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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
What was the impact of World War 2 on the people of Britain?
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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 banknote?
Aimed at pupils, two pages providing key facts and definitions from the unit 'Unheard histories: Who should go on the…
Vocabulary display – History Y6: Unheard histories: Who should go on the £10 banknote?
A display version of key vocabulary from the 'Who should go on the £10 banknote?' unit.
Subject resources
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Cross-curricular opportunities
English – Reading comprehension; Spoken language.
What was the Sikh Empire?
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