Betsi supports children working towards Level 3 and 4 attainment targets for History. Students can use knowledge and understanding of some of the main events, people and changes studied. They can identify events and changes during this period and how they influenced the wider world. The adventure encourages students to use information and make observations to answer questions about the past.

The following NC objectives are covered by utilising the software as part of a breadth of study based on Britain and the wider world in Tudor times.

A study of some significant events and individuals, including Tudor monarchs, who shaped this period and of the everyday lives of men, women and children from different sections of society. (National Curriculum)

National Curriculum

Knowledge, skills and understanding

Chronological understanding

1) Pupils should be taught to:

1. place events, people and changes into correct periods of time.
2. use dates and vocabulary relating to the passing of time, including ancient, modern, BC, AD, century and decade.

Knowledge and understanding of events, people and changes in the past

2) Pupils should be taught:

1. about characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past.
2. about the social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world.
3. to identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied.
4. to describe and make links between the main events, situations and changes within and across the different periods and societies studied.

Historical interpretation

3) Pupils should be taught to recognise that the past is represented and interpreted in different ways, and to give reasons for this.

Historical enquiry

4) Pupils should be taught:

1. how to find out about the events, people and changes studied from an appropriate range of sources of information, including ICT-based sources [for example, documents, printed sources, CD-ROMS, databases, pictures and photographs, music]
2. to ask and answer questions, and to select and record information relevant to the focus of the enquiry.

Organisation and communication

5) Pupils should be taught to:

1. recall, select and organise historical information
2. use dates and historical vocabulary to describe the periods studied
3. communicate their knowledge and understanding of history in a variety of ways [for example, drawing, writing, by using ICT].

Breadth of study

6) During the key stage, pupils should be taught the Knowledge, skills and understanding through a local history study, three British history studies, a European history study and a world history study.

British history

8) In their study of British history, pupils should be taught about:

1. Britain and the wider world in Tudor times
2. aspects of the histories of England, Ireland, Scotland and Wales, where appropriate, and about the history of Britain in its European and wider world context, in these periods.

Britain and the wider world in Tudor times

10) A study of some significant events and individuals, including Tudor monarchs, who shaped this period and of the everyday lives of men, women and children from different sections of society.

QCA Scheme of work

The software will also provide background knowledge for the following units:

• History at key stages 1 and 2.
• Unit 7: Why did Henry VIII marry six times? (Year 3/4)
• Unit 19: What were the effects of Tudor exploration? (Year 5/6)

Unit 8: What were the differences between the lives of rich and poor people in Tudor times? (Years 3/4)

Betsi links with the unit and will support students to achieve each level of expectation (set as in the scheme). At the end of this unit

1. recognise some of the main differences between wealthier and poorer people; extract information from a small number of sources; recognise a few similarities and differences between life in Tudor times and today
2. know and understand the distinctive features of rich and poor people in Tudor times; use a range of sources to reconstruct aspects of life; summarise the main aspects of life for rich and poor people; compare and contrast aspects of Tudor life with today
3. devise criteria for judging Tudor life and for comparing rich and poor; interpret a wide range of sources of information; ask a range of appropriate questions, plan information needed for a specific task and extract relevant information to answer questions; explain why there were differences in people's lifestyles in Tudor times

Learning objectives from the QCA scheme that are covered by using Betsi

Section 1: What was different about rich and poor people in Tudor times?

Children should learn:

• to distinguish between wealth and poverty in Tudor times
• about the types of evidence for the Tudor period

Section 2: How comfortable were the lives of rich Tudor people?

Children should learn:

• the key features of Tudor buildings
• to identify different ways in which Tudor houses have been represented

Section 3: What can inventories tell us about the lives of people at this time?

Children should learn:

• to draw conclusions about life in Tudor times from different sources of information

Section 4: What was life like for poor people in Tudor times?

Children should learn:

• about the lives of the poor in Tudor times
• about the attitudes of wealthier people towards the poor
• about the types of evidence and gaps in evidence about the poor in this period

Section 5: How different were the lives of rich and poor people?

Children should learn:

• to summarise all they have learnt about the rich and the poor in Tudor times
• to select, organise and structure information to answer a key question