Learning objective
- To decide whether a person is historically significant.
Success criteria
- I can make deductions from sources.
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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 evidence in their source highlighted, allowing them to explain what the highlighted words or phrases tell them about Alfred the Great or Elizabeth I.
Pupils working at greater depth:
Could look at another criterion, such as ‘resulted in change‘ and explain how Alfred the Great or Elizabeth I changed England.
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Assessing progress and understanding
Pupils with secure understanding indicated by: making deductions from sources,
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Vocabulary definitions
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historically significant
A person or event from the past which a modern historian decides is important.
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remarkable
A person or event that was reported on at the time and later.
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In this unit
Assessment - History UKS2: Unheard histories
Lesson 1: Who features on banknotes and why?
Lesson 2: Alfred the Great or Elizabeth I? Who was the most significant monarch?
Lesson 3: How were Ellen Wilkinson and Betty Boothroyd historically significant?
Lesson 4: Why was William Tuke significant?
Lesson 4: Why was Mary Seacole significant?
Lesson 5: Who was more significant: Lily Parr or Betty Snowball?
Lesson 6: Who will be the face of the new £10 note?
Maintained by: Kapow Primary team
Last update: 7th March, 2024
