t want this rushed: Quality rather than speed

34. Mark scheme for QB Friars The key to historical fiction : accuracy!

35. Mark scheme for QB Friars

36. Mark scheme for QB Friars Base it on real events / evidence you’ve researched

37. Mark scheme for QB Friars Real people from QB – but appropriate 

38. Queensbridge School Triangle of authority Has the most authority

39. Mark scheme for QB Friars Let’s model one together first....

40. Mark scheme for QB Friars

41. Mark scheme for QB Friars 12 mins.

42. Mark scheme for QB Friars Key words:- Thomas Cromwell Henry VIII Monastery Celibacy Gambling Dice Convent Inspector Tudor Bowls Wine Report Drunk

43. Mark scheme for QB Friars W.I.L.F. – You need to complete the report, but I want you to make sure that you complete an EXT activity sheet as well.

44. Mark scheme for QB Friars Let’s review

45. Scanned image I can see what has worked well and what hasn’t worked well. I know my targets and what I have to do to meet them. As I work, I can see how well I am doing. I listen to the advice of adults and people in my class. I learn from my mistakes. I let people know how I learn best. Reflective Learner

47. Report from the office of ……………………….... For the attention of HRH King Henry VIII Sir, Date I write to tell you about the goings on at HRH Henry VIII has ordered that all Monasteries are to be visited because I was on the look-out for the following I was totally shocked to find Even worse was that I managed to secretly see This clearly goes against the Monk oath because I would recommend that you do the following:- Yours faithfully

48. Report from the office of ……………………….... For the attention of HRH King Henry VIII

49. Monastery address here Date The Office of Thomas Cromwell address Main body

51. To: CC: BC : Subject: Arial 14 B I U S start Document 1 - Mi Document 2 - Mi You have new mail

52. To: CC: BC : Subject: Arial 14 B I U S start Document 1 - Mi Document 2 - Mi

53. Let’s review

55. H/W for Monday 1 = I 2 = II 3 = III 4 = IV 5 = V 6 = VI 7 = VII 8 = VIII 9 = IX 10 = X 11 = XI 12 = XII 13 = XIII 14 = XIV 15 = XV