If possible, set classroom up as Stone Age scene (foil river running through room, plastic trees, berries etc) and cover tables with black sheets to make ‘caves’ Stick Stone Age clues and cave art pictures under tables and let children explore with torches – where are we in History?
Give children images, dates, key vocabulary to use to generate historical questions about Stone Age – can they place on a timeline? Discuss what is meant by ‘pre-historic’ How do we know anything about this period?
Explore 4 key periods in turn: Mesolithic, Neolithic, Bronze Age, Iron Age. Decide on which aspects to research eg food, homes, weapons, implements etc
Consider what was happening in the wider world at the same time
Use a range of sources to research, looking at continuity and change over this period of history
Offer suggestions for why change occurred eg hunter-gatherers became farmers, wolves were domesticated etc
Sift and weigh evidence looking at different interpretations of past and determining reliability
Carry out a local study of Skara Brae and what the discovery tells us about life in Neolithic Britain
Create a micro-timeline of Mesolithic period to Iron Age, adding key facts and information and highlighting similarities and differences
Research a range of products and technologies that have evolved over time eg camera, phone etc
Create a timeline of chosen product, adding dates and information about each stage of its development
Suggest reasons for the evolution and difference in design eg. we are now more mobile and global citizens so mobile phones are now essential etc
Consider how chosen product will advance and develop further in the future
Explain that children need to draw on their understanding of electrical systems to create prototype
Create design criteria and design product for the future, drawing on research
Children may choose to carry out some market research to aid this process
Using design as guideline, children create a prototype to ‘pitch’ in a Dragons’ Den-type activity where the best concept / idea wins
Focus on functionality and aesthetics
Research key individuals in the world of design eg James Dyson, and their impact on the wider world
Look at examples of cave art and discuss using artistic language. What do they depict? What do they tell us about life in the Stone Age? Which materials and media did they use?
Emulate examples using pencils in sketchbook and annotate with comments about the work
Drawing on historical knowledge, children plan their own cave art example – what will it depict? Perhaps it can demonstrate the changes from Mesolithic period to Iron Age?
Collate range of images to use as inspiration eg wolves, birds of prey, fish etc
Master painting skills and techniques to create cave art, preferable producing this on a wall rather than paper. Ensure colours reflect Stone Age examples
Where possible, children use natural materials as well as paint eg beetroot dye etc
If on paper, children could display these in a ‘cave gallery’ using tables and sheets and invite other children to come and view using torches
Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
Recognise that living things produce offspring of the same kind but normally offspring vary and are not identical to their parents
Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
Set up a Game of Life / Survival of the Fittest in the classroom where children have to look at clues to do with adaptation and answer series of questions. How have animals evolved to suit their environments?
Discuss and define key terms eg. evolution, adaptation etc.
Link to work of Charles Darwin and his theory of evolution. Examine the finches and explain adaptations
Carry out similar activity for plants, looking at reasons for adaptations and explaining these scientifically
Examine examples of fossils and explain what they tell us
Look at inheritance in context of own families
Create a family tree adding photographs if possible
Find out what is meant by inheritance – which characteristics are inherited and which are environmental?
Do as Self Study where children use photographs of themselves and add inherited / environmental characteristics all around
Zoom out to look at offspring in other species and how we can manipulate the outcome of reproduction eg cross-breed dogs like cockapoos. What are the benefits? What are the dangers?
Recap what is meant by a biography and it features: recounts someone’s life; chronological order, factual, formal etc.
Collate real examples of biographies, drawing on children’s interests eg football, music etc.
Examine the style of these, commenting on level of formality. How could they be adapted to create a more informal tone?
‘Zoom in’ on Charles Darwin (covered in Science) and research his life using a range of sources
Create timeline of Darwin’s life, adding key images, words and phrases and dates
Use timeline as structure for each paragraph of biography
Consider cohesive devices to link within sentences (conjunctions) ad between ideas and paragraphs (adverbials, phrases and subordinate clauses)
Plan and draft each paragraph using cohesive device to link each
Edit and upskill to produce final biography
Use Ted Hughes’ The Iron Man as class text. What is the genre? What are the themes? How does the author develop character and setting? How effective is it?
Read the opening chapter together and discuss author technique. What do we learn about the Iron Man? What do you think about the writing style?
Explain that we are going to adapt parts of the text for an older audience and need to create more vivid images - how can we do this?
Recap figurative language learned to date: similes, alliteration, metaphors, personification, oxymoron etc.
Use images of the Iron Man to create a vivid description using figurative language
Grammar sessions: hyphen to avoid ambiguity. Children create compound adjectives and nouns in their description
Grammar session: recap punctuation to date, ensuring children are familiar with colons, semi-colons, hyphens, parenthesis. Practise using these at sentence level
Look at the other characters in the book eg Hogarth, Space-Bat-Angel-Dragon and the interaction between them
Consider use of dialogue to covey character and move actin forward
Act out key scenes from the book, using dialogue to reflect plot and character
Write these scenes using conventions of speech
Using plot and characters of book as inspiration, children plan their own narrative, perhaps changing Iron Man to Stone Man, writing a sequel / prequel etc.
Consider how to interweave character, setting and plot and ensure they use a wide range of sentence types, punctuation and cohesive devices
Draft, edit and redraft to produce final piece
Children investigate life in Britain from the Stone Age through to the Iron Age. This in-depth study should explore different aspects of life in that time and could include a local study eg Skara Brae. They write a biography detailing the works of Charles Darwin, Mary Anning or David Attenborough. They write a narrative based on Ted Hughes 'The Iron Man', skillfully interweaving character, setting and plot.
In science, children study evolution and inheritance.
In History, children explore narratives both within and across periods, examining continuity and change.
In Art, children emulate cave art using drawing and painting skills.
In D&T children plot the evolution of various technologies eg phone and create their own prototypes
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