Learning objective
- To explain the significance of people on banknotes.
Success criteria
- I can name the features of
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National curriculum
History
The National curriculum
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Cross-curricular links
English
Spoken language
Pupils should
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Before the lesson
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Lesson plan
Recap and recall
Before starting this unit you might want to check the children: Understand the development of groups, kingdoms and monarchs in Britain (and across world history). Recall historical figures in Britain (and across world history). Explain the terms ‘historically significant’ and ‘legacy’.
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Adaptive teaching
Pupils needing extra support
Should use the modelled example of the £5 banknote in Presentation: Winston Churchill to help with their observations and inferences; could explore features to support their inferences about Jane Austen on the £10 note.
Pupils working at greater depth
Could discuss other criteria used for selecting people on banknotes during discussions in the Main event; could research banknotes from different countries and identify similar and different features.
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Assessing progress and understanding
Pupils with secure understanding indicated by: identifying the features of
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Vocabulary definitions
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Alan Turing
An English mathematician and WW2 codebreaker.
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criteria
Guidelines used to make a judgment or decision.
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In this unit
Assessment - History Y5/6: Unheard histories
Assessment - History Y5/6 (B): Unheard histories
Y5/6 (B): Lesson 1: Who features on banknotes and why?
Y5/6 (B): Lesson 2: Was Alfred the Great or Elizabeth I the more significant monarch?
Y5/6 (B): Lesson 3: How were Ellen Wilkinson and Betty Boothroyd historically significant?
Y5/6 (B): Lesson 4: Why is William Tuke historically significant? (Option 1)
Y5/6 (B): Lesson 4: Why is Mary Seacole historically significant? (Option 2)
Y5/6 (B): Lesson 5: Why are Lily Parr and Betty Snowball historically significant?
Y5/6 (B): Lesson 6: Who will be the face of the new £10 note?
Maintained by: Kapow Primary team
Last update: 3rd April, 2025
