Unit outcomes
Pupils who are secure will be able to:
- Make observations and deductions from sources.
- Suggest how children’s lives have changed.
- Explain why children needed to work.
- Identify the kinds of jobs Tudor and Victorian children had, making observations and inferences about them.
- 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 from the past and discuss how effective the treatments were.
Suggested prior learning
Y3/4: British history 3: How hard was it to invade and settle in Britain? (Cycle A)
Get startedLessons
Y3/4: Lesson 1 (Cycle B): What do sources tell us about how children’s lives have changed?
Y3/4: Lesson 2 (Cycle B): Why did Tudor children work and what was it like?
Y3/4: Lesson 3 (Cycle B): What jobs did children have in Victorian England and what were they like?
Y3/4: Lesson 4 (Cycle B): How did Lord Shaftesbury help to change the lives of children?
Y3/4: Lesson 5 (Cycle B): How and why has children’s leisure time changed?
Y3/4: Lesson 6 (Cycle B): 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
childhood
continuity
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Unit resources
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Assessment – History Y3/4 (Cycle B): How have children’s lives changed?
Assessment resources for this unit. Use
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Key vocabulary
Subject resources
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History: Long-term plans
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National curriculum mapping
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History: Pupil progression of skills
Progression documents showing how skills and
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Assessment
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Mappingㅤ
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Example work
Cross-curricular opportunities
English
‘Pupils should be taught to:
- use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas’