Through the Ages
Let’s travel back to prehistoric times! This half term we’re going to be looking firstly at the 3 eras of the Stone Age, moving to the Bronze Age and then visiting the Iron Age. We will learn about how weapons developed through these times, exploring primary and secondary sources of evidence focusing on Skara Brae, researching what life was like in these historical times and finding out about roundhouses.
❇ MEMORABLE MOMENT
Watching a Horrible Histories compilation about the Stone Age.
️✏️ WRITING OPPORTUNITIES
Throughout this unit of work we will be writing a short story about visiting the Stone Age.
🌳 LEARNING OUTSIDE THE CLASSROOM
A time traveller will come and visit Parkfield and take us on a journey back to the Stone Age.
Unit Sequence: Learning Intentions
Sequence dates and information from several historical periods on a timeline.
To explore basic life in the Stone Age.
Introduce Palaeolithic, Mesolithic and Neolithic periods in the Stone Age.
Make deductions and draw conclusions about the reliability of a historical source or artefact- Skara Brae
Describe the roles of tribal communities and explain how this influenced everyday life. (History)
Describe the everyday lives of people from past historical periods. (History)
Make choices about the best ways to present historical accounts and information. (History)
Draw and label the life cycle of a flowering plant. (Science)
Set up and carry out some simple, comparative and fair tests, making predictions for what might happen. (Science)
Analyse maps, atlases and globes, including digital mapping, to locate countries and describe features studied. (Geography)
Explain the cause and effect of a significant historical event. (History)
Describe the requirements of plants for life and growth (air, light, water, nutrients and room to grow) and how they vary from plant to plant. (Science)
Explain the similarities and differences between two periods of history. (History)
🏁 BIG FINISH
📖 FOCUS TEXT(S)
The class will be reading Stig of the Dump by Clive King.