Topic Planning Year 3

From Stone Age to Iron Age

Learning Objective Whole Class input Independent/group activities Assessment: Plenary & (key questions) (including differentiation) Success criteria Home Learning

LO - To arrange Input All children to arrange the I know some of the Plenary: events from the past Pose 4 questions on A3 pieces of sugar paper – What do events in chronological order major Chn to write on thing in chronological order you do for entertainment? What are your favourite foods? and stick onto time line. developments in they would like to learn What types of transport do you use? What is it like where human history from about this topic on a onto a timeline. you live? Chn to work in mixed ability groups (HAL to HA children can add other this period. post it note. scribe) and write down notes to each question. Ask ‘How images of artefacts to the time QUESTION different would life be if we were to take this all away?’ line linked to particular periods I can use a timeline Who were the first Imagine a world with no electricity, no shops, no houses of time. to arrange the people to live in like ours, no transport etc. events in Britain? Allow time for chn to talk to TP, encourage them to think chronological order.

Hstory

about what they would do for food/ clothes/ shelter etc.

1 NC I know how Pupils should be Main Teaching: evidence is

lesson lesson Introduce the topic to the children. Talk partners Q: Mini Plenary: gathered about pre- taught about changes in Britain What do they already know about stone age, iron Discuss the chosen order for historic Britain. from the Stone Age age or bronze age Britain? What does pre-historic the dates, emphasising how to the Iron Age mean? How then do we find out about pre-historic the higher a BC date is, the This could include: Britain? longer ago it happened. a.late Neolithic Use IWB and notebook to take chn on a whistle stop hunter-gatherers and journey from stone age through to the iron age, early farmers, for introducing key events in each time period and explaining example, Skara Brae b.Bronze Age that we will be covering each of these in further detail religion, technology during the term. and travel, for example, Stonehenge Introduce the idea of a timeline to children, explaining c.Iron Age hill forts: how we often use timelines in history to put things in tribal kingdoms, order of when they happened (chronology). farming, art and Explain that we arrange our dates from the time Jesus culture was born: BC and AD.

Independent Work: Show chn a timeline and model placing recent events onto a timeline with the chn’s help. Introduce the chn to their task where they will be cutting out events and periods of time and trying to arrange these in chronological order. The chn can then stick these onto the timeline given. LO To understand Starter: I’m a child, get me out of here- give the children Task: children must persuade I can explain Children present their what humans needed the scenario: they have woken up without clothes, food, a Stone Age man to buy a bow challenges for early adverts to the class. for survival in the water or shelter etc. On tables, decide which order you and arrow. Watch example of man Stone Age would need to complete these tasks. sales pitch (either video or What persuasive teacher). What persuasive I can tell you why features did they use? To create an advert Introduce what The Stone Age means- features did they use? tools were for a stone age tool Why do you think it is called this? How long ago was this? (adjectives, rhetorical important What types of tools would they have had? questions)

History

2 I can write a Construct informed responses that Go through introduction to The Stone Age (on IWB) On tables, create a sales persuasive advert involve thoughtful http://www.bbc.co.uk/programmes/p00dtrcn advert for the bow and arrow. selling a Stone Age lesson lesson selection and tool organisation of Introduce the task Independent: historical information LA: annotate picture with adjectives MA: use writing frame

HA: write an advert using a rhetorical question

Introduction Activity ‘How did humans in the Stone Age collect their food?’ HA Independent Same as Have question on IWB and ask chn to discuss with their below and chn to also write TP. Listen to chn’s ideas and discuss as a class. Go about which weapons would through PowerPoint. have been used and what describe how they were used. Main Teaching Input Explain that for this lesson, we are going to become MA Chn to write a paragraph

hunter-gatherers! We need to go out and hunt or gather explaining what Stone Age our own food. What types of food would the Stone Age people would eat and how people eat? How would they prepare this food? Would we they collected their food. do that today? Why not? Explain which food would be Split children into groups. Explain that we are going to hunted and which would be take on the role of hunter-gatherers. Equip children with gathered. ‘spears’ (use javelins). Around the playground will be different images of foods that would be ‘gathered’ and LA (Guided group) Chn to some animals that would be ‘hunted’. Chn will search the write simple sentences. Create playground for the food and bring back as much as column with pictures to show possible. which food would be hunted and which would be gathered. Session 3:Session Hunter gatherers Return to class – discuss which foods would be hunted SEN: Pictures stuck in to show 5:Session Hunter gatherers and which would be gathered, which food was hunted and which was gathered. Copy Look at some of the food that hunter-gatherers would sentences to explain what food have eaten (fruit, nuts, seeds, veg and lentils) for chn to was eaten. try.

Lesson 4 example, Stonehenge example, for and travel, technology religion, Age b.Bronze Brae Skara example, for farmers, early hunter This IronAge the to Stone Age from the Britain changes in about taught be Pupils should NC the past? from people about know we do How Britain? in people the first Who were time. of this period about us tell artefacts stoneage what LO

a.late Neolithic a.late n 3 History

To could include: could

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gatherers and and gatherers understand understand

arrived). humans before out long died had dinosaurs the that 3about for? Earth humans? include we might Where and last? first on Earth the appeared animals r a Show Chn Main Teaching     

monuments. EVIDENCE!! monuments. bones/skeletons, tools), past? the from people about know we do How Q: Europe). to joined Britain powerpoint AGE IRON to AGE STONE (Show joined Europe. to was Britain time travel have they might Europe. across foot, by travelled, They ago. years around 800,000 at IceAge last the endthe of inat Britain arrived people first the that Explain difficult? been very difficult. life was cove be used to Europe of and much climate ago? years of millions in Britain like been have the weather What might Q: GATHERERS as known They were hunted animals. eat have people farm. notand did were and from Africa came probably first people The – million years years million

can they place them in order of those who who those of in order them they place can

Explain that people have been on earth for for earth on have been people that Explain ange of pictures of different species of of species of different pictures of ange travellers

: Archaeology

used to be much colder and that Britain Britain that and colder much be used to Q: How long have people been on on been people have long How Q:

. –

AFTER the dinosaurs (emphasis dinosaurs the (emphasis AFTER . They did not live in one place place liveinone . Theydidnot

en? en? Q: What might these these might What Q: , objects (stone, bone, antler antler bone, (stone, , objects Q: Why might life have have life might Why Q: They collected berries and berries collected They cave paintings, pottery, pottery, cave paintings,

led by foot? by foot? led

–

the slide showing showing slide the

Explain that that Explain red in ice so ice in red HUNTER Q: Why Why Q: At this At - T 1 ACTIVITY folders for onto paper stuck display. or be glue. coloured then with A4 and can angle label an These at paper. each out attach sugar a cut on black each Then of mount out its cut and square to to tool artefact age Children stone use. each up Objects Puzzle Extension LA and boxes. boxes pictures with blank information the stick and using writing Answer MA orally. question the Try toanswer book. exercise bysideinto side stick Cut and box. information o match each picture to each to picture each o match - HA extension HA

the questions in in questions the

–

to match match to to it’s description. it’s to eachobject match I cansuccessfully historical object. a I can‘read’ live. used to people stone age how about learn to archaeologists used by which is evidence I know the

discuss. and work Share PLENARY:

c.Iron Age hill forts:  Explain that we do not know much about these tribal kingdoms, people because it was so long ago, not much farming, art and evidence has been found. They did not write or culture draw and they did not live in one place. They lived in caves or in camps.

Independent Work: Model tasks to chn; look at a picture, does it resemble any of the descriptions? Match together and stick side by side neatly in book. HA chn can be challenged to answer given questions about each object, requiring them to make inferences and deductions about the given period in time (links to English AF3 and AF7).

To use the internet Main Teaching: Lesson 4 J.B I understand how Plenary: to gather research Quick recap from last lesson: Q: who can remember Children to work in MA pairs to stone age people Share examples of good about Skara Brae. something which they have learned about stone take notes and answer the were Britain’s first work age people? Talk partners and share ideas. Explain that following questions on Skara farmers.

stone age people (people who used stone to make tools Brae, using the BBC website. What did people and equipment) lived for thousands of years. For about  where is Skara Brae? I can navigate a

History do in the ‘new’ 4000 years they were HUNTER GATHERERS – Q: who  How/why was it given website to stone age? can remember what this means? discovered? How old carry out research.  Explain that from about 4000 years ago new is it? NC stone age people cleared trees with flint hand  How long was it I can explain how Pupils should be axes and planted crops, bringing seeds from inhabited? people used to live mainland Europe. They also brought over sheep  Who lived there? in the new stone

lesson lesson and 6 5 taught about changes in Britain and cows and tamed native wild boar into pig.  What did their houses age based on from the Stone Age They were the first farmers in Britain. Q: How look like? evidence from to the Iron Age are farmers different to hunter gatherers?  Did they have any Skara Brae. This could include:  Read books on Skara Brae furniture? a.late Neolithic  Look at and investigate the Skara Brae website  Did they make/have hunter-gatherers and together. any precious objects? early farmers, for http://www.bbc.co.uk/scotland/learning/primary/s  What happened to example, Skara Brae karabrae/content/what_happened/ Skara Brae? b.Bronze Age Explain that the children are going to make an information religion, technology booklet about Skara Brae. They are to imagine that they http://www.bbc.co.uk/scotland and travel, for are preparing a visitor’s guide for Skara Brae. Think /learning/primary/skarabrae/co example, Stonehenge about the type of information that they would need to ntent/what_happened/ c.Iron Age hill forts: include in their booklet; Show the chn a small advert for tribal kingdoms, Vindolanda at Hadrian’s Wall. If they were visiting this Mini Plenary: farming, art and site, what questions might they have? What might they Stop chn and ask for examples like to find out before visiting Chn to discuss with talk of information which they have culture partners- share ideas. gathered so far – remind that they should be recording in Independent Work: note form rather than copying Chn will use the laptops/books and key question resource full sentences from the to explore Skara Brae website – gathering information to website. include on their information leaflet. Lesson 5 Before chn begin independent research, model opening Children to use research notes word document in shared drive – showing chn how to to create a visitor’s information open hyperlink (ensure all chn have website open). leaflet on Skara Brae on Lesson 5 Carpet Work: differentiated framework. Recap last lesson – talk partners: Q: what did you learn about Skara Brae? Share ideas. Today we are going to Extension create information booklets for Skara Brae using a Children to find out additional framework. information and place on the Show chn an information leaflet. Q: Can they pick out back of the leaflet. Add colour key structural and language features? Chn to discuss to leaflet. with talk partners and come up and underline on IWB. Provide support to LA group. Introduce chn to the frame work which they will be using for their information booklet. Chn to work in ability groups using differentiated framework.

lesson 2 art lesson 1 art create art create work? art age the stone in people did How QUESTION resources with work art creating sourc LO a historical interpret To sources historical from constructed the in of our past how knowledge Understand History NC history? in period this us about tell age work art stone What does QUESTION internet. the using work art age LO

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period. this time during important very clearly were animals a the Geogra History and no electricity ours, like homes hadno people these that realise chnto the Britain? prehistoric ancient lived in how people chn the byBegin asking Main into this research out some carry to chnneed Firstly the materials. natural of range a using own, their create eventually chnwill the and age stone livingthe in bythose paintings completed cave about learn going to are we chnthat the to Explain France anddiscuss. of chn pictures Show the ideas. Share time. the at world the usthey about tell what discuss to them and ask pictures of different range pa into our clues lotsof us cangive work art chnthat the to Explain not? Why his desk? man. history? throughout used been always have work of art forms these painting, sketching e.g artwork forms of of lots discuss chnto andencourage ideas Share partners. museum? find a in chn the byBegin asking Mian Teaching

rt work they looked at yesterday at they work looked rt Teaching Can the chn imagine this man sketching a picture at at picture a sketching man this chnimagine the Can

st and the history of the world. Show the chn a chna Show the world. of the history andthe st : :

type of art. type – Allow the chn to discuss with their talk talk their with discuss chn to the Allow phy. phy.

etc. etc.

Why do we not know the ar the not know we do Why Show the chn a picture of a cave of a picture chna Show the

link to what the chn have learned in chn have learned the what to link sculpture, modern art work, collage, collage, work, art modern sculpture, Ask the chn if they th chnif the they Ask What did the chn notice about about chnnotice didthe What what kind of art work they might might they work kind art of what what they have learned about about they have learned what Chauvet

cave paintings in paintings cave ? They show that that show They ink all of all ink Encourage Encourage tists?

to begin sketching some of the the of some sketching sketchbooks their begin to use to Chn ACTIVITY: are having any difficulties, how difficulties, having any are they if ask chn and Stop the Mini Plenary: cave paintings. into week last research their found in they effects which the recreating work, their Chn ACTIVITY paintings. found cave age landscapes tone and in animals

use sketchbooks to record record to use sketchbooks

resources. ofvariety a tones using Earthy I cancreate created. were cave paintings age how stone I know art. day different modern to was art stone age how I candiscuss now. different to stoneage how understand to beginning I am our history. of our knowledge canhelp form art how I understand

life was life was

can use net week? net can use they which partner their from anything new learn effects different create used to techniques the discuss their at look to Ask thechn PLENARY: live now? animals these chnthinks the Do there? were animals What life? stone age about us paintings tell cave age dostone What Plenary: partner’s work and work partner’s –

did any chn did any

Teacher modelling: can we overcome these? Have I can create NC Art Q: How might the stone age people have created any of the chn achieved some different effects To improve their art work? Encourage the chn to discuss using hands, effective results? Share with using a range of mastery of art and twigs, resources found outside, mud and the earth. the class. materials. design techniques, Arrange the chn into a circle and introduce them to the including drawing, resources which they will have available on their tables. painting and Model to the chn how we can make our own stone age sculpture with a paint using these materials. Model crushing the soil to range of materials change its texture and adding a small amount of lard to create a paint like texture. What could we add to change the colour? Model adding tea and how this changes the colours – we are going to be using Earthy tones; what does this mean? Model using powder paints; are we going to be using bright purples and pinks? Again stress the importance of Earth tones. Model using fingers and twigs as paint brushes.

Independent Work: Now the chn can use their implements to create different patterns and colours and experiment in their sketch books. They are going to do this using their hands as paint brushes, dried up twigs and dried paint brushes to replicate the effects found in cave paintings.

LO To sketch Mian Teaching: Activity: I know how Plenary:

pictures inspired by Q: What have we learned so far about stone age To develop sketching skills by sketching is Explain to the chn that cave paintings. art work? Encourage the chn to reflect upon the drawing various stone age different to drawing next lesson they will be importance of cave paintings such as Chauvet as they inspired drawings in an outline. using their stained

give clues into our history and how generations of people sketchbooks. paper to recreate a cave QUESTION have lived on Earth. Q: How might the experiences of I can sketch painting just like the How is sketching these people have been different? Q: How was art Extension effectively. ones in the Chauvet

lesson 3lesson art different to work produced? Why was it produced? The chn can add colour to cave. Why is it their sketches when happy important that they drawing an Explain to the chn that today they are going to be using that the chn have developed I can create sketch carefully and outline? all of the inspiration which they have gathered from their their sketching techniques and drawings inspired lightly onto their stained work so far, to sketch their own cave paintings into their skills. by cave paintings paper? Ensure the chn sketch books. The key skills which we will be developing understand that they NC Art is the ability to sketch. will be painting on top To improve their Q: How is sketching different to drawing an outline of this and so it is mastery of art and for example? Encourage the chn to discuss the Mini Plenary: important that their design techniques, differences and how this can be achieved by holding the Use to address any pencil lines are not including drawing, pencil differently. misconceptions with sketching, visible. painting and are the chn finding this a bit sculpture with a Teacher Modelling: tricky. They may require range of materials Gather the chn into a circle. T to model how to hold a further teacher/pupil

pencil when sketching and how this is different to when modelling. we are writing. Invite the chn to hold a pencil in this way – address any misconceptions. Begin by drawing a very thick line on the paper by pressing hard. Ask the chn what is wrong with this? Can any of the chn model how this should be done to achieve a sketched line? Explain to the chn that they can check if their technique is correct by using a rubber – a sketched line should rub out very easily without leaving a mark on the page.

Independent Work: Explain to the chn that although the stone age people would not have used the same materials as we are using today, they might indeed have used the sketching technique with the resources which they did have. The chn are going to practise this technique in their sketch books, drawing different stone age scenes.

While the chn are doing this, work around the tables – working with one table group at a time to stain their cartridge paper using diluted tea and coffee. lesson 4 and 5 art of materials range a with sculpture painting and including drawing, design ofand art mastery their To improve NC Art own cave paintings. LO To create our create To

techniques, techniques,

sketch. their to colour add to of materials shown to hasbeen this When sketch. their complete to paper stained their using independently work chn to The are Work: Independent replica. realistic a creating painting, cave the colour to tones Earthy some using again Then model accurately. and carefully work have to they simply harder, press chnshould the that not mean does visible,this less be may The lines paper. cartridge onto sketching and paper onto stained their T Teacher Modelling: lessons. art over their and practise develop to opportunity had the have chnshould which the skills all are These missed. have chn might any the which today? successful Ask thechn product. finished their inspire to have done they which work ofuse all the to open books sketch their have also they must that them u to choose they might which cavepaintings of effective range chn a show the to Use IWB the week. last stained which was paper the using cave paintings, own their create to have developed they which andtechniques skills ofuse all the going to t Today further? learning their can chntake the now to up anddesign in art have learned we what recap to indiscussion a part take chnto the Encourage Mian Teaching

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List these on t these List

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he chn are are he chn –

how how stained paper and to add add to and paper stained onto sketch a To complete 1 ACTIVITY colour to their sketch. their to colour add to of materials range use the to able chn then are the anadult, to shown been has this When sketch. their complete to paper stained their using independently chnThe Work: Independent tones. Earthy using colour

are to work work to are

painting cave realistic a I cancreate effectively. materials I ca surface. different a onto effectively I cansketch n use a range of range a n use replica.

reasons. their share to Ask thechn about. they have talked which ideas the share to children and invite some partner with ideas Share painting their improve to ways suggest can they successful, friendtheir been work. partner’s their at look Ask thechn Plenary:

How has How ?

lesson 1 history Lesson 1-3 Art religion, technology technology religion, Age b.Bronze Brae Skara example, for farmers, early hunter include: could This IronAge the to Stone Age from the Britain changes in about taught be Pupils should bronze age. the T LO jewellery Age Stone To create sources historical from constructed the is of our past how knowledge Understand NC a.late Neolithic a.late

o learn about about o learn - gatherers and and gatherers

and started the bronze age. bronze the and started age stone the andended for people lives many Improved pieces. into different breaking without useful hardand really i then when shapes, into different made and melted be can it therefore metal; of type isa Bronze why? and pick would you what objects; the of weaknesses isbetter? What difference? isthe What of bronze/metal. piece anda around stone Pass W thanstone. better af named became it age’ ‘stone the After stone http://timetravellerkids.co.uk/uncategorized/make e/content/peop http://www.bbc.co.uk/scotland/learning/primary/skarabra them? from people the about learn canwe them?What make they would Why they use? H jewellery and pottery of Show pictures http://www.bbc.co.uk/wales/celts/index.shtml?1 ow do you think these were made? What materials did materials What made? were these think doyou ow hat could this have been this could hat

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Starter: Interactive jigsaw puzzle at: puzzle jigsaw Interactive Starter: ? Talk partners. ?

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Create a necklace clay a using Create All children: order. stick into flow chart LA picture. a Then candraw happens. what sentence explaining a first write Children to on bo the model first and children with through it talk (smelting) into bronze; rocks of making Flow chart onto string. thread and beads the Paint - through - Longer ‘tooth’ beads ‘tooth’ Longer pushed hole with beads round Give children the children Give

and ask them to to them and ask

ard. ard.

blank blank

was discovered was how bronze I know bronze uses of different I know the age bronze the started I know what age bronze the I know what S.C necklaceAge I can historical source a from information I can

create a Stone Stone a create read

periods. two the between are differences of the some what askabout questions to of think to class the Challenge Age. Bronze Stone fromthe travelled has who traveller time a be to pretend to volunteer a Ask for tables. their on others prompt and Children praise Age to the to Age

and travel, for Look again at the tmeline from session 1. Ask the pupils MA: Give children key words example, Stonehenge to spot where the Stone Age ends and see what comes and ask to organize to the c.Iron Age hill forts: next. Explan that the introduction of bronze was such a right step on flow chart. tribal kingdoms, signifiacnt change that this period was named after it. farming, art and HA: to complete culture http://www.bbc.co.uk/guides/z874kqt#zwmkd2p Read independently. through section 1-3 different uses of metal.

Twinkl powerpoint

Activity 1: Sort through cards on tables matching the different reasons of use bronze instead of stone; why is it important? ( MA groups)

https://www.bbc.co.uk/education/clips/zssnfg8

Watch video about the bronze age; children to make notes about important parts of bronze age.

L.O to gather Mindmap (on twinkl) Children to write a report SC Timeline cards of stone information about Summarise what life was like in the bronze age about the Bronze Age. I can gather age to bronze age.

the bronze age. information about What order did things What is it? LA the Bronze Age happen in? Add to NC What they looked like Guided write using set display board.

history

Pupils should be What they made headings and class notes. taught about Weapons changes in Britain Where they live- * key focus being on types of houses* MA/HA

and3

from the Stone Age Independent writing using to the Iron Age https://www.youtube.com/watch?v=aiiKBpJ0eoM their own sub headings. This could include: a.late Neolithic Pause video take notes. lesson2 hunter-gatherers and early farmers, for https://www.youtube.com/watch?v=Ohij1e2oZio example, Skara Brae b.Bronze Age religion, technology T to model sub headings and how to make notes under and travel, for them. Make a class plan for the children to use later. example, Stonehenge c.Iron Age hill forts: Watch video again and stop for the children to make their tribal kingdoms, own notes. farming, art and culture LO To know what Carpet Work: ACTIVITY 1 I know what Mini plenary: Stonehenge was. Show the chn a photograph of Stonehenge. The chn are going to cut out Stonehenge is, Stop the chn, address Q: Have you seen this place before? Do you know each picture of the stone the order which they where/what it is? henge stones being moved I know where have concluded at this

Read - Stonehenge. and erected. They are going to Stonehenge is. point. Address any Explain that Stonehenge was built in stages over a period determine the correct order of misconceptions and of 1000 years. Building began about 5000 years ago. the process, number each I know some of the ensure the chn are able Did Bronze Age Explain that Stone Age people believed in many gods, picture and stick these into theories about how to complete the order

people believe in both male and female: sun gods, etc. their books. and why correctly. God? Q: Why might these people have worshipped the Stonehenge might sun? Extension: have been erected.

History Chn to stick aerial picture of  Read – information book/website Stonehenge into the middle of  Explain that many henges were built all over the the next blank page and label NC country. each of the stones using the Pupils should be  Look at the following link on Stonehenge: correct vocabulary displayed Includes a virtual tour http://www.english- on the IWB e.g. Sarsen, lesson lesson and 5 4 taught about changes in Britain heritage.org.uk/daysout/properties/stonehenge/di bluestones. Can the chn add from the Stone Age scover/ some extra information about to the Iron Age Use website to look at how Stonehenge was built – these stones to their This could include: emphasise the lack of modern day technology and tools annotations using their wboard a.late Neolithic which were available for this huge task. Explore the notes? hunter-gatherers and different types of stones used and theories as to why this Independently write which early farmers, for was built. Q: Why are these only theories? Chn to purpose they believe example, Skara Brae record facts on wboards. Stonehenge had and justify

b.Bronze Age Independent Work: their answer using the religion, technology Introduce the chn to their task, to cut out and order the evidence and travel, for moving the stones process. Engage in discussion with the example, Stonehenge chn to recap the ideas which they have recorded on their c.Iron Age hill forts: wboards to ensure expectations are clear. tribal kingdoms, farming, art and culture To know what a hill Show chn a picture of a hill fort. Q: Have you seen this Task 1: I know why a Children praise and fort was place before? Do you know where/what it is? LA/MA- draw a picture and hillfort was prompt others on their Introduce today’s lesson: Hillforts write simple sentences using important tables. Explain to the children that Hill forts are what they sound the word mat Note contrasts and like: forts built on hills. Many can be seen around the I can write trends over a period countryside today. HA- Draw a plan of a hillfort sentences of time •They cover large areas of land and are surrounded by and label explaining parts of big earth banks and ditches. The banks originally had Then write sentences a hillfort NC strong wooden walls on top, but they have rotted away. explaining.

Pupils should be What is the iron age? Why is it called that? Why would taught about they build their houses on a hill? What else would be changes in Britain inside the hillfort?

History from the Stone Age Paired talk to discuss what they think would be inside a

to the Iron Age hill fort. This could include: Look at the 4 suggestions: a.late Neolithic -Farming lesson6 hunter-gatherers and -Religion early farmers, for -Protection example, Skara Brae -Food b.Bronze Age Discuss the use of a hill fort religion, technology Explain to the chn. and travel, for By the end of the Iron Age many people lived in hill forts. example, Stonehenge The forts were surrounded by walls and ditches and c.Iron Age hill forts: warriors defended their people from enemy attacks. tribal kingdoms, Inside the hill forts, families lived in round houses. These were simple one-roomed homes with a pointed thatched farming, art and roof and walls made from wattle and daub (a mixture of culture mud and twigs). In the centre of a round house was a fire where meals were cooked in a cauldron. Around the walls were jars for storing food and beds made from straw covered with animal skins. Iron Age farmers grew crops and vegetables. They kept geese, goats and pigs and had large herds of cows and flocks of sheep. Some people worked as potters, carpenters and metalworkers. Men and boys trained as warriors. They had to be prepared to fight at any time. Go through pwp (link on IWB)

LO to understand Introduction Activity S.C: Skeleton quiz PPT what jobs people Look at image of Iron Age settlement. Independent. Children will I can understand did in the iron age. What did Iron Age people do all day? What jobs would have the images of the Iron different jobs of Mini Plenaries that have to do? Age jobs looked at in MTI. Chn people in the iron If you had to have an Main Teaching Input to write an explanation of the age. Iron Age job, which one Remind chn that there would not have been any job next to image. Chn to would you rather have? supermarkets or shops – everything they had would have express own opinions about I can compare iron Why? Which job do you to have been made by themselves or other people in the what the job would be like age jobs to modern think would be the most village. Look at images of Iron Age jobs featuring an (e.g. I think it would be day difficult? Explain. illustration of an Iron Age farmer, a reconstruction of Iron difficult because…)

History Age smelting, a man hunting in an Iron Age style and a I can describe woman weaving. These are all jobs that Iron age people Guided: Children will have the different jobs and would have spent a large amount of their day doing. images of the Iron Age jobs tasks

lesson7 When showing each image, ask the chn to comment on looked at in MTI. Discuss the what they can see, and discuss what would be involved in different jobs with chn and I can develop an the job. Would it be hard work? Would you have to be record notes on post it notes understanding of strong and fit? How long do you think it would take? next to image. Chn to use how hard the job Would you get a day off? these post it notes to write an would be explanation of the job next to image.

L.O: To follow and Introduction Tell chn that you are going to I can understand Plenary write a set of What did Iron Age people eat? create an Iron Age meal! the different foods Encourage chn to serve instructions (Iron Main Teaching Input Activity people ate each other and remind Age food) Making oatcakes them that, in the Iron Beans and wild plants would also have been eaten. What (8-12 cakes) 500g of medium I can understand Age, eating was meat do you think Iron Age people ate? From where did oatmeal why they ate these communal and they get it? (From sheep, cattle, pigs, horses and even 150g Stone-ground wheat foods important. Serve them dogs. flower barley tea. 60g lard I can follow a recipe When archaeologists excavate an Iron Age farm, village or 1 tsp sea salt to make Iron Age Ask for volunteers to

hill fort, they commonly find evidence of the food eaten. water (until dry dough) foods read their written Pots, found as broken pieces, were used to cook, store descriptions of how an and hold or food. The bones of animals that were eaten I can write a set of arm moves.

History as food and parts of edible plants are also found. Other instructions finds include tools used in preparing foods, such as grinding stones for making flour. Oven parts have also I can use been found. These were used to bake bread. imperative verbs.

Show the video clip ‘How To Make Iron Age Bread Rolls’. Children to follow instructions https://www.youtube.com/watch?v=J47AyO8fyms closely to make oatcakes.

lesson8 and 9 Whilst these are cooking Cereals such as wheat and barley were probably the children are to write their own main source of food and were turned into bread, porridge set of instructions about what and beer. they did to make the oat cakes. Stress the importance of the tribal meal. Ask chn to comment on the food Iron Age people may have eaten. *Recap imperative verbs* Would you want to go for dinner with an Iron Age family? Are you surprised about any of the foods? Why? Children to write a set of Encourage the chn to think about the complexity of the instructions about what we food – it is not just foraged berries and wild rabbits! Iron did. Age people were eating domesticated animals and growing, harvesting and milling wheat and barley. People LA/SEN example on table of in large parts of Britain ate stews, porridge and soups imperative language and what cooked in open pots, accompanied by bread. Eating was it should look like. probably communal.

LO To know the main Talk Partners LA – To cut and label simple I can recognize why Skeleton quiz PPT body parts and What is a skeleton? version of skeleton sheet we need a skeleton functions of the skeleton. Why do we need a skeleton? HA / MA – To cut and label more complicated version of I can recognize the NC: Explain to children that the skeleton has three main skeleton sheet. names of bones in To identify that functions: support protection and movement. the skeleton humans and animals If we didn’t have a skeleton our bodies would collapse. Ext – To explain the function have skeletons. We will look at how bones and muscles allow the body to of the skeleton in the body I can label a move next lesson. skeleton correctly To be introduced to the main body parts Which parts of the body need protecting? I can explain the associated with the function of the skeleton. Can children think of any names of bones that protect skeleton in the body these parts of the body?

Explain that the children are going to listen to a song

Lesson 1Lesson Science (Name Those Bones) to try and identify the names of some of the important bones in the human body.

https://www.youtube.com/watch?v=abgJD054sds

Talk Partners

Can you remember any names of bones from the song?

In pairs, children to try and match up name of bone with its position on the body.

Go through together on IWB.

LO To know the main Recap previous lesson: Ask the children what a skeleton Match the correct skeleton to I can… Compare animal and body parts and is? the correct animal. human skeletons. functions of the Name the different What are the skeleton. Talk partners: Feedback types of skeletons differences? What else have skeletons? Teacher support LA/SEN with NC: Does anybody have a skeleton on the inside of their reading animal names and Understand the To identify that body? discuss. function of a Introduce the idea of humans and animals Where else could a skeleton be? skeleton muscles: what else have skeletons. helps the Skelton to Go through PPT: discuss different types of skeletons Match skeletons to move? To be introduced to (exoskeleton, endoskeleton) the animal the main body parts Lesson 2Lesson animal skeletons associated with the skeleton. LO To know how Re-cap previous session – the skeleton has three main Chn to build a model of the SC Ask for volunteers to muscles help the functions arm. read their written body move. What are they? support, protection and movement. I know that muscles descriptions of how an

Resources needed: are needed to make arm moves. NC: the body move. Explain the human skeleton with its 206 bones is jointed identify that humans card so that we can move one part against another. and some other skewer I can make a model

Science animals have Do they just move on their own? glue showing the skeletons and split pin muscles and No! We need muscles. Muscles enable us to move our muscles for support, elastic bands skeleton in the arm. bones, because they are attached to the ends of the protection and strong tape I can describe how Lesson 3Lesson bones and can shorten or lengthen. When muscles movement the arm moves. contract (shorten) they make our skeleton move, tell the When chn have completed chn that when any part of our body moves, muscles are in making the model take a action! Watch BBC video clip explaining how muscles work. photo of each child with their I can write http://www.bbc.co.uk/education/clips/zj2kjxs model (for their book). sentences to Get chn to investigate body movements, eg flex arm, leg explain this. etc. What is happening? Ext – children to write a Demonstrate how muscles move using bicep, description of how the biceps triceps etc. and triceps work in pairs to Use slides to discuss how some muscles work voluntarily move the arm. and some involuntarily.

Model activity making an arm.

Move into task LO To identify Explain to the class that we can group animals into those LA – to work as focus group, I can identify Go through answers. animals as with a spinal column/backbone called vertebrates and look at each animal and work animals that are vertebrates or those without are called invertebrates. out which description it vertebrates. Children to record invertebrates. matches to. examples of vertebrates Explain to the class that those animals that have a I know the five / invertebrates in books. backbone can be split up into five groups: mammals, MA/HA – work independently groups of reptiles, birds, amphibians, fish. Go through the slides and vertebrates. HA / MA to also explain NC look at the five groups. Can the chn give another example which group of animal To compare and of an animal for each group? I can identify the creature belongs to. contrast animals with animals that are

Science

and without Look at the slide about invertebrates. Ask the chn how do invertebrates. 4 skeletons. these animals protect their soft bodies? I understand how LA – to use picture of snail on slide to help aid answering invertebrates

Lesson this question – the snail has a shell. protect their soft bodies. To then try and work out on the slides whether the animal is a vertebrate or invertebrate.

If it is a vertebrate ask the chn if they can identify what kind of animal it is. Dog = mammal. Lesson 2 Lesson 1 they eat what from nutritionget they food; own their they cannot and that nutrition, of and amount righttypes the need humans, including animals, identify that NC provide food groups different nutrition the LO they eat what from nutritionget they food; own their make they cannot and that nutrition, of and amount righttypes the need humans, including animals, identify that NC groups the LO

To understand understand To understand To different food food different

make make

provide our bodies with? bodies our provide it does What food? this nutrient in main isthe What nutrients. about found out have children the what discuss to partners and use talk intervals regular Stop PPT at diet. balanced children’s Listen to our bodies? help nutrients dothese How andcalcium. protein and fats, sugars vitamins andminerals, carbohydrates, Talk about PowerPoint Go through previous lesson. Recap category. correct into the foods sorting Sorting activity ab Talk each amount. of quantities portions and discuss plate; Show eatwell etc. fish protein pulses, beans, dairy, carbohydrates, andveg, fruit Talk about healthy. stay to needs our body substances term the to children the Introduce us? for they good Are foods? these are What 1. slide PPT on foods children Show usalive? keep diet our does How isdiet? What alive? stay to need dowe What

ideas and then show them the PPT PPT the them then show and ideas out a balanced diet. diet. balanced out a

food groups

– Why?

quantities on the on the quantities correct in should the we eat LA explanations explanations own their Writing MA/HA: activity LA/LMA: matching function. the and explain food group each nutrients to main Match the nutrients. a Food groups plate. the on shouldwe eat fo certain of quantities the HA MA sticking) (cutting and –

to draw the types of food food of types the draw to

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us foods give nutrients different what recognise body your do to nutrients different what recognise nutrients main Identify the I can healthy be to eat should you foods different amounts of the recognise groups food the foods in main identify the groups are food different what recognise I can

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food groups. and nutrients Quiz of food groups. and nutrients different of Sharing explanations bodies? for our provides food this nutrient that main isthe What time. a at foods one Reveal Show PPT

–

Plenary.

LO To create a Recap food groups and nutrients needed for a balanced Activity: Create own lunch with I can… Give each group a balanced meal. diet. different food groups. rating of how healthy Identify different the meal is and scores NC Explain to the chn they are going to make their own GG LA: discuss the choices food groups out of ten. Explain why. identify that animals, healthy lunch. they are making. including humans, Identify different need the right types What are the different food groups? nutrients

and amount of What nutrients are found in those food groups? nutrition, and that What is a balanced diet? Make a healthy, they cannot make What do we need to remember when planning our lunch? balanced meal. their own food; they

Lesson 3Lesson get nutrition from what they eat TP: feedback to whole group.

Can anyone think of a meal with all the food groups?

Modelling: Teacher demonstrate how to make a healthy meal with the different food groups. Talk through the different food groups and nutrients required.

Stone Age Day