Key Stage 2
Year 3
From Stone to Steel & the South Dorset Ridgeway.
The historic and beautiful landscape of The South Dorset Ridgeway has benefitted from a major investment from the Heritage Lottery Fund. We want school children to learn about, enjoy and feel pride for this local Area of Outstanding Natural Beauty. Wyke Regis Junior School has created this exciting scheme of work focusing on how people lived from the stone to iron age.
From Stone to Steel Scheme of Work
Changes in Britain from the Stone Age to the Iron Age
To know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day
· understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
· gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
· understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
Week / Aspectof
Learning / Learning Objectives / Activity (including differentiation/level of support/ICT link)
Intro / Historical Perspective
Gain historical perspective by placing their growing knowledge into different contexts / I can put events into chronological order / Timeline activity starter
In small groups, order the historical events (mainly UK but to include Ancient Greeks as already studied and to include the Palaeolithic, Mesolithic, Neolithic and Bronze Age). Get children to explain the difference between BC/AD. Introduce the terms CE/BCE.
Tell the children we are going to learn about life from the Palaeolithic through to the Bronze Age in Britain. Highlight we are looking at the changes and differences between each time period so they will have to be observant and ask lots of questions!
Week 1 / Historical Concepts
Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends. Frame historically-valid questions and create their own structured accounts / I can say how the houses and homes of the Mesolithic, Neolithic and Bronze Age were different.
I can suggest reasons for why this might be. / Houses and Homes
Starter:
Have images of houses through the ages and get small groups to put them in the order they think they were built. The groups should have reasons for why they ordered them the way they did. Focus on building materials.
Key question: How did the houses and homes change in these periods?
Spilt the class into three groups.
Give each group one of the periods we are studying. Each group needs to look at a selection of images that show the inside and outside of the houses/homes. They then plan, with an adult, how to build a replica of this house.
Image sources: Star Carr for Mesolithic, Skara Brae for Neolithic, round houses for Bronze Age.
Each group to visit the other groups to find out how the houses have changed. Some group members should be available to talk about their house that they built. (Why did they use certain building materials? Why a certain shape? Were machines involved? What furniture did they have inside?
How did they cook?)
All children to write questions about what else they would like to learn about each period. Questions to be written on red flames to be added to the fire in each house. Answers can then be added in orange when they have been found out.
Guided Reading:
Using the CGP book as text followed by some comprehension work.
Literacy:
Writing a NCR about houses and homes (focus on presentation – give information).
Weeks 2 & 3 / Historical Concepts
Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts
Historical Enquiry
Understand the methods of historical enquiry, including how evidence is used rigorously to make historical judgements / I can say how the Mesolithic, Neolithic and Bronze Age people ate and how each period is different.
I can suggest reasons for why this might be.
I can say what tools and weapons the Mesolithic, Neolithic and Bronze Age people had and how they were probably used.
I can suggest reasons why the Bronze Age people were the first to start using weapons. / Food And Farming , Tools And Weapons
Looking at each era, one by one, using a variety of sources, to research and present how the people of those times ate. Asking key questions: how did they kill animals? How did they plough the field/ dig a hole? ....
Which age do you think you would have liked to have lived in? Why?
Outcome:
Mesolithic research presented on a spear.
Neolithic research presented from drama (freeze frame with thought tapping following using the interactive eavesdropping CD) – photo and thoughts annotated around the picture.
Bronze Age research presented on a sword.
Literacy:
Writing a NCR about food and farming and daily life.
PE:
Link the three eras with games. Mesolithic small family (individual) groups; Neolithic with extended family groups and close friends (with friends); Bronze Age tribe and chieftain (team with a captain).
Week 4 / Historical Concepts
Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts
Historical Enquiry
Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims / I can say how the Mesolithic, Neolithic and Bronze Age people may have acquired goods from elsewhere?
I can suggest ways they could have done this without the use of money.
I can say what artefacts the Mesolithic, Neolithic and Bronze Age people had and how they were probably used.
I can suggest reasons why the Mesolithic, Neolithic and Bronze Age people had gold jewellery / Jewellery And Trade
· Present archaeological evidence that items have been found as grave goods that could not have possibly been made or found on this land. How did these objects get here?
· Discuss how even back then, trade was evident, especially from the Neolithic onwards. What difference would this have made to their lives? How did they pay for items?
· Design and Create: Weaving from the Neolithic period and make a beaker pot from the Bronze Age
Week 5 / Historical Concepts
Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts
Historical Inquiry
Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims / I can say how the Mesolithic, Neolithic and Bronze Age people buried their dead.
I can suggest reasons why they did it this way.
I can find local sites and give reasons why they are where they are.
I can make representations of the burial sites. / Ritual And Burials In Our Local Landscape
· Find out about how people buried their dead in the three ages. Why did the barrows change? Has anyone seen a barrow? What was in the barrows? Why do you think they put things in the barrows?
· Find the barrows in our local area (Ridgeway) on a map. Where were they built? Why do you think they were built there?
· Make models of round barrows and long barrows with little museum labels giving information.
· Prepare for the Class museum opening. Set out the literacy reports.
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