henry viii - Royal Armouries

A RESOURCE PACK FOR TEACHERS INCLUDING FULL PLANNING IN QCA FORMAT 

The Tudors:2 

Panel painting of Henry VIII, 16th Century, after Holbein © Board of Trustees of the Armouries 2002

Henry 

VIII 

Henry 

VIII 

The Tudors 

A RESOURCE PACK FOR TEACHERS AND 

PUPILS AT KEY STAGE 2 

1 Introduction, credits, copyright 

2–6 Study Unit: The Tudors with planning grid 

in QCA format 

7 Tudor Time–Line 

8 Tudor Family Tree 

9 Tudor Family: pupil ‘Who Done It?’ 

activity 

10 Tudor Family: teacher’s notes 

11 King Henry VIII: portrait activity 

12 Faces Show Feelings: pupil sheet 

13 What does this portrait tell us ... ? frame 

for pupil notes 

14 Portrait of King Henry VIII: writing 

activity 

15 Descriptions of King Henry VIII: reading 

extracts 

16 Descriptions of King Henry VIII: frame 

for pupil notes 

17 Descriptions of King Henry VIII: writing 

activity 

18 Extracts from inventory of Henry VIII’s 

property: Greenwich 

19–20 Henry VIII tonlet armour 

21 Mystery Picture A (Emperor Maximilian 

visits his armourers’ workshop) 

22–24 How did King Henry VIII protect the 

country?: teacher’s notes 

25 How did King Henry VIII protect the 

country?: writing activity 

26 Picture A: The Embarkation of King Henry 

VIII, 1520 

27 Picture B: The Embarkation of King Henry 

VIII, 1520 

28 Picture 1: detail from Field of Cloth of Gold 

CONTENTS 





33 Life in Tudor Towns: writing activity 

34 Life in Tudor Towns: cut and paste sheet 1 




38 Inventory of John Pawson: teacher’s notes 

39 Inventory Exercise: pupil’s sheet 

40–42 Inventory of John Pawson: source material 

and glossary 

43 Inventory of John Pawson: writing activity 

44 Going to School in Tudor Times: 

teacher’s notes 


Then and now: writing activity A 


extract 1 – Getting Up 


extract 2 – In School 

48 Going to School: Then and Now: writing 

activity B 

49 Queen Elizabeth I: ‘Armada Portrait’ 

50 Queen Elizabeth I: portrait note frame 

51 Queen Elizabeth I: portrait writing activity 

52 Mystery Picture B: The Book of Faulconrie 

53 The Spanish Armada: frame for pupil notes 

54 The Spanish Armada: writing activity 

55–58 The Spanish Armada: what happened ... ? 

extracts A – I 

The poster enclosed is for use with the 

Henry VIII portrait activity on pages 11-14. 

Henry 

VIII 

Henry 

VIII

Henry 

VIII 

Henry 

VIII 

INTRODUCTION 

The materials in this pack have been created to help KS2 pupils learning 

about the Tudors. They have been assembled to fit the QCA planning 

format for teachers, as well as to provide ideal classroom resources for 

pupils to enjoy an exciting and varied investigation of the Tudors.These 

materials have been devised to complement another pack, The Tudors 1, 

that provides a set of teacher and pupil sheets which help a group to get 

the most from their visit to the Royal Armouries. Used together, the two 

packs provide the materials to support a term’s study of the Tudors, 

including a visit to the Royal Armouries. 

In this pack of materials for use in school before and after a visit to the 

Royal Armouries you will first find the planning materials for teachers 

followed by the teachers’ notes and pupil activity materials to explore 

The Tudors, portraits and descriptions of King Henry VIII, the Field of 

Cloth of Gold in 1520,Tudor town life, schools, Queen Elizabeth I and 

the Spanish Armada. Many threads link the topics to allow comparisons 

between different sections of society and examine continuity and 

development through time and the changing nature of monarchy and 

the defence of England against both internal and external threats. The 

range of activities is varied and seeks to provide a broad spectrum of 

learning opportunities for pupils of varying abilities, while concentrating 

on the reinforcement of core skills such as analysing sources, recording 

evidence, assessment of many different types of written and visual 

information, problem solving, understanding chronology and the 

synthesis of information to draw coherent conclusions. 

The Royal Armouries is pleased to acknowledge the valuable help of many teachers and 

pupils from the Rothwell Family of Schools, Leeds in piloting these materials. Particular 

thanks go to Clare Marshall and the children of class 5/6 CM, Rothwell Primary School. 

This pack has also benefited greatly from the excellent advice and assistance of Steven Burt. 

The Royal Armouries wishes to extend its sincere thanks to the following:The Marquess 

of Tavistock,Woburn Abbey, for permission to use the Armada portrait of Elizabeth I; the 

Museum of London, for the use of the copperplate map, Bishopgate Street, and the detail 

from the Central Part of the Long View of London, by Claes Jan Visscher; the British 

Library for the use of woodcut of ElizabethI; the Society of Antiquaries of London for The 

Inventory of King Henry VIII. 

All other illustrations are reproduced by permission of the Board of Trustees of 

the Armouries. 

* Teachers may be interested to know that posters of the Armada portrait are available 

from The Shop Manager,Woburn Abbey,Woburn, Bedfordshire MK43 0TP. 

Tel: 01525 290290. 

The material in this pack is not copyright free. However, it may be photocopied for use in connection 

with projects and visits to the Royal Armouries 

Royal Armouries Education Department, Leeds, LS10 1LT 

© Board of Trustees of the Armouries 2002 

1 

Henry 

VIII 

Henry 

VIII

Henry 

VIII 

Henry 

VIII 

The Tudors 

A Study Pack for Schools 

From 1485 to 1603 a powerful family called the Tudors ruled England, 

Wales and Ireland.This pack provides a range of primary and secondary 

source materials which enable children to find out more about the lives 

of people at different levels of society. 

The planning sheets include a range of suggested activities which use 

varied teaching and learning strategies. These involve children in the 

process of enquiry and act as a catalyst for further research. 

Panel painting of Henry VIII, 16th Century, after Holbein. 


2 

Henry 

VIII 

Henry 

VIII

The Tudors (Unit 7) 

About the Unit 

In this unit children find out about the Tudors and the lives of different people living at the time. They develop their 

ability to use written and pictorial sources, give reasons for actions and identify changes. Children will find out about 

the characteristic features of society at a time in the distant past by asking and answering questions from a range 

of sources. 

Where the Unit Fits In 

This unit builds on all the key stage 1 units, and Unit 4 in particular, by focusing on the contribution of key 

individuals to the history of Britain. It introduces some of the political and religious factors that affected Henry VIII’s 

decisions. It also also focuses on the Tudor period from a social and economic perspective. 

Adapting the Unit for a Different Age Group 

● Year 5 and 6 children could: 

● Explore some additional topics, e.g. the break with Rome, the dissolution of the monasteries, health, hygiene 

● Use a larger number of sources 

● Consider the suitability of Christina of Denmark and Mary of Guise as wives for Henry VIII 

● Support their reasoning with explanations 

● Assess the reasons for different representations of life in Tudor times 

Prior Learning 

It is helpful if the children have: 

● Used pictures of people as a 

source of information about 

the past 

● Read and talked about the 

lives of famous people in the 

past, e.g. Florence Nightingale, 

Guy Fawkes 

● Learnt about the way of life 

of people at a time beyond 

living memory 

Expectations 

at the end of this unit 

Most children will: 

Some children will not have made so 

much progress and will: 

Some children will have progressed 

further and will: 

Vocabulary 

In this unit, children will have 

opportunities to use: 

● Words associated with the 

Tudors, e.g. monarch, court, 

Protestant, Catholic, courtier, 

tournament, succession 

● Words associated with 

government, e.g. state, alliance, 

power, diplomacy 

● Words associated with armour 

e.g.Tonlet, visor 

● Words that describe people, 

e.g. proud, timid, fierce, sly, 

cold, jovial 

Resources (* the majority of these are 

provided in the pack.) 

● Portraits of Henry VIII 

● A large map of Europe 

● A class time–line 

● Story books about Henry VIII 

● Contemporary and modern descriptions of 

Henry VIII and his wives 

● Reference books and pictures about Henry 

VIII and his reign 

● A Tudor family tree 

● Pictures of Tudor homes 

● Inventories from Tudor households 

● Pictures of armour 

● Sources of information on Tudor forces 

Be able to place the Tudors within the context of Britain’s history; make 

inferences and deductions from portraits; know about the work of a Tudor 

monarch; know in outline the story of Henry VIII’s life; identify different ways 

in which people have represented and interpreted it; be able to communicate 

their knowledge and understanding orally and in writing; know and understand 

the distinctive features of the lives 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. 

Know that the Tudors were a long time ago; know that Henry VIII was a king 

and that he had six wives; know about other events in his life; be able to make 

some deductions about the appearance of Henry VIII and his wives from their 

portraits. 

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. 

Know the dates of the Tudor period and its key events; understand what sort of 

information can and cannot be deduced from portraits; understand the 

significance of some of the symbols on armour and shields. 

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. 

3

POINTS TO NOTE 

POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES 

CHILDREN 

LEARNING OBJECTIVES 

CHILDREN SHOULD LEARN 

● This may be an appropriate moment 

to begin assessment, using a Tudor web 

sheet to record what each individual 

child knew about the Tudors. 

● Identify the names/dates of Tudor 

monarchs and put them in sequence 

on a family tree 

● Begin to recognise Tudor monarchs 

from their portraits 

● Place Tudor times on a timeline 

Who were the Tudors? 

Ask the children what they know about Tudor times. 

Record this information. Help them to locate the Tudor 

period on a time–line and discuss whether it is longer 

ago or more recent than other periods they have studied. 

Show a slide/picture of each monarch in turn and 

introduce them. Give the children the Tudor family tree 

(p8). Establish the relationship between the five 

monarchs. 

Give the children the ‘Who done it?’ activity (p9) and 

ask them to guess who was responsible for each deed. 

● To locate the Tudors within the 

context of the history of Britain. 

– The names and order of the 

Tudor monarchs 

● Before this activity begins it may be 

sensible to record the children’s ability 

to deduce information from a portrait. 

● Later in this scheme the activity may 

be repeated using the portrait of 

Elizabeth I and teachers can assess 

whether a child’s ability to deduce 

information from this kind of source 

has improved. 

● Identify features and characteristics 

from portraits 

● Identify characteristics of Henry VIII 

from written sources 

● Summarise information about Henry 

using a writing frame 

● Discuss how the face can reflect the 

mood of the person 

What was Henry VIII like as a person? 

Show the children the poster of Henry (p11). Ask them 

to label what they can see.Tell them to use the portrait 

to ask and answer as many questions as they can about 

the king’s appearance. 

Teach them about facial expression, using the modern 

cartoon of faces, body language etc (p12) and ask them 

to look again at the portrait. Give them the frame (p13) 

and ask them to organise the information using those 

headings. 

Use questions and answers to recap (p14). 

Give the children the written descriptions of Henry 

(p15) and ask them to add any further information from 

this source (p16 & 17). 

● To ask and answer questions using 

a portrait as a source 

● About the appearance and 

character of Henry VIII 

● What information can be gathered 

about Henry VIII from portraits 

and written sources 

● Understand meanings in body 

language, dress, props and setting 

● With Henry’s armour – the more you 

protect, the more you restrict due to 

the weight of the armour and the 

difficulties of movement. 

● Identify some of the problems faced 

by a Tudor monarch 

● Sort information to demonstrate the 

significance of armour 

Extension Activity 

Mystery picture A: (p 21). 

Children use the clues to deduce that the 

picture shows the interior of an 

armourer’s workshop with crafstmen at 

work c. 1500 

How did Henry VIII protect himself? 

Show the children a map of Europe and explain that 

England was surrounded by hostile countries who would 

have been delighted to witness the death of Henry. 

Ask the children to name some dangerous Tudor sports 

in which Henry could have been injured (e.g. jousting 

with lances; fighting with swords or axes). 

Ask the children to list ways in which Henry could 

protect himself. Make a list of these suggestions. Give the 

children a part of the inventory listing some of Henry’s 

personal armour and weapons at Greenwich (p18). 

Discuss what this tells us about Henry as a person. 

Give the children the picture and supplementary 

information about the tonlet suit of armour (p19–20). 

Ask them to cut out the pieces of Henry’s armour and 

see if they can assemble the pieces in the correct order. 

Discuss their findings. 

● About the power and importance 

of a Tudor king 

● To identify the reasons why a 

monarch would need to protect 

their person 

● To use an inventory to identify 

characteristic features of a Tudor 

monarch 

4 

* This would be an ideal time to plan a visit to the Royal Armouries



CHILDREN 



● Recall that many European countries 

were hostile to England 

● Deduce information from pictures 

How did Henry protect the country? 

Give the children picture A of Henry and his navy (p26), and the 

‘Certain/Guess’ frame (p25). Ask them to work in pairs and list all the 

things they can see for certain.When they have completed this, ask 

them what they can guess from the picture. Ask the children to feed 

back the information and summarise their findings. 

Use information in teacher’s notes to draw the children’s attention to 

the fine detail on the engraving. Ask the children to add these details 

to their findings. Ask them to deduce what picture B (p27) shows and 

why it was made. 

● About one of the key events of the 

Tudor period 

● About the reasons for and results of 

this meeting 

● Understand differences between facts 

and opinions 

● To communicate their 

understanding both orally and in 

writing in a variety of ways using 

appropriate terms 

● Find out about the Field of Cloth of 

Gold by deducing information from 

a number of picture sources 

What was life like for Henry VIII and his courtiers? 

Divide the children into ‘Time Teams’ and give each group a different 

section of the Field of Cloth of Gold to examine (p28–32). Children 

use the frame (p25) to record their findings. Each group then reports 

back to the rest of the class.The teacher tells them the background to 

Henry’s historic meeting with Francis, King of France. 

● Appreciate that individuals may have 

different experiences of an event and 

give different accounts of it 

● Understand that pictures represent an 

artist’s or patron’s view of an event 

● Sort pictures into different categories 

● Make inferences about the lifestyle of 

different types of Tudor people, 

taking account of wealth, status, etc 

What was life like for ordinary people living in 

Tudor towns? 

Divide the class into groups of three or four. Using the town ‘cut and 

paste’ sheets(p34-37), which contain a range of pictorial evidence 

about Tudor towns, ask the children to sort these sources into 

categories, e.g. buildings in the town, what houses were like inside, 

jobs, transport, other.They should then stick these on the appropriate 

sheet of paper, and label and caption where necessary. Help the 

children summarise and record their conclusions about life in the 

towns. Discuss with the children what they have found out about life 

in Tudor towns. Use the writing frame to support the children’s 

writing (p33). 

● To draw conclusions about life in 

Tudor towns from different sources 

of information 

● That there are different ways of 

interpreting the same information 

● To identify different ways in which 

life in Tudor towns has been 

represented 

● The differences between inventories 

and pictures can be discussed.Which 

is better for providing us with 

particular kinds of information? 

● Summarise differences between 

homes of today and people living in 

Tudor times 

● Use evidence from inventories to 

make inferences about people’s 

lifestyles 

What can an inventory tell us about the life of 

people at this time? 

Explain that inventories can be used to find out about Tudor life.To 

illustrate the purpose of inventories, ask the children to make an 

inventory of a room in their house using the sheet provided (p39). 

Give the children an extract from the inventory of Mr Pawson 

(p41-42).Work through it carefully with them either explaining 

words where necessary or by getting them to use a glossary (p40). 

Help the children to summarise and record their conclusions about 

Mr Pawson (p43). Use the information to fill in the answers to the 

key questions. Ask them whether they think there are things missing 

from the inventory. 

● To use inventories to identify 

characteristic features of one type of 

person in Tudor times 


Tudor times from different sources 

of information 

● That there are different ways of 

interpreting the same information 

5 

● Appreciate that we lack the evidence 

to understand fully some aspects of 

Tudor life



CHILDREN 



● Draw conclusions about life in a 

Tudor school from a single source 

● Understand what sort of information 

this can and cannot provide 

● Pupils could compare the illustration 

(p44) and understand the ways 

different sources may support or 

contradict each other 

What was it like to go to school in Tudor times? 

Ask the children to list the main activities that happen in a morning 

before they come to school. 

Summarise their comments. 

Give the children extract 1 ‘Getting up in the Morning’ from 

Claudius Hollyband’s plays (p46). Carefully read through the extract. 

Give the children the frame on similarities and differences (p45). Ask 

the children to write down anything that is the same today and also 

to note any differences. 

● About the lives of school children in 

Tudor times 

● About the attitude of teachers to 

their pupils 


Tudor schools from an unusual 

source 

Give the children the second extract (p47) and frame (p48). Ask 

them to use the frame to extract information from the text on the 

topics of misbehaviour and punishment. Direct the children to the 

glossary to help them understand the extract fully. Compare 

behaviour today with that of Tudor times. 

● Extension activity. Mystery 

Picture B (p52) 

● Children use the clues to deduce 

that the picture is of Elizabeth I 

hawking (about 1575) 

● This is an ideal opportunity to 

undertake assessment of pupils’ 

development in using visual 

sources of information 

● Identify features and characteristics 

from a portrait 

● Understand what sort of information 

a portrait can and cannot provide 

What can we find out about Elizabeth I from a 

portrait? 

Give the children the portrait of Elizabeth (p49). Ask them to recall 

what they already knew about the techniques of deducing 

information from a portrait. Let them work on this portrait 

independently, collect in their work and then use questions and 

answers to recap.The teacher should record their findings. 

● That portraits represent aspects of 

the past 

● To ask and answer questions using 

portraits as a source 

● About the appearance and character 

of Elizabeth I 

● This is an ideal opportunity to 

undertake assessment of pupils’ 

development in using written 

sources of information 

● Identify key points in the story 

● Place the reasons for the failure of 

the Armada in order of importance 

What was the Armada? 

Tell the story of the Spanish Armada or use the Channel 4 video 

programmes on this topic. Discuss reasons the invasion was prepared 

and their importance. Give the children a list of the possible reasons 

it failed. Discuss why it failed and then ask the children to try and 

place them in the order of importance. 

● About one of the key events of the 

Tudor period 

● About the reasons for and results of 

this unsuccessful invasion 

● To communicate their 

understanding in a variety of ways 

What happened to the soldiers, sailors and ships after the 

Spanish Armada? 

Give each child one extract and a frame (p53). Ask them to read 

slowly through the piece, transferring the appropriate information 

into the frame. Summarise their findings on the board. Discuss with 

the class why they think this information was secret. Ask them to use 

the final frame to support their written conclusions (p54). 

6

A TUDOR TIME-LINE 

1485 August Henry Tudor defeats Richard III and becomes Henry VII 

1491 June Birth of Henry (later Henry VIII) 

1509 April Death of Henry VII, Prince Henry proclaimed Henry VIII 

1509 June Henry VIII marries Katherine of Aragon 

1513 September English defeat Scots at Flodden 

1515 February Birth of Princess Mary (later Queen Mary) 

1533 January Henry VIII marries Anne Boleyn 

1533 September Birth of Princess Elizabeth (later Elizabeth I) 

1534 November Henry VIII becomes Head of the Church of England 

1535 July Execution of Sir Thomas More 

1536 February Suppression of the smaller monasteries 

1536 May Execution of Anne Boleyn 

Henry VIII marries Jane Seymour 

1537 October Birth of Edward (later Edward VI) 

Death of Jane Seymour 

1540 January Henry VIII marries Anne of Cleves 

1540 July Henry VIII marries Catherine Howard 

1541 June Henry VIII made King of Ireland 

1542 February Catherine Howard executed 

1543 July Henry VIII marries Catherine Parr 

1547 January Death of Henry VIII. Edward proclaimed King 

1553 King Edward VI dies, aged 16 years 

1553 July Princess Mary becomes Queen 

1553 December The Catholic mass restored 

1554 July Mary marries Philip of Spain 

1559 November Death of Queen Mary. Princess Elizabeth becomes Queen 

1568 May Mary, Queen of Scots, takes refuge in England 

1587 May Execution of Mary, Queen of Scots 

1588 August Defeat of the Spanish Armada 

1603 March Death of Queen Elizabeth I, the last Tudor ruler 

King James VI of Scotland becomes King James I of 

England.The start of the Stuarts rule 

7

MARY I 

RULED 1553 – 1558 

THE TUDOR FAMILY TREE 

HENRY VII 

RULED 1485 – 1509 

HENRY VIII 

RULED 1509 – 1547 

ELIZABETH I 

RULED 1558 – 1603 

EDWARD VI 

RULED 1547 – 1553 

8

THE TUDOR FAMILY 

‘Who done it?’ 

Below are a series of fascinating facts connected with members of the Tudor family. Each 

king or queen has two facts linked to them. Look at their pictures on the family tree.Try 

and match each fact to the right person. 

1. Who stole a crown? 

FACT ANSWER 

2. Who ordered the burning of the leader 

of the Church of England? 

3. Who was an excellent athlete and liked 

to play indoor tennis? 

4. Who married the King of Spain? 

5. Who had many wigs? 

6. Who allowed someone to chop off the 

head of Mary, Queen of Scots? 

7. Who became ruler of the country at 

the age of 9? 

8. Who liked studying stars? 

9. Who was very careful with money 

and kept detailed notes of how money 

was spent? 

10.Who played musical instruments and 

composed music? 

9

THE TUDOR FAMILY – TEACHER’S NOTES 

1. Who stole a crown? 

FACT ANSWER 

2. Who ordered the burning of the leader 

of the Church of England? 

3. Who was an excellent athlete and liked 

to play indoor tennis? 

4. Who married the King of Spain? 

5. Who had many wigs? 

6. Who allowed someone to chop off the 

head of Mary, Queen of Scots? 

7. Who became ruler of the country at 

the age of 9? 

8. Who liked studying stars? 

9. Who was very careful with money 

and kept detailed notes of how money 

was spent? 

10.Who played musical instruments and 

composed music? 

‘Who done it?’ 

This activity is specifically designed to raise children’s awareness of the fact that the Tudor 

family comprised a number of ruthless individuals. In most cases children will associate 

blood-thirsty acts with Henry VIII and anything cultural with female members of the 

family. It is hoped that this fun activity will begin to change childrens’ preconceptions of 

what the monarchs were like. 

Henry VII 

Mary 

Henry VIII 

Mary 

Elizabeth I 

Elizabeth I 

Edward VI 

Edward VI 

Henry VII 

Henry VIII 

10

KING HENRY VIII 

Using a portrait to find out information. 

LOOK CAREFULLY AT THE PICTURE OF KING HENRY VIII. 

LABEL WHAT YOU CAN SEE. 

H for Henry 

on his chain 

11

FACES SHOWING FEELINGS 

To introduce the way a facial expression communicates a message visually, the teacher can adopt some of these and invite the pupils to identify the feeling. 

Alternatively, individuals can be asked to take on an expression in turn for the rest of the class. 

DISGUSTED PUZZLED DISAPPROVING EXHAUSTED SMUG 

IDIOTIC MISCHIEVOUS HORRIFIED DISTASTEFUL SURPRISED SUSPICIOUS 

SHOCKED MISERABLE INNOCENT INTERESTED JEALOUS GUILTY 

12

WHAT DOES THIS PORTRAIT TELL YOU 

ABOUT HENRY VIII? 

Look carefully at the portrait/poster and then use the frame below to help you sort out the clues. 

FACE JEWELS 

BODY LANGUAGE 

CLOTHES 

BACKGROUND 

OTHER INFORMATION 

13

When I saw his picture I felt 

Source of information: a portrait 

The expression on his face makes me think that he was 

His body language tells me that 

His clothes suggest to me that he was 

I noticed jewels on 

I think this picture was painted because 


14


Below are some descriptions of Henry VIII written by different people who actually knew 

him. Read them carefully and then use the frame to note down information about him. 

A. 

The King stands out the tallest... and his strength fits his majestic body... 

there is fiery power in his eyes, beauty in his face... He has immediately 

arrested and imprisoned anyone who had harmed the realm. 

Thomas More, a loyal courtier (1509) 

B. 

He plays well on the lute and harpsichord, draws the bow with greater 

strength than any man in England, and jousts marvellously. 

Pasqualigo, the Venetian ambassador to England (1515) 

C. 

His majesty is the handsomest potenate I ever set eyes on; above the 

usual height, with an extremely fine calf to his leg, his complexion very 

fair and bright, with auburn hair combed straight and short, in the 

French fashion, and a round face so very beautiful, that it would become 

pretty on a woman, his throat being rather long and thick... He speaks 

French, English and Latin, and a little Italian, plays well on the lute and 

harpsichord, sings from book at sight, draws the bow with greater 

strength than any man in England, and jousts marvellously. 

Rawdon Brown (1515) 

D. 

The King spent his time hunting, hawking... singing, dancing, 

wrestling... playing at the flute and writing songs. 

Edward Hall (1542) 

15


Using documentary evidence to find out more information about him. 

WHAT HE LOOKED LIKE THE SPORTS HE LIKED TO BE 

INVOLVED IN 

THE MUSICAL INSTRUMENTS 

HE COULD PLAY 

OTHER INFORMATION INCLUDING 

LANGUAGES HE COULD SPEAK 

16


First of all I read carefully the descriptions of Henry VIII, written by people who actually 

knew him. 

I discovered that he was a tall person who 

He enjoyed playing musical instruments including 

Henry was a great sportsman who took part in 

He could speak many foreign languages including 

I also learnt that 

17

Short extract based on the inventory of Henry VIII’s property, made after his death in 1547. 

Note the high number of these items.The first thing on the list was the king’s crown of gold. 

What else do you think he owned? 

In the Custody of Sir Thomas Pastone, Knight, one of the Gentlemen of the king’s 

Privy chamber remaining in the tilt yard at Greenwich. 

The Long House 

8384 Item one harness for his majesty the King, all gilt. 

8385 Item one steel saddle of red leather with a seat of crimson velvet embroidered with 

green silk. 

In the First House 

8386 Item upon the first horse one plain hosting harness. Lacking his gauntlets and a base cote 

of black velvet embroidered with cloth of gold and a steel saddle covered with black cloth. 

8387 Item upon the second horse a hosting harness with a base cote of black velvet 

embroidered with cloth of gold and a steel saddle covered with blue velvet. 

8388 Item upon the third horse a harness given unto his majesty the King by the Emperor 

Maximilian with a base of steel and goldsmith’s work of silver and gilt with a border about 

the same silver and gilt of goldsmith’s work. 

8389 Item upon the fourth horse a saddle of steel covered with cloth of gold and purple velvet. 

In the Second House 

GREENWICH 

8390 Item upon the first horse one steel saddle partially gilt and silver coloured with cloth of 

gold and silver and a base of black velvet embroidered with cloth of gold. 

8391 Item upon the second horse a steel saddle covered with black cloth a band of steel and 

crynnyan and a shaffron all gilt and silver and a base coat of black velvet embroidered with 

cloth of gold. 

8392 Item upon the third horse a plain tilt harness lacking a pair of gauntlets a base coat of 

black velvet embroidered with cloth of gold. A headpiece with a rams horn silver partially 

gilt and a steel saddle covered with black velvet. 

Word List 

harness: suit of armour 

gilt: covered with a thin layer of gold 

hosting: for the field of battle, not jousting at tournament 

crynnyan: piece of armour for a horse’s neck 

shaffron: piece of armour for a horse’s face 

tilt: joust with a barrier to separate the knights 

headpiece: helmet 

18

iiiThis 

armour was made for the Field of Cloth of Gold, one of 

r 

When Henry VIII took part in combats with sword or 

pollaxe at a tournament he needed to wear a steel 

armour to protect his whole body. 

the most splendid tournaments of Tudor times. 

Henry VIII and Francis I of France met at this tournament in 

1520 and hoped their countries could stay at peace. 

Arming doublet 

Reconstruction. No original 

survives but this shows how it 

might have looked 

Vambraces 

Arm defences. Laced to the 

arming doublet 

Cuisses 

Thigh defences 

Poleyns 

Knee defences, rivetted to the 

cuisses, and attached to the 

upper edge of the greaves by 

turning pins 

Greaves 

Lower leg defences, fixed with 

straps and buckles. 

Sabatons 

Foot defences 

This armour was put together in a hurry using pieces from 

different armours. Some of the decoration was rushed and has 

mistakes. 

The armour is called a ‘Tonlet’ because of the skirt of 

horizontal strips fixed together on the inside with rivets and 

leather bands.This protected the upper parts of the legs and 

lower body but allowed plenty of movement. 

Helmet 

Attached to the breast and 

backplates by bolts 

Pauldrons 

Shoulder defences 

Breastplate 

Attached to the tonlet and the 

backplate 

Gauntlets 

Not the original but suitable 

for this armour 

Tonlet 

Unusual ‘skirt’ used for foot 

combat only 

PLEASE CUT OUT THESE PIECES CAREFULLY. FIT THEM ONTO HENRY VIII USING RE-USABLE ADHESIVE 

19

Henry Viii 

1520 Tonlet Armour 

20

EXTENSION ACTIVITY 

Mystery Picture A 

Look carefully at the picture below. List all the things you can see. 

I have looked in detail at the picture and I think it shows 

The clues that make me think this are 


21

HOW DID KING HENRY VIII 

PROTECT THE COUNTRY? 

The Field of Cloth of Gold – Teacher’s notes 

In Tudor times parts of France still remained under English rule. For centuries kings of France 

longed to rule over a unified country and regularly waged war on England to regain this 

territory. However, in 1520, England and France were at peace and in the spirit of this new 

accord Henry VIII invited Francis I, King of France, to a banquet and tournament in northern 

France at a site between Guisnes and Ardres. Regarded as the eighth wonder of the world, it 

was a lavish affair where even the English tents were made of crimson and gold cloth. The 

event was optimistically viewed as the beginning of a real friendship between the two nations, 

but after only two years of peace they were at war again. 

The two maritime views show Henry VIII setting out from Dover to France. 

Teachers should note: 

Picture A 

● Stone fort 

● Numerous cannon 

● Troops armed with halberds, pikes, swords and small shields (bucklers) 

● Small child carrying weapons 

● Small rowing boat taking troops out to the ship 

● Tudor rose emblazoned on flags 

● Shields draped over the side of the ship 

Picture B 

● Large number of warships 

● Ships driven by sails 

● Flags decorated with the Royal Standard 

● Shields draped over the sides of the ship 

● Ships heavily armed with cannon 

● Large anchor on main ship 

● Henry VIII on deck 

● Large number of troops going to France with the King 

22

The following five pictures are taken from a print of the painting which records the meeting of 

Henry VIII and Francis I in June 1520. It is the work of several artists. Full of inaccuracies it is, 

nevertheless, a remarkable record of this spectacular event. 

Teachers should note: 

Picture 1 

● Henry VIII in a heavy-pleated overgarment of cloth of gold, riding a fine white horse 

● Behind him Cardinal Wolsey riding a mule. Wolsey was responsible for the organisation of 

this event 

● The vast number of foot soldiers 

● The gentlemen on horseback 

● The hunting dogs 

● The castle in the background firing a military salute 

Picture 2 

Main palace: 

● Constructed on proper brick walls nearly three metres high 

● Most of the structure is cloth or canvas upon timber frames and then cunningly painted 

● Large windows of exceptionally fine white glass which cost a fortune 

● Slanting roof made of an oiled cloth painted a lead colour 

● Statues of armed men discharging stones 

● The Royal coat of arms and Tudor Rose emblazoned at the front of the palace 

● The palace provided accommodation for Henry VIII, his sister Mary, Queen Katherine of 

Aragon and Wolsey 

● A large banqueting hall, a chapel, rooms for household officers and wine cellars were also 

located here 

● Two fountains dispensing red and white wine 

● The fight going on in front of the right hand fountain 

● The person being sick at the side of the palace 

● The finely dressed musicians to the foreground 

● The tent to the right-hand side of the palace in which food is being eaten 

Picture 3 

The Tournament: 

● Henry VIII and Francis I sitting under the covered pavilion 

● The jousting taking place in front of them 

● The soldiers round the periphery of the ring 

● The mounted guard round the edge 

● The Tree of Honour containing the shields with the coat of arms of the participants 

● Henry VIII designed the layout of this area 

23

Picture 4 

● The two kings meeting inside the pavilion 

● Their two horses being looked after by the grooms to the side of the tent 

● The circle of armed guards on foot and on horseback 

● The enormous number of tents, extremely costly to manufacture 

● The special designs on the tent, done specifically for the Field of Cloth of Gold 

● The fact that 6,000 English workmen constructed the tents and palaces on this site 

Picture 5 

● The huge brick bread ovens to the right of the picture 

● The paddles for putting the bread in and out of the oven 

● The long wooden tables 

● The large tent with the cauldrons of boiling soup being stirred by a servant 

● The tent with the fowl being turned on a spit over the fire 

N.B.The kitchen boy doing this work 

● The servants carrying the food on the plates 

These pictures show how a grand event with sports and feasts was used to bring many 

important people from England and France together. If they could agree a treaty the 

English and French could live in peace, rather than at war with each other. 

24

NAMES: 

HOW DID KING HENRY VIII 

PROTECT THE COUNTRY? 

What I can see in the picture What I can guess from the picture 

I think this picture was drawn because 

25

Picture A 


26

27 


Picture B

28 


Picture 1

29 


Picture 2


Picture 3 

30


Picture 4 

31


Picture 5 

32

Although I already knew 

TUDOR TOWNS 

Source: woodcuts and engravings 

about Tudor towns, I have learnt some new facts. 

I learnt that 

I discovered that 

The most interesting thing I learnt was 

33

TUDOR TOWNS: CUT & PASTE SHEET 1 

Cut out the following images. Sort them into different categories e.g. buildings in the town, what houses were like 

inside, jobs and transport. Look carefully at the images. Label or caption them. 

What have you discovered about Tudor towns? 

34


35


Detail from the central part of the Long view of London, by Claes Jan Visscher © Museum of London 36


37 

Copperplate map, Bishopgate street © Museum of London

THE INVENTORY OF JOHN PAWSON – 

TEACHER’S NOTES 

John Pawson was a successful clothier who had a timber framed house on Kirkgate, Leeds. 

When he died in 1576 his friends made a list of everything he owned.This helped them 

to share out the goods just as he had asked them to do in his will.This information enables 

us to build a detailed picture of what life was like inside his house. 

John Pawson’s wife and only child each received £69. 18s. 5d (£69.92). This was an 

enormous sum of money for the time. The Office House was his kitchen and the only 

room possessing a hearth.The parlour also served as a bedroom and was warmed only by 

leaving the door open between it and the kitchen.The Chamber was a granary for corn 

and contained wool and the alum used in dyeing it.The arks held flour for the household. 

Pawson had three apprentices but they evidently slept in their own homes. 

Using an inventory allows pupils to make comparisons between the lives of people at 

different levels of society. Although Pawson was a wealthy man, it is clear that there are 

great differences betrween the property he owned and the items mentioned in the short 

extract from Henry VIII’s inventory. The poorer members of society, such as agricultural 

labourers would have owned only a small fraction of John Pawson’s goods. 

The inventory can also be used to highlight the difference between aspects of life in the 

16th century and now. 

The inventory provides a special kind of evidence because it had to be very precise about 

the types and quantities of objects. However it uses only words and numbers, so it is not 

good to show what particular things looked like. Pictures may be valuable to show what a 

cupboard or bed looked like in Tudor times. 

38

NAME: 

Inventory Sheet: Present Day 

An inventory of the items in the (room) 

Of my home at (address) 

on (date) year 

39

INVENTORIES 

When someone of property died, a list was made of all the goods in their house, noting what 

they owned and the value.This was needed for legal reasons and was connected to the will. 

Below is a glossary of terms that will help you to understand the inventory of John Pawson, a 

clothier who lived in Leeds, but died in 1576. 

GLOSSARY 

1. Alum A chemical used to stop the dye being washed out of cloth 

2. Ark A very large chest used for storing grain 

3. Flitch The side of an animal, salted and cured 

4. Hatchet A small axe 

5. Kneading trough A long narrow box used in bread making for kneading dough 

6. Laithe A barn 

7. Range A kitchen fireplace with ovens 

8. Shear board A flat board used for placing the cloth on so that the surface can 

be cut evenly with shears 

9. Walker shears A huge pair of scissors used for cutting the surface of the cloth 

to make it smooth and even 

10. Shilling An English coin that was worth a twentieth of a pound 

(now 5p) 

11. Shovel A tool like a spade with the sides turned up, for lifting and 

moving coal, earth etc. 

12. Spit A long thin metal spike put through meat to hold it whilst it is 

being roasted 

13. Swine Pig 

14. Tenter A frame used for stretching and drying wet cloth after it has 

been washed 

15. Wool comb Used to straighten the wool before spinning 

40

SOURCE: THE INVENTORY OF 

JOHN PAWSON 

This is the inventory of all the goods, corn, cattle, rights, credits, debts and moveable estate 

of John Pawson, late of Kirkgate in Leeds, in the county of York, clothier, deceased, priced 

and valued the fifth day of February, in the year of our Lord God 1576. 

IN THE OFFICE HOUSE 

His purse, girdle and dagger and 16 pence of money 

His apparell, one long table, one cupboard, two chairs, 

two buffet stools, one little board, other stools 

One iron range, one pair of tongs, one pair of racks, one pair of hangers, 

Two axes, two hatchets, one frying pan, three spits, one spade, 

Two shovels, two forks, two iron forks, one roasting iron 

Seven brass pots, nine round pans, one basin, one great pan 

Three candlesticks, one pewter can, one pot with cups 

Twenty saucers 

Ten cushions 

Three sacks of barley 

IN THE PARLOUR 

Five silver spoons worth fifteen shillings 

In money thirty shillings 

One cupboard 

One counter 

Two pairs of bedstocks 

Five coverlets 

Three pairs of blankets 

Two pairs of linen sheets 

Three pairs of hard sheets 

Three pillows 

Two chests 

Three towels 

Two sheets 

Twelve beef flitches 

Two stone of grease 

41

IN THE CHAMBER 

Fourteen stone of coloured wool 

Two arks 

Five stone of butter 

Alum 

Barley, rye and wheat 

Twenty seven stone of coloured wool 

Fifteen stone of white wool 

Sacks of barley 

Seven pairs of wool combs 

One kneading trough with tubs 

IN THE SHOP AND LOOMHOUSE 

Twenty one rolls of cloth 

One shear board 

Four pairs of walker shears 

Eight handles 

Two pairs of irons 

One shear board covering 

Two pairs of walker shears 

Five stone of wool 

One loom, and spinning wheel and all other things belonging 

IN THE LEADHOUSE, LAITHE (BARN) AND BACK YARD 

One lead for dyeing cloth 

Four tubs 

Certain hay and green grass 

Two tenter heads 

Tenter rope 

A cock and two hens 

Two cows 

One horse 

One hackney saddle 

One pack saddle 

Two swine 

Certain barley unthreshed 

Wood and coals 

Twenty five sawn boards 

42

THE INVENTORY OF JOHN PAWSON 

Use the information in the inventory to help discover about the lifestyle of John Pawson. 

How did he earn a living? 

Where did he work? 

Where did he eat? 

Where did he sleep? 

How did he heat his house? 

How did he light the house? 

What animals did he keep and why? 

How did he travel from town to town? 

What did he own that was valuable? 

Which of these were similar to the life of Henry VIII? 

What were the biggest differences between the lifestyles of Henry VIII and John Pawson? 

43

GOING TO SCHOOL IN TUDOR TIMES: 

TEACHER’S NOTES 

Most children in Tudor times had no opportunity to go to school and never learnt to read or 

write. However, private tutors often taught princes and princesses such as Henry and Elizabeth 

and those children of wealthy parents.They not only learnt reading, writing and arithmetic but 

often also foreign languages, both ancient Greek and Latin and modern languages. Other 

experts might be found to teach them music, dancing, riding and sports. 

Claudius Hollybrand emigrated to London from France and opened a private school to teach 

boys how to read and write. He specialised in teaching children how to speak and read French 

and produced his own text books to help children enjoy the subject. He wrote dialogues, or 

little plays about events in everyday life. These were printed in French on one side, with an 

English translation on the opposite page.Today these give us a wonderful insight into the life 

and times of a Tudor child. 

School of 1592 

44

NAME: 

List the things you do from waking up to getting ready for school. 

1. Now read Claudius Hollyband’s account then fill in the chart below. 

What do you do that is the same as Francis? 

What do you do that is different? 

GOING TO SCHOOL 

45

GOING TO SCHOOL IN TUDOR TIMES 

1. Getting up in the Morning 

Francis, the schoolboy Margaret, the maid 

Margaret 

Ho Francis rise, and get you to school: you should be beaten, for it is past seven : make your self ready 

quickly, say your prayers, then you shall have your breakfast. 

Francis 

Margaret, give me my hosen: dispatch I pray you : where is my doublet? Bring my garters, and my shoes: 

give me that shoeing horn. 

Margaret 

Take first a clean white shirte, for yours is foul. 

Make haste then, for I do tarry too long. 

Francis 

Margaret 

It is moist yet, tarry a little that I may dry it by the fire. 

Francis 

I cannot tarry so long : go your way, I will none of it. 

Margaret 

Your mother will chide me if you go to school without your clean shirt. 

Francis 

Where have you laid my girdle and my inkhorn? Where is my jerkin of Spanish leather?...Where be my 

socks of linen...Where is my cap...my mittens...My slippers, my handkerchief, my point, my satchel, my 

penknife and my books? Where is all my gear? I have nothing ready: I will tell my father: I will cause 

you to be beaten: Peter, bring me some water to wash my hands and my face. I will have no river 

water for it is troubled: give me Well, or Fountain water: take the ewer, and pour upon my hands: 

pour high. 

Margaret 

Can you not wash in the basin? Shall you have always a servant at your tail? You are too wanton. 

Francis 

Wilt thou that I wash my mouth and my face, where I have washed my hands, as they do in many 

houses in England? Give me a towel: maiden, now give me my breakfast, for I am ready : make haste. 

Word List 

hosen: very long socks 

doublet: jacket 

garters: band to hold up hosen 

shoeing horn: tool to help putting on a shoe 

girdle: belt 

jerkin: jacket without sleeves 

point: writing tool 

ewer: jug 

wanton: badly behaved, careless 

46

GOING TO SCHOOL IN TUDOR TIMES 

2. In School 

The Schoolmaster The Tell-Tale (Nicholas) 

The Black Sheep (John Nothingworth) 

Nicholas 

Master, John Nothingworth hath sworn by God, played by the way, sold his point, changed his book, 

stolen a knife, lied twice, lost his cap. 

Master 

Is it true? Come hither companion, untruss you: untie you: put your hosen down. 

John Nothingworth 

Nicholas doth mock me, plucketh me by the hair, by the ears: hath stroken me with his fist upon the 

head: hath stroken me: hath made me bleed. 

Master 

You shall be beaten both for company, for you have deserved it well. 

(Enter Francis the late riser) 

Master 

From whence come you good scholar? Is it time to rise, and to come to school at nine? 

Where have you been? 

Francis 

Master, I come from home: my father hath him recommended unto you, and sendeth unto you his 

ring for a token, to the end that you beat me not. 

Master 

That will serve you nothing, for you love not to rise in the morning. 

Francis 

Master, I met him by the way which did leap, did slide upon the ice: which did cast snow: which 

fought with his fist, and balls of snow: which did scorge his top: which played for points, pins, cherry 

stones, counters, dice, cards. 

Master 

Enter in gallant, I will teach you a game which you know not. 

Francis 

Master, pardon me for this time, and I will do so no more, it shall be the first, and the last Henry Page 

shall be my surety. 

Master 

Well, I will pardon you for this time, but if you do so any more, you shall not be quit for the price: I 

will pay you for both together. 

(Some of the boys have been taking advantage of the distraction) 

Nicholas 

William hath spitted on my paper: torn my book: broken my girdle: trod my hat under his feet: marred 

my copy: spoken English. 

Master 

Ah little fellow, you prattle, babble, crackle, play the vice. Give me my rod: stretch your hand... 

Word List 

untruss: undo (clothing) 

plucketh: pulled 

stroken: hit 

gallant: brave person 

(They settle down to work) 

surety: guarantee, bond 

marred: spoilt 

prattle: talk foolishly 

play the vice: behave badly 

47

2. Read the playlet on going to school, then fill in the chart below. 

Ways in which children in our class have misbehaved: 

Ways in which we could be punished: 

Ways in which Tudor children have misbehaved: 

Ways in which they might have been punished: 

48

QUEEN ELIZABETH I 

Source of information: a portrait 

• Look carefully at the portrait and then use the frame to help you sort out the clues. 

49 

© Marquess of Tavistock,Woburn Abbey

FACE 

QUEEN ELIZABETH I: Portrait Note Frame 

BODY LANGUAGE 

CLOTHES 

FURNITURE 

OBJECTS 


List at least two questions you would like answered if you could have met the Queen: 

50

When I first saw her picture I felt 

QUEEN ELIZABETH I 

Her face and how she looks gives me these ideas about her 

The way she is sitting tells me that she was 

Her clothes suggest to me that she was 

The things in the room are clues that tell us that 

I think the pictures behind her tell us a story about 

I think the picture was painted because 

51

EXTENSION ACTIVITY B 

Mystery Picture 

Look carefully at the picture below. List the things you can see. 

By Permission of the British Library G2372 (1)PG81 

I have looked in detail at the picture and I think it shows 

The clues that make me think this are 

The Book of Faulconrie or Hawking by George Turbeville (1575) 

52

NAME: 

EVIDENCE: 

THE SPANISH ARMADA 

What happened to the soldiers, sailors and ships after the Spanish Armada? 

Read your extract carefully. It was written over 400 years ago and at the time was top secret 

information. Use the frame below to help you sort out key facts from the extract. 

NAMES OF ANY PEOPLE INFORMATION ABOUT FOOD 

AND DRINK 

NAMES OF ANY COUNTRIES 

NAMES OF ANY SHIPS 

INFORMATION ABOUT THE 

PRISONERS 


53

WHAT HAPPENED TO THE SPANISH 

SOLDIERS, SAILORS AND SHIPS AFTER 

THE SPANISH ARMADA? 

I found the information interesting for several reasons. I discovered that 

I also learnt 

The most interesting thing I found out was 

54

THE SPANISH ARMADA: 

SOURCE EXTRACTS 

A. What happened to the Spanish Armada? 

(extract taken from the book The Voyage of Sir Francis Drake) 

The Lord Admiral pursued the Spaniards till they were past Edinburgh Firth, and then 

meeting with bad weather, gave over the chase. 

The Spanish fleet was driven by tempests beyond the Orkney Islands.The mariners, not 

accustomed to such hardships, nor able to govern such unwieldy vessels in stormy weather, 

suffered their ships to drive either to the Western Isle of Scotland, or on the coast of Ireland, 

where multitudes, both of mariners and soldiers, as appeared by their bodies cast ashore, were 

miserably shipwrecked. So that what with the destruction made by the two elements of fire 

and water, not one half of the boasted invincible Armada returned to Spain. 

The Duke of Medina Sidonia was beating up and down the seas of Scotland and Ireland 

some part of August, and all the month of September, miserably lost and shattered by 

tempestuous weather, insomuch that he was forced to leave behind him seventeen good ships 

that were now disabled, after he had lost fifteen ships in the English Channel.That in the 

whole, there perished, or were taken, thirty two of the Spanish galeaces, on board of which 

were above 13,500 soldiers and mariners.That the prisoners of all sorts, in Britain, Ireland, 

and Zealand, were 2 or 3000.That of the above mentioned 13,500, there were 5394 who 

were cast away on the coast of Ireland, and either put to the sword or hanged, to prevent their 

joining the Irish rebels; for which purpose, there actually landed 600 Spaniards in the north 

part of Ireland, who being attacked and defeated by about 150 English, those who escaped 

the sword, surrendered prisoners, and many of them were brought over to England, and 

committed to Bridewell in London. 

B. What happened to the soldiers and sailors on the Spanish ships? 

(Report to Queen Elizabeth concerning the Spanish Fleet off Ireland) 

On Tuesday, there wrecked, in the sound of the Bleskeys, a ship called Our Lady of Rosary, of 

one-thousand tons. In this ship was drowned the Prince of Ascule, one Don Pedro, Don 

Diego, and Don Francisco, with seven other gentlemen that accompanied the Prince.There 

was drowned in her also Michael Oquendo, a principal seaman, chief governor of the ship; 

Ville Franca, captain of the same ship; Matuta, captain of the infantry of that ship; Captain 

Suares, a Portuguese; Garrionerie, Ropecho de la Vega, Montenese, and Francisco Castilian, 

captains; one John Ryse, an Irish captain, Francis Roch, an Irishman, and about five hundred 

persons, whereof one hundred were gentlemen, and only one John Anthonio de Monona, a 

Genoese, being the pilot’s son of that ship, saved. 

55 

✃

C. WHAT HAPPENED TO THE SOLDIERS AND SAILORS ON THE 

SPANISH SHIPS? 


The same Tuesday, there were lost, upon the coast of Thomond, two great ships, out of which 

there were drowned about seven hundred persons, and taken prisoners about one hundred 

and fifty. 

About that Tuesday also, as appeareth by a letter written to Stephen White, of Limerick, twelfth 

of this September, there was cast, upon the sands of Ballicrahihy, a ship of nine hundred tons; 

thirteen of the gentlemen of that ship, as he writeth, are taken; and so writeth, that he heard 

the rest of that ship, being above four hundred, have fought, for their defence, being much 

distressed, to intrench themselves. 

He writeth, also, of another ship which was cast away at the isle of Clare in Irrise, and that 

seventy eight of the men of that ship are drowned and slain. 

D. WHAT HAPPENED TO THE SOLDIERS AND SAILORS ON THE 

SPANISH SHIPS? 


He writeth also, that there was, about the same time, another great ship cast away in Tirawley, 

and that there are three noblemen, a bishop and a friar, and sixty nine other men taken by 

William Bourk, and all the residue of that ship are slain and drowned; insomuch, as he writeth, 

that one Meleghlen Mac Cabb, killed eighty of them with his Galloglass axe. Wednesday the 

eleventh of this September, seven of those ships, that then remained within the Shannon, 

departed out of that road with an easterly wind, and, before their going forth, they set on fire 

one other very great ship of their company, which was one thousand tons at least. 

The admiral, called John Martin de Ricalde, came into the sound of Bleskeys, with one other 

great ship, about the six day of this September. The ship had been shot through fourteen or 

fifteen times, her main-mast so beaten with shot, as she durst not bear her full sail, and now not 

sixty mariners left in her, and many of them so sick, that they lie down, and the residue so weak, 

that they were not able to do any good service; and there are daily cast over the board, out of 

that ship, five or six of the company. 

56 

✃

E. EVIDENCE TAKEN FROM A PRISONER CAPTURED IN IRELAND 

IN 1588 

John Anthonio de Monona, an Italian, son to Francisco de Monona, pilot of the ship, called 

Santa Marie de la Rose, of a thousand tons, cast away in the sound of Bleskey, September 2, 

1588. 

Examined, the eleventh of September, he remembereth, that two ships were sunk upon the 

coast of Scotland, by reason of shots received from the English ships; the one called Saint 

Matthew, of five hundred tons, wherein were drowned four hundred and fifty men; the other 

ship, a Biscayan of Saint Sebastians, of four hundred tons, wherein were drowned three hundred 

and fifty men; and the ship wherein he was called Saint Mary Rose, of one thousand tons, 

wherein, of five hundred, there escaped but himself. 

He saith, that the fleet was in great want of fresh water; and being examined, what ordnance, 

wines, or other matters of moment were in the ship here cast away, saith, there were fifty great 

brass pieces, all cannons for the field, twenty five pieces of brass and cast iron belonging to the 

ship; there are also in her fifty tons of sack. In silver, there are in her fifty thousand ducats; in 

gold, as much more, rich apparel and plate, and cups of gold. 

F. EVIDENCE TAKEN FROM A PRISONER WHO SAILED ON THE 

SHIP THE ADMIRAL 

The Examination of Emanual Fremosa, a Portuguese, September 12, 1588 

He saith, that, about four days after the English fleet left them, the whole fleet remaining being 

towards one hundred and twenty came to an island off the north part of Scotland. He saith they 

came forth the worse furnished that they expected to be relieved of those things more amply 

by the Duke of Parma; he saith, that out of this ship there died four or five every day, of hunger 

and thirst, and yet this ship was one that was best furnished for victuals. 

After this, for ten days, the whole fleet remaining held together, holding their course the best 

they could towards Spain. 

He saith, that at the same time, which is now about twenty days or more past, they were severed 

by a great storm, which held from four of the clock in the afternoon of one day, to ten of the 

clock in the morning the next day; what is become of the rest of the navy he cannot tell. 

He saith, there be eighty soldiers, and twenty of the mariners in the Admiral, very sick, and do 

lie down and die daily; and the rest, he saith be all very weak, and the captain very sad and weak; 

he saith, the Admiral hath in her fifty four brass cannons, and bout four-score quintals of 

powder. 

There are in the Admiral left but twenty five pipes of wine, and very little bread and no water, 

but what they brought out of Spain, which stinketh marvellously, and their flesh meat they 

cannot eat, their drought is so great. 

57 

✃

G. EVIDENCE TAKEN FROM A PRISONER WHO SAILED ON THE 

SPANISH SHIP THE ST JOHN 

(The Examination of Pierre Carre, a Fleming) 

He saith, that in the ship that he came hither in, called St John, a galleon of nine hundred tons, 

besides John Martin de Ricalde, there are five captains, Don John de Lune, Don Gomes de 

Galanezar, Don Pedro de Madri, Don Felice, and there is also an Italian Marquess of Piedmont, 

called the Marquess of Faruara. 

He saith also, that the admiral, after such time as the fight was at Calais, came not out of his 

bed, until this day sen’night in the morning that they ran upon the shore. He saith, his admiral 

is of Biscay, and of sixty-two years of age, and a man of service. He saith, that there were in this 

navy of the old soldiers of Naples, under the conduct of Don Alonso de Sono, and of the old 

soldiers of Sicily, under the conduct of Don Diego de Piementelli, whose ship was lost 

near Calais. 

H. SECRET REPORT TO QUEEN ELIZABETH 

On the fourteenth of September, it is certified to the Lord Deputy of Ireland, from the Earl of 

Tyrone, being at his castle of Dongannon, that, upon intelligence brought to him of the landing 

of certain Spaniards in the north of Ireland, he sent two English captains with their bands 

towards them, to the number of one hundred and fifty; who found them at a town, called Illagh, 

and there, discovering their number to be above six hundred, did that night camp within a 

musket-shot of them, and, about midnight, did skirmish with them for the space of two hours, 

in which skirmish the Spanish lieutenant and twenty more of the Spaniards were slain, besides 

many that were hurt. 

The next day following they did offer skirmish gain to the Spaniards, whereupon they all 

yielded, and so, as prisoners, were carried to Dungannon to the Earl, who meant to send them 

to the Lord Deputy, being judged to be men of good value. 

I. SHIPS AND MEN SUNK, DROWNED, KILLED, AND TAKEN UPON 

THE COAST OF IRELAND, IN THE MONTH OF SEPTEMBER, 1588 

In Tyrconnel In Loughfoyle 1 ship 1100 Men of that ship and 

others that escaped 

In Connaught 

In Munster 

In Sligo Haven 

In Tirawley 

In Clare Island 

In Finglass 

In Oflarty 

In Irrise 

In Galway Bay 

In the Shannon 

In Traylie 

In Dingle 

In Desmond 

In the Shannon 

TOTAL 

3 great ships 

1 ship 

1 ship 

1 ship 

1 ship 

2 ships 

1 ship 

2 ships 

1 ship 

1 ship 

1 ship 

1 ship burnt 

17 ships 

1500 

400 

300 

400 

200 

70 

600 

24 

500 

300 

5394 men 

{the men fled into 

other vessels 

{the men embarked in 

another ship 

58 

✃ 

✃

henry viii - Royal Armouries

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