Amazing People We Remember

WALT (We Are Learning To)

• Recognise and talk about famous historical figures and their contributions.
• Understand simple historical concepts such as caring, fairness, bravery, and invention.
• Develop speaking and listening skills through discussion and group activities.

National Curriculum Links

This lesson aligns with the History programme of study for Key Stage 1 (Year 1), as specified in the National Curriculum for England:

• Pupils should be taught to:
  • Talk about the lives of significant individuals in the past who have contributed to national and international achievements.
  • Recognise why people did things, why events happened, and what happened as a result.
  • Develop an awareness of the past, using common words and phrases relating to the passing of time.
  • Ask and answer questions, using artefacts, stories, and pictures.

Success Criteria

• I can name four important people from history.
• I can say one thing each person did to help others.
• I can answer questions about why these people are remembered.
• I can work with my partner to share ideas.
• I can join in a group game and explain who I am talking about.

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Lesson Overview (40 minutes)

1. Introduction and Title Slide (5 mins)

• Display Slide 1: “Amazing People We Remember!” with pictures of Mary Seacole, Malala Yousafzai, Isambard Kingdom Brunel, and Nelson Mandela.
• Ask the whole class: “Do you remember these people?”
• Briefly introduce that today we will learn about four amazing people and why we remember them.

Differentiation:

• Use visual aids and clear pictures for easier recognition.
• For dyslexic learners, use dyslexia-friendly fonts and bold headings on the slide.

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2. Learning About Each Person (20 mins: 5 slides, ~4 minutes each)

Use the slides 2 to 5. For each person:

• Show the picture and read simple bullet points aloud together.
• Ask the talk question to encourage thinking and verbal responses.

Examples:

• Mary Seacole (Slide 2)

  • She was a nurse.
  • She helped soldiers who were sick.
  • She cared for people in the war.
  • Talk: “How did Mary help others?”

• Malala Yousafzai (Slide 3)

  • She wanted girls to go to school.
  • She spoke up bravely.
  • She helps children learn.
  • Talk: “Why is going to school important?”

• Isambard Kingdom Brunel (Slide 4)

  • He was an engineer.
  • He built bridges and trains.
  • He helped people travel.
  • Talk: “What did Brunel build?”

• Nelson Mandela (Slide 5)

  • He helped make things fair.
  • He was a leader.
  • He worked for freedom.
  • Talk: “What does being fair mean?”

Differentiation:

• Support slower learners by asking one-to-one and encouraging short answers.
• Provide sentence starters on prompt cards for children who need extra help (e.g., “Mary helped by ___”).
• Use multi-sensory cues (e.g., show a simple gesture representing ‘helping’ or ‘building’).

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3. Recap with Think-Pair-Share (5 mins) – Slide 6

• Show the recap questions:

  • “Who helped sick people?”
  • “Who built bridges?”
  • “Who helped children go to school?”
  • “Who helped make things fair?”

• Children think individually, then discuss with a partner, then share with the class.

Differentiation:

• Pair children strategically (strong with emerging speakers).
• Provide picture prompts next to questions for dyslexic and EAL learners.

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4. Group Activity – “Who Am I?” Game (10 mins) – Slide 7

• Children split into small groups of 4-5.
• Each group receives four picture cards of the historical figures.
• Teacher reads clues one at a time (e.g. “I helped soldiers in war…”).
• Children hold up or point to the correct picture card.

Extension:

• Children say a sentence aloud:
  “This is Mary Seacole and she is known for helping sick soldiers.”

• Encourage confident learners to create their own clue sentences for the group.

Differentiation:

• For less confident speakers, allow non-verbal responses (thumbs up / pointing).
• Provide written and pictorial clue cards for independent reference.
• Use simple sentence frames to support pupils with speech or language needs.

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Additional Teaching Tips for Impact

• Use real artefacts or props if possible (e.g., a nurse’s hat for Mary Seacole, simple toy train for Brunel).
• Incorporate a story time: Read a very short age-appropriate story or anecdote about one figure to deepen engagement.
• Visual timers and clear signals (e.g. “When you hear the bell, listen up!”) to keep the pace lively but calm.
• Create a word wall on the classroom board - add key words like nurse, brave, engineer, leader, fair. Use dyslexia-friendly font and colourful backgrounds.
• For children with physical difficulties, allow alternative participation (e.g., pointing cards on a desk rather than holding up).

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Resources Needed

• Projector or interactive whiteboard to show slides
• Printed picture cards for “Who Am I?” game (4 main figures)
• Sentence starter cards and picture prompts for differentiated support
• Word wall display materials
• Props for role-play (optional)

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By implementing this lesson plan, you will deliver a vibrant, inclusive experience that meets the National Curriculum requirements and nurtures year 1 pupils’ confidence in historical awareness and oral communication. The interactive structure with varied modalities ensures engagement for all learners, while the differentiation and extension components encourage every child to shine.