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  3. Key stage 2 >
  4. Year 6 >
  5. Transition unit >
  6. Unheard histories: Who should go on the £10 banknote? >
  7. Lesson 3: How were Ellen Wilkinson and Betty Boothroyd historically significant?

Learning objective

  • To evaluate the significance of Ellen Wilkinson and Betty Boothroyd using sources.

Success criteria

  • I can make inferences about a historical
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National curriculum

History

The National curriculum for history

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Cross-curricular links

English

Reading comprehension

Pupils should

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Before the lesson

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Lesson plan

Recap and recall

Show the Presentation: The five Rs.

Learning objective

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Adaptive teaching

Pupils needing extra support:

  • Could have words and phrases highlighted in the source to support their inferences.
  • Could use the Knowledge organiser for vocabulary support.

Pupils working at greater depth:

  • Could include information about Ellen Wilkinson or Betty Boothroyd from additional research in the Main event
  • Could compare the five Rs criteria to their criteria in the Wrapping up.
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Assessing progress and understanding

Pupils with secure understanding can:

  • Make inferences about historical figures using sources.
  • Explain the
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Vocabulary definitions

  • adversity

    An extremely difficult situation.

  • contribution

    Giving or doing something to help or achieve something.

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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?

Created by:

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Maintained by: Kapow Primary team

Last update: 1st April, 2026

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Lesson 2: Was Alfred the Great or Elizabeth I the more significant monarch? Previous Lesson
Lesson 4: Why is Mary Seacole historically significant? Next Lesson

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