Learning objective
- To evaluate the significance of historical figures.
Success criteria
- I can make
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National curriculum
History
The National curriculum
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Cross-curricular links
None.
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Before the lesson
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Lesson plan
1: Lesson plan
An area for you to put useful resources from the previous lesson
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Adaptive teaching
Pupils needing extra support
Could have words and phrases highlighted in the source, to support them in retrieving information.
Pupils working at greater depth
Should deduce information about Ellen Wilkinson or Betty Boothroyd from their research; could compare the historical significance of Ellen Wilkinson or Betty Boothroyd with the ‘five R’s of significance’ criteria.
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Assessing progress and understanding
Pupils with secure understanding indicated by: making inferences from a source about
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Vocabulary definitions
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adversity
An extremely difficult situation.
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contribution
Something a person does to help develop something.
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In this unit
Assessment - History Y5/6 (Cycle B): Unheard histories
Y5/6: Lesson 1 (Cycle B): Who features on banknotes and why?
Y5/6: Lesson 2 (Cycle B): Was Alfred the Great or Elizabeth I the more significant monarch?
Y5/6: Lesson 3 (Cycle B): How were Ellen Wilkinson and Betty Boothroyd historically significant?
Y5/6: Lesson 4 (Cycle B): Why was William Tuke significant? - Option 1
Y5/6: Lesson 4 (Cycle B): Why was Mary Seacole significant? - Option 2
Y5/6: Lesson 5 (Cycle B): Who was more significant: Lily Parr or Betty Snowball?
Y5/6: Lesson 6 (Cycle B): Who will be the face of the new £10 note?
Maintained by: Kapow Primary team
Last update: 23rd February, 2024
