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Good Practice > Resource discovery > Henry VIII source evaluation

Henry VIII source evaluation

Main foci: DTaAfL,
Secondary foci: Inclusive, Extended Learning, Literacy Skills, Personalised Learning, More able and talented,

How was it used?

The activities were used to show pupils how to evaluate historical sources and to encourage independent study; skills vital in carrying out an historical enquiry.

  • I used the resource in one lesson. It was used as part of a wider task which was a historical enquiry into whether Henry VIII deserved to be remembered as great. The activity took pupils through the process of analysing one historical source, in this case an image of Henry VIII.
  • I wished to challenge pupils to find solutions for themselves and incorporate thinking skills into the lesson.
  • I also wished to use a stimulating and challenging activity to engage the pupils to solve problems.
  • Pupils had already begun the historical enquiry and had been introduced to the skills necessary. They had also been provided with a source pack which was to be used as part of the enquiry.
  • The activity was divided in to four parts which enabled pupils to analyse the historical source.
  • The first activity asked pupils to consider what they would want to find out about the image. Pupils completed a pair and share activity to think about what they wanted to know. This was good as pupils provided each other with good peer support. Pupils were told to think about the 5Ws. Pupils shared these questions with the class and were told that we would check on these at the end of the lesson.
  • The next activity encouraged pupils to analyse the image and gave guidance in the form of four questions. The magnifier allowed to pupils to study the image in depth. Pupils were asked to consider answers in pairs before information was provided via the activities accessed via the HELP button. This was interactive and it enabled pupils to control the activity. I selected different pupils to use the whiteboard and encouraged as many pupils as possible to give answers and record ideas on the board. This engaged pupils.
  • Pupils were then asked to consider the strengths and weaknesses of the source. Pupils worked in pairs first before sharing their ideas with the class. The activity then gave pupils more information by giving them contextual information on the origin of the source. This was good as it showed pupils how important it is to find information about the origins of historical sources.
  • At the end of the task pupils were asked to consider how useful they thought the source was.
  • As a plenary pupils were asked to look back at their original questions and discuss how many of them had been answered.
  • A homework was set in which pupils were asked to complete the elements of the activities that required written ideas. This was done using the PPT with the typing function which was uploaded onto the school’s VLE.

Impact and Outcomes

  • These activities fostered the development of wider thinking and learning skills for pupils of all abilities.
  • Pupils were able to extend their vocabulary and gain an understanding of historical terms and concepts. This meant pupils were able to produce work of a higher quality and they were able to extend their historical knowledge.
  • The pupils were very positive and enjoyed the challenges to problem solving offered through the use of interactive resources. This helped improve concentration and engagement.
  • The activities enabled pupils to work independently and promoted peer support. This happened as pupils were encouraged to work in groups and share ideas. Pupils listened more attentively to their peers.
  • Independence was encouraged as lots of the activities had self-checking functions. This motivated pupils and made learning fun. Pupils were able evaluate their own results and act on this.
  • More able and talented pupils were given the opportunity to develop lines of thinking and to present their ideas through written communication.
  • Higher attaining pupils were given opportunities to attain more highly through the creative activities offered.
  • The activity did not need to be adapted and could be used as it was as it is very comprehensive. The functionality was also straightforward which meant it was easy for pupils to use.

Learner Feedback

“The activities were fun but we learnt as well."

Lesson Learnt

Ensure that you time the activity appropriately. A random name generator could be used to pick out different pupils and ensure involvement of all pupils.