Main Theme: Stone to Steel
End project: Stone to Steel Museum exhibition
- Cave paintings made with authentic tools/materials
- Replica tools/equipment/jewellery
- Information portfolios
- Shelter creations
Intent: What wider skills do we want the children to have developed by the end of this theme, supporting future learning and life skills?
- Problem solving
- Working as part of a team
- Ability to show leadership
- Information gathering
- Making links
Intent: Outline the factual/topical areas that will be covered, enhancing the development of knowledge and cultural capital?
- Cave paintings – use tools that would have been available at the time as well as collect materials to make their own paint (berries, flowers, grass etc.)
- In depth research project about different aspects of Stone Age life to be contrasted with Bronze and Iron age
- Diary entries chronicling a day in the life of a Stone Age citizen
- Investigation of tools/artefacts focus on both function as well as design.
- Sketching of artefacts as well as crafting replicas from found materials as well as clay.
Intent: What opportunities will there be to develop Literacy and Numeracy skills?
- Diary entry written from Stone Age point of view
- Collected research notes on various topics collated into meaningful non-chronological report format
- Comparing and ordering dates on a timeline
- Organising and interpreting information present in charts and tables
Impact: What opportunities will be provided to assess the development of knowledge and skills?
- Children will be given response time based on how much they have understood the task/concepts. This may be opportunities to extend learning, clearing up misconceptions and reasoning.
- Justifying their choices/predictions for what they think different artefacts were used for
- Providing evidence and reasons for the transition from hunter-gatherer to farming and settlements
Impact: What specific areas of knowledge/skills will be developed during this theme, which will be assessed at different times by the teacher and by the pupil?
|Subject Knowledge/Skill||Curriculum Areas Covered|
|Makes accurate use of specific dates and terms.||History|
|Describes main changes in a period in history using words such as: social, religious, political, technological and cultural.||History|
|Identifies how any of above may have changed during a time period.||History|
|Gives own reasons why changes may have occurred, backed up with evidence.||History|
|Describes similarities and differences between some people, events and objects studied.||History|
|Identifies and uses different sources of information and artefacts.||History|
|Presents information in an organised and clearly structured way||English|
|Makes use of different ways of presenting information.||English/Computing|
|Presents information in the most appropriate way.||English|
|Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay).||Art|
|Create sketch books to record their observations and use them to review and revisit ideas.||Art|
Impact: What specific wider skills will be developed during this theme, which will be assessed at different times by the teacher and by the pupil?
Learning Skills Statements
- Can they cope with criticism and learn from it?
- Are they able to listen to a range of opinions before coming to their own conclusion?
- Do they revise their work after listening to the views of others?
- Are they able to make the most of others' strengths when organising work?
Reynolds Academy PrincipalRebecca Scott
Tollbar MAT Chief ExecutiveDavid J Hampson
OBE, BSc, BA.