Sir Titus Salt and Saltaire: Discovering a UNESCO World Heritage Site

This unit was produced in partnership with Saltaire Stories and provides a complete scheme of work, with activities and resources to support two overarching questions relating to:

  • Why Sir Titus Salt is a significant figure in history.
  • Why Saltaire in Bradford, West Yorkshire is a UNESCO World Heritage Site.

The resources are intended for use by KS2 or Lower KS3 students and form a series of Power Points with teacher information and student activities. They represent a depth study focusing on a significant event in Britain’s history which links to the National Curriculum requirement for students to learn about ideas, political power, industry and empire: Britain, 1745-1901 (National Curriculum for History, KS2 and KS3).

For schools in Yorkshire, the resources also offer pupils the opportunity to carry out a study of an important and relevant local site, investigating the impact of the Industrial Revolution on their region, as well as the important role of the textile industry and paternalism in economic and social development.


Teaching ideas

This scheme of work takes the form of a sequence of seven lessons designed to provide the required knowledge and understanding for pupils to answer two overarching questions:

  • How significant an individual was Titus Salt (1803-1876)?
  • Why has Saltaire become an important World Heritage Site?

Over the lessons, pupils will gain knowledge and understanding of Saltaire from the 1850s onwards and will develop a range of historical skills. These include historical concepts such as continuity and change, similarity and difference and significance, and using them to make connections, draw contrasts and analyse trends. Each lesson is designed to give students increased knowledge about Titus Salt and Saltaire, building over time to create a full picture of the man and site allowing them to draw their own conclusions and create their own interpretations.

Learning and outcomes

  • To investigate aspects of an important local history and how they relate to a broader historical concept.
  • To understand methods of historical enquiry, including how evidence is used to make historical claims, and how and why contrasting arguments and interpretations of the past have been constructed.
  • To create reasoned and evidentially supported judgements.
  • To identify significant events, make connections, draw contrasts, and analyse historical information and to create a relevant, structured and evidentially supported account, in response.
  • To start to create personal creative reflections of the past.

Extended learning and useful links