Medium Term Planning

SUBJECT: History TOPIC: Britain from the Stone CLASS: Year 3

Age to the Iron Age

TEACHER: YEAR: 2014-2015 TERM: Autumn HALF-TERM: 1

TARGET(S): taught about the changes in Britain from the Stone Age to the Iron Age.
In this unit children will investigate three distinct periods of British history (the Stone Age, the Bronze Age and the Iron Age) to answer an enquiry
question of their design and to develop their understanding of a significant time or place. Children will use a range of sources, including archaeology,
to find out about and compare each of the periods respectively. The unit establishes an understanding of British history up to the invasion and
occupation of the Roman Empire (The Roman Empire and its impact on Britain). It provides opportunities to use a wide range of sources and
investigations (Skara Brae) to develop skills of historical enquiry, interpretation, continuity and change whilst developing an understanding of society,
life, religion, travel and the technological advances of each period.

WK LESSON DIFFERENTIATED LEARNING INTENTIONS ACTIVITY / SKILLS Unusual

OBJECTIVE Resource
(KNOW, UNDERSTAND,DO) s / Trip
ALL MOST SOME
1 Understand how know what know what terms understand Archaeology and evidence:
our knowledge of terms history history and what terms The first people probably came from
the past is and chronology chronology mean. history and Africa and were travellers. They did
constructed from mean; know can use of sources chronology not live in one place and did not
a range of sources how to use of and inference to mean; can use farm. They collected berries and
sources and make and support of sources and hunted animals. They were known
Develop the inference to judgements about inference to as HUNTER-GATHERERS.
appropriate use of make and the past. make and Explain that climate used to be much
historical terms. support can demonstrate support colder and that Britain and much of
judgements some skills in judgements Europe used to be covered in ice so
about the past; ordering periods about the past; life was very difficult.
Develop a can chronologically; can Explain that the first people arrived
chronologically demonstrate know what demonstrate in Britain at the end of the last Ice
secure knowledge emerging skills evidence was skills in Age at around 800,000 years ago.
and understanding in ordering used by ordering They travelled, by foot, across
of British, local periods archaeologists to periods Europe. At this time Britain was
and world history, chronologically learn about how chronologically joined to Europe.
establishing clear ; know what stone age people understand
narratives within evidence was used to live; what evidence Children to develop their
and across the used by understand that was used by understanding of time line through
periods they archaeologists the Stone Age, archaeologists investigations: Who were the first
study. to learn about Bronze Age and to learn about
people to live in Britain?
how stone age Iron Age have a how stone age
people used to larger duration people used to How do we know about people from
live; know period than live; the past?
that the Stone remainder of appreciate
Age, Bronze British history vast difference
Age and Iron in duration of
Age have a the Stone,
larger duration Bronze and
period than Iron Age in
remainder of comparison to
British history later periods
of history.
recall one or
two basic facts
about each
period.

2 know that understand that understand Skara Brae: significance of site and http://
Understand how historical historical that historical archaeological discoveries. www.bbc.
our knowledge of understanding understanding is understanding what the site has told us about co.uk/
the past is is only based only based on is only based aspects of Stone Age life scotland/
constructed from on evidence evidence on evidence learning/
a range of sources available; know available; can available and Children might not have an primary/
some facts recall how Skara that there appreciation for source work and skarabrae/
Understand that about how Brae was might be believe that all information they content/
different versions Skara Brae was discovered. different find, regardless of whether it is an what_hap
of past events discovere;. can use evidence versions of opinion, is correct. Encourage the pened/
may exist, giving know how to to talk about the history; can children to develop their
 some reasons for use evidence to life in the Stone recall how understanding that history is often
this. talk about the Age; Skara Brae was partial depending on what evidence
life in the be able to give discovered. has survived; sources may miss
Develop the Stone Age with reasons why there make number information and that some ideas
appropriate use of some support; might be more to of about the periods are not confirmed
historical terms. know that learn about life at interpretations and interpretations can only be made
there might be the site which about life in on what is known about a period of
more to learn might never be the Stone Age time.
discovered. based on
about life at
evidence from
the site which Skara Brae. Children to take notes and answer
might never be be able to give the following questions on Skara
discovered. reasons why Brae, using the BBC website
there might be
more to learn Explain that the children are going to
about life at make an information booklet about
the site which Skara Brae. They are to imagine that
might never be they are preparing a visitor’s guide
discovered. for Skara Brae.

3 Note connections, know that know that humans understand hunters to farmers:
contrasts and humans transitioned from that humans Ask children to consider whether life
trends over time. transitioned hunter-gatherer transitioned for humans during the Stone Age was
Develop the from hunter- to farmers during from hunter- always like that shown by the
appropriate use of gatherer to the Stone Age. gatherer to evidence at Skara Brae. Explain that
historical terms. farmers during able to identify farmers during transitions are important in history
the Stone Age. similarities and the Stone Age and things often progress: think
Regularly address
able to identify differences and know some about a cake and how ingredients
and sometimes
similarities and between the life reasons for and steps are required before a cake
devise historically
differences of a Stone Age this; able to is made.
valid questions
between the hunter-gather and identify Children research in groups what life
about change,
life of a Stone farmer. similarities and was like for Stone Age hunter-
cause, similarity
Age hunter- understand the differences gatherer or farmer. Feedback from
and difference,
gather and benefits and between the each group to generate a communal
and significance
farmer with limitations of this life of a Stone bank of knowledge.
Construct some support. transition. Age hunter-
informed know the gather and Children to use this information to
responses that benefits and farmer; make comparisons between life as a
involve thoughtful limitations of explain, with hunter-gatherer and as a farmer and
selection and this transition. support, the how these differences were
organisation of benefits and beneficial or limiting. Finally the
relevant historical limitations of children should evaluate which they
information. this transition. would prefer to live as and support
using information found during
research.
4 Develop a Can use Can use evidence Can use Bronze Age : the
chronologically evidence to to make evidence children to learn why they think that discovery
secure knowledge make some inferences about effectively to people in Britain stopped using stone of metal:
and understanding inferences the Bronze Age; make –Bronze Age (started around 2,500 BC http://
of history. about the able to identify inferences to 700 BC; immigration of the Beaker www.bbc.
Bronze Age; some similarities about the People started the Bronze Age in co.uk/
able to identify and differences Bronze Age; Britain). Stone tools were still used scotland/
Note connections,
obvious between the life able to but bronze weapons and tools, and learning/
contrasts and
similarities and in the Stone Age identify gold jewellery were introduced. primary/
trends over time.
differences and life in the similarities and Explain to children the basics on skarabrae/
between the Bronze Age; differences Bronze Age life using images and content/
Develop the life in the understand the between the artefacts to support. Discuss choices what_hap
appropriate use of Stone Age and benefits of this life in the of sorting activity with children and pened/
historical terms. life in the transition. Stone Age and allow time for children to make index.sht
Bronze Age; life in the amendments and provide ml
Address and know some the Bronze Age; justifications for why they have
sometimes devise benefits of this explain, with ordered in particular way. http://
historically valid transition. support, the www.grea
questions about benefits and tormemine
change, cause, limitations of s.info/the
similarity and this transition %20tour.ht
difference, and m
significance

5 Understand how know which know which know which Iron Age &Celts: http://
our knowledge of countries the countries the countries the Explain that the Iron Age started www.bbc.
the past is ancient Celts ancient Celts ancient Celts about 800 BC. Iron ore was more co.uk/
 constructed from came from; came from; draw came from; common than copper or tine so it history/
a range of draw and label and label a Celtic can draw and was easier to find, but the metal ancient/
sources. a Celtic Iron Iron Age label a Celtic itself was harder to extract. It british_pr
Age roundhouse; Iron Age needed hotter temperatures. ehistory/
roundhouse; able to identify roundhouse; Explain that the people who lived in ironage_in
Develop a
with support some information able to the Iron Age were called Celts. They tro_01.sht
chronologically
can identify about agriculture, identify lived in tribes, each with their own ml
secure knowledge
some religion, lifestyle, information leader. They lived in roundhouses WOODLAN
and understanding
information leisure and about grouped together on a hill fort. DS WEB
of history.
about appearance. agriculture, LINK to
agriculture, able to religion, answer
Develop the religion, communicate lifestyle, these
appropriate use of lifestyle, research leisure and questions.
historical terms. leisure and appearance. http://ww
appearance. able to w.primary
Construct communicate homework
informed their research help.co.uk
responses that in way so /celts.htm
involve thoughtful information is Llyn Cerrig
selection and effective and Bach
organisation of accessible. hoard
relevant historical
information.

6 Develop a Can locate the Can locate the Can locate the Timeline: Introduce the idea of a flashcarts
chronologically some periods different periods different timeline to children, Children to with
secure knowledge of the Stone of the Stone periods of the arrange the events in chronological events and
and understanding Age to Iron Age Age to Iron Age on Stone order and stick onto time line. artefacts
of British, local on a timeline; a timeline; can Age to Iron Age
and world history, know how to arrange events on a timeline; Children can add other images of
establishing clear arrange events from the past in can arrange artefacts to the time line or arrange
narratives within from the past chronological events from themselves into a “human” timeline
and across the in order the past in – each child given an event and must
periods they chronological chronological stay in the correct place
study. order order
Understand how accurately
our knowledge of
the past is
constructed from
a range of
sources.

7-8 Construct can provide can research and can research Enquiry: children should develop To support
informed information on provide and provide research and source skills and use you with
responses that chosen area; information on information on evidence to support ideas and historical
involve thoughtful know how to chosen area. chosen area. information. enquiry
selection and use evidence to understand how can use Explain to children that the following use the
organisation of support ideas to use evidence evidence to series of sessions are to be following
relevant historical and to support ideas support ideas undertaken without input from website
information. information and information and teaching staff. for
found; can found; can information Model to children what a good guidance:
present present found; can enquiry question looks like and http://fac
Understand how
information in information in an present encourage them to think about what ingthepast
our knowledge of
some way appropriate information in aspects they want to investigate shapingthe
the past is
manner. an effective further: lifestyle, clothing, food. future.co
constructed from
and Encourage children to add in an m/teachin
a range of
appropriate element of comparison g-learning-
sources.
manner. strategies
/history/
Understand that historical-
different versions enquiry/
of past events
may exist, giving
some reasons for
this.