Learning objective
- To evaluate the significance of historical figures.
Success criteria
- I can identify the achievements of a historical
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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 use a device to help them to gather information for their video planning.
Pupils working at greater depth
Could rank the historical figures in terms of significance and explain the reasons for each ranking.
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Assessing progress and understanding
Pupils with secure understanding indicated by: explaining why a historical
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Vocabulary definitions
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achievements
Something good that you create.
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Mary Anning
A palaeontologist, who did important work on Jurassic fossils.
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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
