Learning objective
- To explore what makes a monarch historically significant.
Success criteria
- I can make deductions from sources.
- I can apply
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National curriculum
History
The National curriculum for history
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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
Show the Presentation: 3, 2, 1. Pair the children and ask them to discuss three things they learnt about banknotes last lesson, two things they found interesting and one question they have.
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Adaptive teaching
Pupils needing extra support:
- Could have evidence in their source highlighted, allowing them to explain what the highlighted words or phrases tell them about Alfred the Great or Elizabeth I
- Could use the Knowledge organiser to support vocabulary in the lesson.
Pupils working at greater depth:
- Could discuss which of the sources are more or less useful to investigate the changes the monarchs achieved.
- Could look at another criterion, such as ‘remarked’ and reflect on who remarked or reported on Alfred the Great or Elizabeth I from the sources.
- Could research additional actions or achievements that make the monarch historically significant and add these to their table with supporting evidence
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Assessing progress and understanding
Pupils with secure understanding can:
- Make deductions from sources.
- Apply criteria to explore if
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Vocabulary definitions
-
historically significant
A person, event, place or idea that is considered important.
-
resulted
A person’s actions or an event that resulted in change that had consequences for the future.
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In this unit
Assessment - History Y6: Unheard histories
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?
Lesson 4: Why is Mary Seacole 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?
