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Unit outcomes
Pupils who are secure will be able to:
- Name the features of a banknote.
- Make inferences about a historical figure using a banknote.
- Research and explore the achievements of different historical figures.
- Make inferences about historical figures from sources.
- Describe the legacies of historically significant people
- Apply criteria to decide if a person is historically significant and explain why.
This unit prepares the children for the challenges of Key stage 3 history. It supports the development of historical skills including extracting information from sources, evaluating historical figures and the opportunity to decide the criteria for significance.
Suggested prior learning
Y5/6 (B): What did the Greeks ever do for us? (Archived)
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Lessons
Lesson 1: Who features on banknotes and why?
Lesson 2: Was Alfred the Great or Elizabeth I the more significant monarch?
Lesson 3: How were Ellen Wilkinson and Betty Boothroyd historically significant?
- To investigate why William Tuke is historically significant.
- To investigate why Mary Seacole is historically significant.
Lesson 5: Why are Lily Parr and Betty Snowball historically significant?
Lesson 6: Who will be the face of the new £10 note?
Key skills
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Key knowledge
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Key vocabulary
alliance
legacy
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Unit resources
Knowledge organiser – History Y6: Unheard histories: Who should go on the £10.00 banknote?
Aimed at pupils, two pages providing key facts and definitions from the unit 'Unheard histories: Who should go on the…
Vocabulary display: Unheard histories: Who should go on the £10 banknote?
A display version of the vocabulary from the unit 'Unheard histories: Who should go on the £10 banknote?'
Subject resources
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Cross-curricular opportunities
English – Reading comprehension; Spoken language.
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