Learning objective
- To identify the continuities and changes to children’s lives using a range of sources.
Success criteria
- I can make observations from sources.
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National curriculum
History
The national curriculum for history
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Cross-curricular links
English
Spoken language
Pupils should be taught
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Before the lesson
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Lesson plan
Recap and recall
Before starting this unit, you might want to check what the children can recall: How historians learn about the past. Examples of historical evidence they have come across. The limitations of some historical evidence. A simple chronology of mankind from the Stone Age to the Iron Age. The meaning of the terms change and continuity.
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Adaptive teaching
Pupils needing extra support
Could use the Presentation: Continuity and change for support during the Activity: Continuity and change; could identify two continuities and changes in the Main event.
Pupils working at greater depth
Could discuss and order the changes they consider as the most important to least important for children; could consider the lives of children today and what has continued and changed from a time period studied in the lesson.
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Assessing progress and understanding
Pupils with secure understanding indicated by: making observations and deductions
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Vocabulary definitions
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childhood
The time between infancy and adolescence.
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continuity
Things that remain the same.
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In this unit
Assessment - History Y3/4 (B): How have children's lives changed?
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?
Maintained by: Kapow Primary team
Last update: 10th October, 2024
