History : Medium Term Plan – Autumn Year 3
Stone Age to Iron Age
NC13 : KEY ELEMENTS
Week
KEY SKILLS
NC AIMS a – f
Chronological understanding
Using Terminology
Ordering and Sequencing
a, f
Knowledge and Understanding of events,
people and changes in the past
Identifying, Describing, Explaining,
Making links and comparisons
a, b, d
Historical Interpretations
Identifying, Interpreting,
Explaining events
e
Historical Enquiry
Enquiry, Using sources
d, e
Organisation and Communications
Using Terminology, Selecting,
Organising, Communicating
c, f
Activity/Task
Learning Objective
How does Prehistory fit into
British History?
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Using a ball of coloured string
see how Prehistory relates in
time to C21st and other key
periods of time.
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1
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Discuss BC and AD and key
chronological events through
history.
Cut up and place key British
Periods into chronological order.
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I can order key periods of British History in chronological order.
To place key periods of British History in time/a chronological
framework.
To identify the distance in time and length of prehistory period in
comparison to the 21st century.
To learn about and use dates and vocabulary relating to the passing of
time.
Vocabulary : prehistory, AD, BC (BCE, CE), timeline, century, decade,
millennium, Palaeolithic, Mesolithic, Neolithic, Bronze Age, Iron Age.
MUST : know some of the main periods in British History.
SHOULD : order periods in chronological order.
COULD : find out facts about each period and share with class.
NC13 : Chronological Understanding
Resources
Power point
www.ukagriculture.co.
Ball of coloured
string divided in time
lengths
British Timeline
sheets
Curriculum Visions
textbooks
History bks
Glue sticks, scissors
What were the periods and
key events of prehistory?
2-3
Discuss – what is prehistory,
names of periods within, key
events etc.
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Listen to Horrible Histories
Stone Age song – consolidate
vocabulary etc.
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Create own timeline – place
times and events.
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What was it like in Stone Age
times?
4 -5
Watch BBC History clip – hands
on history.
Read Stone Age Boy and
discuss.
Go outside – imagine with
senses what Ascot would have
been like in prehistory.
Write in sentences what they
would have heard, seen, smelt
and how they would have lived.
Compare items from the 21st
century to items used instead in
the Stone Age.
I can place key events and periods of Prehistory in chronological
order.
To place periods and key events of Prehistory in a chronological order.
To learn about and use dates and vocabulary relating to time and
prehistory.
To learn about and understand change and continuity through
prehistory.
To learn how humans and technology developed through prehistory.
MUST : know some of the major developments in human history
from this period ie end of the ice age, development of farming
etc
SHOULD : order events in chronological order.
COULD : research an event further and present to class.
NC13 : Chronological Understanding ,Knowledge and Understanding of
events, people and changes in the past
 I understand what it was like in the Stone Age and how people
lived.
 To learn how the world was very different in Prehistory – no
technology.
 To learn and explore how Britain changed and developed over
prehistory.
 To consider causes and consequences such as end of last Ice Age led
to rise of seas and Britain became an island etc.
 I can compare the 21st Century to the Stone Age
 To make comparisons between what was available to people in the
Stone Age and compare to technology today ie. clothes, boiling water,
tools for digging, implements for drinking and eating, food, housing
etc.
 X-curricula : The Big Write – Stone Age Boy/Girl
 MUST : know some features of Stone Age Life.
 SHOULD : write in the first person about Stone Age Life.
 COULD : include some of their own knowledge of Stone Age Life.
NC13 : Knowledge and Understanding of events, people and changes in
the past
Power point
www.bbc.co.uk/cbbc
History bks
Rulers, colours,
Key events sheet
Stone Age Boy by
Satoshi Kitamura
Curriculum Visions
textbooks
www.bbc.co.uk/histor
History bks
Pencils, colours
Pictures of everyday
items from today.
6
How did Stone Age people
develop art/express
themselves artistically?
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To take a virtual tour of cave
paintings at Lascaux.
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To discuss how art developed
and materials use and consider
what animals would have existed
at that time.
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To sketch out some animals.
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I can use my knowledge of Stone Age Art to produce my own
Stone Age painting
To learn about the first artists and how art developed.
To explore/consider what materials would have been available.
To consider what was the purpose of the paintings.
To consider what evidence about the past do these paintings give
us/what do we learn from them.
To consider how these paintings can be dated.
Cross-curricula link – Art Own Cave Paintings.
MUST : create a stone age painting
SHOULD : understand limited materials and compare to materials
today.
COULD : create painting in style of the time/research animals.
www.lascauxculture
Stone Age Boy by
Satoshi Kitamura
Power point
Sketch books
Art pencils
NC13 : Historical Enquiry, Knowledge and Understanding of events, people
and changes in the past
7
What were the main
achievements of prehistoric
humans?
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Discuss how prehistoric people
completed some great
achievements.
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Discuss in small
groups/partners how each
achievement would have
improved people’s lives.
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Complete diamond nines
activity.
As a class compare ideas.
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I understand the main human achievements of prehistoric humans
and can order them in importance
To discuss and come to decisions in a small group (make clear no right
or wrong answer).
To rank achievements in terms of their importance in the shape of a
diamond. Most important at top, least important at bottom.
To consider why achievements were important and justify their
reasoning.
MUST : know some of the achievements of prehistoric people.
SHOULD : justify why they think each achievement is more or
less important.
COULD : see links between the achievements eg without fire we
could not us metals.
NC13 : Knowledge and Understanding of events, people and changes in
the past, Historical Enquiry, Organising and Communicating
Diamond Nines
worksheets
Glue
scissors
What decisions did prehistoric
people face?
8
Discuss what choices people
have to make today ie where to
live, what job to do etc.
Discuss choices that prehistoric
people had to face.
9
Using background information,
write a sentence explaining
which option they would choose
and why.
What Prehistoric sites are
there and what were they
for?
Discuss famous Prehistoric
sites in Britain – where, why and
how.
Map prehistoric sites on map of
Britain.
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Writing frames for
lower ability.
PowerPoint with
choices to make.
NC13 : Chronological understanding, Knowledge and Understanding of
events, people and changes in the past,
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Model own Stone circle using
air dry modeling clay.
I can make choices faced by prehistoric people
To consider choices we have to make in life today.
To consider choices people had to make in prehistoric times.
To make own choices after suggestions from the class and small
group/partners discussion.
MUST : complete a writing frame to justify their choices.
SHOULD : write sentences to justify their choices.
COULD : think of some of their own reasons for their choices.
I can map Prehistoric sites on a map of Britain and can create a
stone circle.
To learn what an ancient stone circle is and why they may have been
used in prehistoric times.
To learn some of the names of stone circles in the UK.
To use planning and creative skills to create own stone circle.
To work collaboratively with partner.
MUST : know what a stone age circle is.
SHOULD : know what a stone age circle is, name at least 4 and
understand why they were important to prehistoric people.
COULD : investigate how they were made and what of.
NC13 : Knowledge and Understanding of events, people and changes in
the past, Historical Enquiry
Curriculum Visions
Stone Age Books
Maps of Britain from
Curriculum Visions
PowerPoint on
Prehistoric Sites
Air dry clay
Paper plates
Stone circle planning
sheets
What are the meanings of
some key technical terms used
10
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Look at various terms and
discuss what they could be.
Use Books and glossaries to
create own Prehistory glossary.
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I can find out the meaning of historical terms related to
prehistory
To revise how the glossary of a book tells us the meaning of some of
the key technical terms used in the book.
To find out the meaning of some terms that historians use when they
talk about the prehistoric period.
To explain that we can use both glossaries and dictionaries.
To write definitions in their own words.
Possible words to use : knapping, henge, quern, pigment, torc, coracle,
prehistoric, Neanderthal, Homo sapiens, mammoth, Neolithic, druid,
smelt, forge
MUST : find the meaning of some terms.
SHOULD : find the meaning of all terms given.
COULD : to write in their own words and research in other books
to find other terms and meanings.
Curriculum Visions
Stone Age and Celts
Books
Dictionaries
Other Stone Age and
Celts books
NC13 : Chronological understanding, Knowledge and Understanding of
events, people and changes in the past, Organising and Communicating
Caroline Harding August 2015
SEN : Provide with templates and writing frames. Place in mixed ability pairs/groups when sharing ideas/having discussions.
GT : Encourage to add own knowledge and suggest their own ideas.