Foundation Subjects - BST Primary Weekly Planning

Subject: History

Topic: The Stone Age

Year Group: 3

Key Vocab:

Henge, Stone age, Iron age, Bronze age, hunter gatherer, farmer, forager, migration, settlement, flint, arrow head, natural phenomena, technology, shelter, cave, evidence, ice age,  Mesolithic, Neolithic, Palaeolithic, nomad, material,

Learning Outcomes:

Know and understand history as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped Britain has influenced.

know and understand significant aspects of the history of the wider world

Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses

Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed

Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.


Main Activities

Learning Objective

Direct teaching input

Activity and Differentiation

Assessment and evidence


This lesson will take at least 1hour 15 minutes to complete

I can use historical picture sources to place different groups of people on a timeline of world history.

Pose the following question to the class:


Why do we need to know where different groups of people come in time?

(After taking feedback, you might want to tell the children that if we know about groups of people from a long time ago we have better idea of when/where things came from i.e. farming in Ancient Egypt, democracy in Ancient Greece, how to build houses from the Romans, Factories and railways from the Victorians).


Make sure this section is limited in time and that you don’t go into too much detail.


Before the lesson, prepare seven different picture packs (taken from Google images) of different periods in time i.e. Egyptians, Romans, WW1, Great Fire of London. One of these picture packs must be from the time period you are investigating i.e. If you are studying the Romans there must be a Roman picture pack. Here are the links to the Picture Packs (Your picture packs are Now, World War 2, Normans, Ancient Greece, Egyptians and Stone Age). You don’t need to include the picture packs in bold on your timelines.


These picture packs should each contain four different pictures: a picture of a soldier from that time, an educational scene, an image showing the inside of a home, a village or street scene.


The children will work in pairs/small groups and will be given the pre-prepared picture packs from six different time periods (not including the time period of this unit). Two of the four picture packs will be extras and won't need to be discussed – this will cause the children to think more carefully about the picture packs they are picking for each discussion section. You don’t have to go into any discussion about the extra picture packs!


Order of Activity:


1. Children should work in pairs to place the packs into chronological/time order. They should draw a line in their books and place the picture pack numbers somewhere on the line (the left side being the oldest time and the right side being now).


2. Take brief feedback on where the children think the different picture packs should go and why they should go there.


3. Next give them the names of each of the groups of people in the picture packs (you don’t need to give them the names of the groups of people for the extra photopacks). You need to go into any more detail about these different groups of people.


4. Introduce the ‘Now’ slide (you should always have one set of pictures which are based in the current time) and ask the children to identify which group of pictures best depict the current time that we live in. After you have discussed which slide is ‘Now’ get the children to give you one reason why each picture in this picture pack is from 'Now'. Don’t spend a huge amount of time on this.


5. Get the children to label their timeline with the current picture pack name (Now), the number of years ago from now (0). Also use this time to talk about ‘decades’ and ‘centuries’. Make sure the children start to label their timeline with the number of decades/centuries it was from now.


6. Afterwards introduce three more picture packs getting the children to do steps 4 and 5 for each picture pack. Focus on getting the children to use the pictures as evidence for what they are telling you about each historical group / picture pack. Remember there will be two extra picture packs that don't need to be discussed.


7. Next introduce your focus group's picture pack (without giving their name) and ask the children to place this group somewhere on our picture pack timeline. Get the children to justify their decisions when deciding where these people will be placed on a timeline. Once again get the children to explain their responses using the pictures as evidence for their choices.

8. Briefly introduce the Stone Age e.g. time when they lived, when they lived in relation to other people…etc. This section should be very brief!

Read Horrible Histories Savage Stone Age Timeline chapter (pages 7-14)

Annotated Timeline of different picture packs.


This lesson will take at least 1hour 15 minutes to complete

I understand that ancient people had to make difficult decisions in order to survive

Read Horrible Histories Savage Stone Age (pages 15-23)

Explain to the children that you will be playing an historical game in groups today. Tell the children that a prize will go to the group who can best protect their tribe of stone age people (prize to be decided by the Teacher). Introduce the Stone Age consequences game to the children and the rules.


Each group of children will get a tribe of 100 people to keep alive. Each turn they will add or remove stone age people to/from the following google slide so they can keep track of the number of people they have in their tribe after each round of the game. Each group/pair will need a laptop/iPad for this game.

Slide for game to be shared -

They have to play the part of the tribe. The winning team is the team with the most survivors at the end of the game.    

Each turn, the teams will be given information about choosing a farming/hunter gatherer lifestyle in the Stone Age. As a group, they need to discuss the information they receive and make decisions based on that information. Each decision they make will have a consequence for their tribe-some consequences are worse/ some are better than others.

Get the children to split themselves into groups and begin the game.

Read each decision/choice and give the children some time to view the pictures on the slideshow.

Game link

After each round of decisions get some of the groups to feedback their reasons for making the decisions they did.  


Ask the children to explain what they thought about the game, the pictures on the slideshow, working together as a team and the decisions they made. Allow at least 15 minutes for this.

Finish with the question:

Would you have preferred to have been a farmer or hunter-gatherer in the Stone Age?

Group discussion/Whole class discussion/Pair work

Photos of discussion

(on class blogs?)


This lesson will take at least 1hour 15 minutes to complete

I understand the importance of different materials to ancient people

Welcome the children to the Stone Age, Bronze Age, Iron Age challenge. Divide the class into three groups and within those groups divide them into groups of three. Explain that each of the three larger groups will be representing each of the historical time periods in one challenge i.e. each group will complete one stone age challenge, one bronze age challenge and one iron age challenge.

Have the three historical time periods on the IWB and have some example groups of people from that time i.e. Stone Age group would have cavemen in, bronze age would have Egyptians, Chinese and Assyrians and in the iron age you would have the Greeks, Romans and Celts.

Explain to the children that each time period has one material associated with it i.e. Stone Age = Stone, Bronze Age = Bronze…etc.

Tell the children that they will be using the material from that time period to complete the same challenge as other groups form different time periods i.e. group one will complete challenge one using Stone age materials, group two will complete challenge one using bronze age materials and group three will complete challenge one using iron age materials.

However, also explain that since we can’t actually use the real materials we will be using substitutes i.e. paper for stone, paper and tape for bronze, quick drying clay for iron.

Give the groups 10-15 minutes to complete challenge one.

It might be a good idea to have the TA/Teachers act as the experts in the bronze/iron age technologies and work with a pair (demonstrating to them how to create the best tool to complete the task). After the TA/Teacher has done this once then get them to get the pair they introduced their technique to, to teach another pair and this pair then passes it on to another pair and so on. This will provide children with a better understanding of new ideas being passed on from one group of people to another (as actually happened in history).

Discuss the results of the challenge i.e. how easy was the challenge to complete? Were the materials helpful? Which material was the most useful?

Challenge one – pierce an apple using the material

Challenge two – build a container to hold water

Challenge three – build a small shelter/bridge about 15-20 cms in length to hold 500 grams

Next switch the three large groups to different time periods with different materials for challenge two and do the same for challenge three; remembering to discuss the results of each challenge after they have been completed.

After each group has completed all three challenges discuss the questions:

Was the challenge fair?

Which was the best material to use and why?

Which group of people would have had an easier lifestyle and why?

Group discussion/Whole class discussion/Pair work

Photos of discussion


This lesson will take at least 1hour 15 minutes to complete

I understand why ancient people believed the things they did

Split the class into two parts or have 2 classes mix and move the 2 mixed classes into 2 separate classrooms (2 teachers will need to coordinate their classes for this activity to work). You will probably need to have 2 IWBs for this activity to work.

In the two groups:

Group One (The Stone Age Presenter)

Explain to the children that they will have to convince the other members of their class(es) that their ideas about certain parts of the natural world are correct. Tell them that they will have to think, observe, Listen and decide what each of these natural parts of the world could be and why these phenomena occur. Tell the children they are stone age people and therefore they can only use their imagination (emphasize that they have no understanding of science in this group - they cannot use science, technology or books to explain their reasons for something happening). They can only use their senses and imaginations! Next show them two/three videos of these natural phenomena and discuss what they could be i.e. gods, demons, magic light sent from another world…etc.

Group Two (The Modern Presenter)

Explain to the children that they will have to convince the other members of their class(es) that their ideas about certain parts of the natural world are correct. Tell them that they will be watching some science videos about each natural phenomenon that explains why we have those phenomena. Tell the children they need to use the facts and information they have learned to explain their reasons for something happening. Next show them two/three videos which explain why these natural phenomena occur and discuss what they are.

Spend 15 minutes in their groups watching the videos then get the groups together (this can be done in whatever way you want). Next have the two groups try and convince members from the other group that they were correct – give them 5 minutes to do this.

Next switch the groups around i.e. Science Group go to Stone Age group and vice versa. Complete the same activity but with 2-3 different naturally occurring phenomena.

Again get the children together and have them try to convince the members of the other group that they know why a particular phenomenon happens and what it is!  

Finally, get the children back into their whole class(es) and ask the children the following questions:

  • Which group was it easier to be a member of? Why?
  • What do you think Stone Age people believed about the moon, sun, mountains, rivers…etc.
  • Why do you think they might have believed these things?

Very brief plenary

Finally show them a short video of Stonehenge and ask them to discuss 2 questions in pairs/groups but do not discuss as a whole class (give them 30 seconds to discuss each question then end the session).

  • Who built this?
  • Why did people build it?

Read Horrible Histories Savage Stone Age Batty Beliefs (pages 32-35)

Group discussion/Whole class discussion/Pair work

Photos of discussion (on class blogs?)


This lesson will take at least 1hour 15 minutes to complete

I can summarise and present information using historical evidence to support my ideas.

Show the children a picture of Stonehenge on the IWB and introduce the name. Pose the three questions:

  • Who built this?
  • What is it?
  • Why was it built?

Get the children to write their answers on post-it notes/padlets.

Explain to the children that Mr Christian will be meeting with the Japanese Prime minster/Emperor and telling him all about three different (British) historical sites. However, also explain that Mr Christian suddenly lost his memory after a he fell over and knocked his head while running/blogging and he can’t remember anything about Stonehenge.

Tell the children that they have been asked to create a presentation using (Powtoon/Prezi/Google Slides/PowerPoint) which would allow Mr Christian to present this information to the Japanese PM/Emperor.


Explain to them that in order to help them, there is a Blendspace lesson on Stonehenge and a list of questions which they can use to help them find the right sort of information for the talk (however, explain to the children that they don’t have to use these questions if they don’t want to)  

Blendspace lesson link -

Also let the children know that as they are performing a job for Mr Christian, they will receive presentation based pay if they complete this activity really well - i.e. the more accurate and interesting the information/presentation the higher the number of Dojo Points.

Read Horrible Histories Savage Stone Age (pages 44-56)

Final Presentation on Stonehenge


To understand the importance of historical sources evidence

CM objectives - He/She can examine historical artefacts and explain what they show us about that time in history.


Show the children the short video of Stone Age life

Pose the question ‘How do we know what happened 15,000 years ago?’

Read Horrible Histories Savage Stone Age (pages 83-98)

Briefly discuss the idea of using evidence to help us explain what happened that long ago.

Explain that the children will be working in groups of three (and one group of four) to look at seven pieces of Stone Age evidence (a fish hook, an arrowhead, necklace bead(s), rock with patterns drawn on it, persons teeth, picture of stone age house, ). They will need to answer the following questions:

  • What is it?

  • How do you know what it is?

  • What does it tell us about Stone Age life?

Give them two/three minutes with each artefact then switch artefacts between groups.

Next go through each artefact as a whole class. However, after you have discussed each object, explain the actual function of each artefact and (more importantly) what they tell us about the lives of stone age people.

Emphasize the difficulties for Archaeologists in understanding Stone Age life because there are so few artefacts from that time and these artefacts are usually small, broken, just look like stones…etc.

This video may help give the children a better understanding of Stone Age evidence and how it helps us get a better understanding of that time.

Video is in Shibuya Espresso Stone Age section:



Pair/group/whole class discussion

Photos of discussion (on class blogs?)