Y3/4: British history 1: Would you prefer to live in the Stone Age, Bronze Age or Iron Age?
Use this unit hub to inform your medium-term plan and to navigate to related resources.
Free trialUnit outcomes
Pupils who are secure will be able to:
- Understand that prehistory was a long time ago.
- Accurately place AD and BC on a timeline.
- Identify conclusions that are certainties and possibilities based on archaeological evidence.
- Explain the limitations of archaeological evidence.
- Use artefacts to make deductions about the Amesbury Archer’s life.
- Identify gaps in their knowledge of the Bronze Age.
- Explain how bronze was better than stone and how it transformed farming.
- Explain how trade increased during the Iron Age and why coins were needed.
- Identify changes and continuities between the Neolithic and Iron Age periods.
- Explain which period they would prefer to have lived in, providing evidence for their choice.
Suggested prior learning
Y1/2: What is a monarch? (Cycle B)
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Lessons
Y3/4: Lesson 1 (Cycle A): How long ago did prehistoric man live?
Y3/4: Lesson 2 (Cycle A): What does Skara Brae tell us about life in the Stone Age?
Y3/4: Lesson 3 (Cycle A): Who was the Amesbury Archer?
Y3/4: Lesson 4 (Cycle A): How did bronze change life in the Stone Age?
Y3/4: Lesson 5 (Cycle A): How did trade change the Iron Age?
Y3/4: Lesson 6 (Cycle A): What changed between the Stone Age and the Iron Age?
Key skills
- Sequencing events on a
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Key knowledge
- To know that history
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Key vocabulary
Stone Age
BC
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Unit resources
Assessment – History Y3/4 (Cycle A): Bronze Age, Iron Age or Stone Age?
Assessment – History Y3/4 (Cycle A): Bronze Age, Iron Age or Stone Age? Assessment resources for this unit. Use
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Knowledge organiser
Knowledge organiser A summary of key information to
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Subject resources
Policy support
Policy support
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History: Long-term plans
A standard and mixed-age version of
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National curriculum mapping
This document shows each of the
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History: Pupil progression of skills
Progression documents showing how skills and
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Mixed-age
Assessment
Assessment A downloadable spreadsheet to record teacher
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Equipment list
Equipment list A list of essential and optional
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Mappingㅤ
This document shows schools how Kapow's
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Cross-curricular opportunities
Mathematics
‘Pupils should be taught to:
- count in multiples of 1,000′.
See National curriculum - Mathematics key stages 1 and 2.
English
‘Pupils should be taught to:
- develop understanding through speculating, hypothesising, imagining and exploring ideas.’
See National curriculum - English key stages 1 and 2.
Science
‘Pupils should:
- observe that some materials change state when they are heated or cooled.’
See National curriculum - Science key stages 1 and 2.
Geography
‘Pupils should be taught to:
- describe and understand key aspects of:
- human geography, including: trade links.’
Build on the learning
Y3/4: British history 2: Why did the Romans settle in Britain? (Cycle A)
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