This unit has been refreshed for 2024/25
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Unit outcomes
Pupils who are secure will be able to:
- Make inferences and deductions from primary and secondary sources.
- Explain why children needed to work.
- Identify the jobs Tudor and Victorian children had.
- Describe the working conditions of Tudor and Victorian children.
- Identify how Lord Shaftesbury changed the lives of children and evaluate the impact of his work.
- Use sources to identify leisure activities and compare them over time.
- Identify diseases past children suffered from and discuss how effective the treatments were.
Suggested prior learning
Y3/4 (A): British history 3: What changed in Britain after the Anglo-Saxon invasion?
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Lessons
Y3/4 (B): Lesson 1: What do sources tell us about how children’s lives have changed?
Y3/4 (B): Lesson 2: Why did Tudor children work and what was it like?
Y3/4 (B): Lesson 3: What were children’s jobs like in Victorian England?
Y3/4 (B): Lesson 4: How did Lord Shaftesbury help to change the lives of children?
Y3/4 (B): Lesson 5: How and why has children’s leisure time changed?
Y3/4 (B): Lesson 6: What were the diseases children caught and how were they treated?
Key skills
- Understanding that history is
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Key knowledge
- To know that the
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Key vocabulary
apprentice
childhood
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Related content
Unit resources
Knowledge organiser – History Y4: How have children’s lives changed?
Aimed at pupils, two pages providing key facts and definitions from the unit 'How have children's lives changed?'.
Vocabulary display – History Y3/4 (B): How have children’s lives changed?
A display version of the key vocabulary from the 'How have children's lives changed?' unit.
Subject resources
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Cross-curricular opportunities
English: Spoken language, Reading comprehension
Science: Working scientifically
Build on the learning
*New* Y3/4 (B): What was important to ancient Egyptians?
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