Learning objective
- To use deductions to explain how bronze transformed prehistoric life.
Success criteria
- I can describe how bronze arrived in
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National curriculum
History
The National curriculum for history
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Cross-curricular links
English
Spoken language
Pupils should
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: Speak like an expert and ask the children to work in pairs to recall what they learned in Lesson 3.
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Extended-mode explainer videos
How to extend your display to view the lesson page and preseantion mode simultaneously. Choose your operating system below to watch the video
Adaptive teaching
Pupils needing extra support
Could refer to the vocabulary on the Knowledge organiser during the Recap and recall; could use the Activity: Finding food statements from the Wrapping up during the Main event; could circle the different ways people in the Stone Age and the Bronze Age found food during the Activity: Finding food.
Pupils working at greater depth
Should consider whether the changes to how people found food in the prehistoric period happened quickly or slowly; could explain how historians know about how people found food on the Activity: Finding food; could compare the way people found food in the Bronze Age with today.
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Assessing progress and understanding
Pupils with secure understanding indicated by: explaining how the use of bronze
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Vocabulary definitions
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bronze
A yellow-brown metal made by combining copper and tin.
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copper
A red-brown metal mixed with tin to make bronze.
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In this unit
Assessment - History Y3: Stone, Bronze or Iron Age?
Lesson 1: How long ago did prehistoric man live?
Lesson 2: What does Skara Brae tell us about life in the Stone Age?
Lesson 3: Who was this Bronze Age man?
Lesson 4: What was the impact of bronze in prehistoric Britain?
Lesson 5: How did trade change lives in Iron Age Britain?
Lesson 6: What changed between the Stone Age and the Iron Age?