YEAR GROUP: 3
TERM: 1
CREATIVE CURRICULUM TOPIC: STONE AGE TO IRON AGE
Subject
Science
History
National Curriculum links
Outcomes/focus
NO SCIENCE
Develop a chronologically secure knowledge and
understanding of a British, local and world history


Understand how our knowledge of the past in
constructed from a range of sources




Note connections, contrasts and trends over time
and develop the appropriate use of historical terms.
To find out what happened in the stone age
To look at different homes from the Palaeolithic, Neolithic and
Mesolithic times
To find out what the people ate and how their diet changed
To develop a chronologically secure knowledge of events
To find out what we know about Skara Brae
Consider life in the Stone Age and how it compares to today.
Address historically valid questions about change,
Understanding the spread of migrants in the Bronze age.
Looking at cave art, and their locations.
Geography
DT
NO DT
To create pictures in the style of cave paintings
Clay pots / foil pots – Bronze age art
Art
Music
ICT
NO MUSIC
Programming Graphics



I can design, write and debug programs that accomplish specific goals.
I can solve problems by decomposing them into smaller parts.
I can use sequence, selection and repetition in programs
 I can use logical reasoning to explain how some simple algorithms work.
 I can detect and correct errors in algorithms and programs.
(creating a cartoon)
TOPIC SCHEME OF WORK
Lesson
Subject
Trip
History
1
LO
Activity (including differentiation)
Trip to Dover Museum to see the Bronze Age boat and other artefacts.
HISTORY TBAT To find out
about the Stone
Age.
SMSC: what would
it have been like to
live in those times?
How did people
feel?
2
Success Criteria
HISTORY TBAT compare
different homes
from the
Palaeolithic,
Mesolithic and
I can tell you what I
already know
I can tell you what I’d
like to find out
INPUT:
What do we already know about the Stone Age? Use enlarged Stone Age mind map
blank to gather ideas. Note down..
mind map existing knowledge and ideas
What do we want to find out?
Share Stone Age powerpoint with the class, stopping to address misconceptions etc.
ACTIVITIES: HA/MA/LA/SEN/EAL
Ch to complete KWL style introduction page.
I can understand basic
human need of shelter
PLENARY:
Share ideas on visualiser
INPUT:
Houses today - what do they look like? How do they differ around the world? Why?
Compare typical houses in cold climates with those in warmer climates. What is
important when it comes to building a house?
Share stone age homes ppt
I can compare different
ACTIVITIES: HA/MA/LA/SEN/EAL
Neolithic times.
types of dwellings
Stone age homes worksheet – comparing and labelling the homes from the paleolithic,
Mesolithic and Neolithic eras.
PLENARY:
Talk to your neighbour about how it would be to live then. Share ideas with the class.
3
ART:
SMSC: what would
stone age people
make of our homes
today?
TBAT To create
pictures in the style
of cave paintings.
SMSC: why was cave
art important to
prehistoric people?
4
HISTORY TBAT find out what
people ate in the
Stone Age and how
their diet changed.
SMSC: what would
stone age people
make of our homes
today?
5
HISTORY TBAT find out what
I can create art in the
style of cave paintings
INPUT:
Powerpoint – Cave painting. Discuss what we see, talk about location, techniques,
materials. What is the subject matter? Why?
I can describe what cave ACTIVITIES: HA/MA/LA/SEN/EAL
Large-scale hand painting in the style of cave art. Large paper pinned up outside and
art was like
ch to take turns in small groups decorating the paper in the style of cave painting. Class
activity – write up about what we did
I can understand how
stone age people
obtained their food
I can compare
differences
I can learn about a
PLENARY:
Display the painting and invite other classes to come and view it.
INPUT:
Powerpoint – Stone Age food
ACTIVITIES: HA/MA/LA/SEN/EAL
Use Purple Mash to create comparison shopping lists – today v Stone Age times
Food tasting – have some examples of stone age food – berries, fruit, veg, meat (as
appropriate). Ch to try the foods. Discuss how it would be to not have any modern
food. Would it be more or less healthy?
PLENARY:
Take a vote on the diet – modern v stone age.
INPUT:
Show short video about Skara Brae.
we know about
Skara Brae.
SMSC
Imagine you find a
lost village…
6
7
HISTORY TBAT develop a
chronologically
secure knowledge of
events in the Stone
Age.
HISTORY TBAT consider life in
the Stone Age and
how it compares to
life to today.
SMSC: what would
stone age people
make of our lives
today? Are our lives
better or worse?
How?
8
ART
TBAT understand
how life transitioned
settlement
Where and what is Skara Brae? What do we know about it?
Use the Skara Brae powerpoint to learn about the settlement. Keep questioning the
children.
I can answer
comprehension
questions
ACTIVITIES: HA/MA/LA/SEN/EAL
Skara Brae differentiated comprehension questions.
I can begin to have an
understanding of the
historical passage of
time
PLENARY:
Skara Brae quiz
INPUT:
What’s the earliest thing you can remember? What is the earliest event in history you
know about? Draw a timeline and add any events the children are aware of. Add
familiar events going back in time (Queen Victoria, Henry VIII etc)
ACTIVITIES: HA/MA /LA/SEN/EAL
Ch to order Stone Age – modern times timeline pictures.
PLENARY:
Remove cards from class timeline and ask ch to put them back.
I can understand the
INPUT:
differences between the What are the main differences between life today and in the Stone Age? Use a thenand-now powerpoint to contrast life in Stone Age and now.
stone age and now
ACTIVITIES: HA/MA/LA/SEN/EAL
Give the children Stone Age Challenge Cards to prompt discussion in pairs. Children
can then
I can discuss a subject
PLENARY:
Post-its – write what was easy / hard about this activity
I can understand how
life changed after the
INPUT:
Watch video about transition to bronze age and items that were made out of metal.
to the Bronze Age
SMSC: feeling of
pride in objects you
have created. Why
should we care for
things that people
have made? How
does it make them
feel when we don’t?
9
HISTORY TBAT understand
how life transitioned
to the Iron Age
SMSC: what
progress had people
made by the iron
age? Were their lives
any better?
10
ICT
TBAT design, write
and debug programs
that accomplish
specific goals.
discovery of making
metal objects
I can create similar
items
I can understand the
idea of tribal life
I can assess my learning
this term.
 I can solve problems
by decomposing them
into smaller parts.
 I can use sequence,
selection and
repetition in
programmes
 I can use logical
reasoning to explain
how some simple
Look at and discuss designs and shapes. Use Art books to make sketches.
ACTIVITIES: HA/MA/LA/SEN/EAL
Ch to use picture guides to create metal bowls, tools and jewellery out of tin foil.
PLENARY:
Create a museum corner to display our items. Instil a sense of pride and importance in
their objects.
INPUT:
Iron Age ppt from Purple Mash.
Talk about how farming changed the way people lived.
ACTIVITIES: HA/MA/LA/SEN/EAL
Ch to investigate the Purple Mash Iron age activities.
Complete the Iron Age Tribes activity.
PLENARY:
Complete the KWL L for this topic, after a discussion about what I have learned.
Use the Purple Mash coding activity to practice creating a simple animated cartoon.
(2Code)
algorithms work.
 I can detect and
correct errors in
algorithms and
programs.
(creating a cartoon)