Learning objective
- To evaluate the significance of different historical figures by applying criteria.
Success criteria
- I can identify the achievements and legacies 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
Display slides 1 and 2 of the Presentation: The final reveal and point out the people who have been longlisted to be the new face of the £10 banknote.
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Extended-mode explainer videos
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Adaptive teaching
Pupils needing extra support
Could use an audio playback device to share their responses to the enquiry question orally instead of filming; should use the Knowledge organiser to support recall of historical figures.
Pupils working at greater depth
Could recall how each person’s achievements resulted in change; could discuss what other criteria could be considered to help them decide who should feature on the £10 banknote.
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Assessing progress and understanding
Pupils with secure understanding indicated by: identifying the achievements and
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Vocabulary definitions
-
achievement
A significant accomplishment or contribution that had a lasting impact.
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banknote
A piece of paper money.
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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?
