Year 3 & 4

Main Theme: Stone Age to Iron Age (Stones n' Bones)

End of Theme Project: Stone Age to Iron Age Museum Exhibition

Intent: What wider skills do we want the children to have developed by the end of this theme, supporting future learning and life skills?

  • Working as part of a team
  • Confidence
  • Information gathering
  • Problem solving
  • An ability to make links
  • Reasoning skills

Intent: Outline the factual/topical areas that will be covered, enhancing the development of knowledge and cultural capital?

  • Late Neolithic hunter-gathers and early farmers.
  • The settlement of Skara Brae.
  • Bronze Age religion, technology and travel.
  • Stonehenge.
  • Iron Age hill forts: tribal kingdoms, farming, art and culture.
  • The locations of Iron Age settlements.
  • Map making.
  • Surviving UK monuments from Stone, Bronze and Iron Ages.

Intent: What opportunities will there be to develop literacy and numeracy skills?

  • Non-chronological report
  • Information text
  • Newspaper report
  • Descriptive paragraphs
  • Coordinates when map making.
  • Compass points (Map making).

Intent: Cross-Curricular links: Which curriculum areas will be covered during this theme, developing cross-curriculum knowledge and skills?

  • Geography
  • History
  • Art
  • Design and Technology
  • Computer Science

Impact: What opportunities will be provided to assess the development of knowledge and skills?

  • A non-chronological report about prehistoric life.
  • An information text about Stonehenge (A visitor's Guide)
  • Descriptive paragraphs (Stone Age tools and jewellery)
  • Newspaper report about the discovery of Skara Brae
  • The use of coordinates and compass points when designing a map.

Impact: What specific areas of knowledge/skills will be developed during this theme, which will be assessed at different times by the teacher and by the pupil?

Subject Knowledge/Skill Curriculum Areas covered
I can use some of the advanced features of applications and devices in order to communicate ideas, work or message professionally to obtain a variety of sources including documents, printed sources, the internet, databases, pictures, photos, artefacts to collect information about the past. Computer Science
I can use dates and terms to describe events that happened during the Stone Age. History
I can use appropriate historical vocabulary to communicate, including:dates, time period, era, change and chronology. History
I can use literacy, numeracy and computing skills to a good standard in order to communicate information about the past. Writing, speaking & listening
I can explore ideas in a variety of ways including; drawing, painting and sculpture with a range of materials e.g. pencil, charcoal, paint and clay. Art & design
I can ask and answer geographical questions about the physical and human characteristics of a location. Geography
I can describe key aspects of human geography, including: settlements and land use. including trade links, and the distribution of natural resources including water, food, energy and minerals. History, English
Use the eight points of a compass, four-figure grid references, symbols and key to communicate knowledge of the United Kingdom and the wider world. Geography
I can develop ideas from starting points throughout the curriculum. Art & design
I can compare and group together different kinds of rocks by exploring their simple, physical properties. Science
I can relate the simple physical properties of some rocks to their formation (igneous or sedimentary). Science
I can describe in simple terms how fossils are formed when things that have lived are trapped within sedimentary rock. Science
I can recognise that soils are made from rocks and organic matter. Science
I can use straightforward, scientific evidence to answer questions or to support my findings. Science

Impact: What specific wider skills will be developed during this theme, which will be assessed at different times by the teacher and by the pupil?

Resourcefulness
• I can ask questions to help me find out about new things.
• I can complete challenges, especially open-ended tasks.
Reflectiveness
• I can understand what might have stopped me from learning effectively.
• I can prioritise the most important things that need doing first.
Reciprocity
• I can listen to and follow instructions independently.
• I can take on a specific role in a group.
Confidence
• I can have a go at something even if I am unsure it will work.
• I can share my thoughts and ideas with the class.

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Theddlethorpe Academy Principal

Mrs Susan Cook
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