How Have Children's Lives Changed?
Year 3
Unit Overview
Investigating the changes in children’s lives through time, children learn how children’s spare time, health and work have changed. They explore the most crucial change – work – in more detail, learning about a day in the life of a working child and the significance of Lord Shaftesbury and his impact.
Unit Sequence: Learning Intentions
What do sources tell us about how children's lives have changed? - To identify how children's lives have changed using a range of sources.
Why did Tudor children work and what was it like? - To understand why children worked in Tudor times and what working conditions were like.
What jobs did children have in Victorian England and what were they like? - To understand the types of jobs Victorian children had and their working conditions.
How did Lord Shaftesbury help to change the lives of children? - To understand how Lord Shaftesbury changed children's lives.
How and why has children's leisure time changed? - To understand how and why children's leisure time has changed.
What were the diseases children caught and how were they treated? - To understand which diseases children caught and how they were treated.
❇ SUBSTANTIVE CONCEPTS
Civilisation (social and cultural)
Achievements and follies of mankind
❇ DISCIPLINARY CONCEPTS
Change and continuity
Sources of evidence
Historical interpretations
Cause and consequence
Historical significance
❇ HISTORICAL VOCABULARY
childhood
continuity
change
chronological order
inference
observation
apprentice
chaffing wheat
hot seat
master
oath
primary source
secondary source
trapper
hurrier/hurrying
gin
textile mills
bird scarer
domestic servant
working conditions
historically significant
Factory Acts
Parliament
government
ragged schools
poverty
bill
reform
leisure time
compare
plague
smallpox
flu
cholera
treatments
vaccination
❇ MEMORABLE MOMENT
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️✏️ WRITING OPPORTUNITIES
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🌳 LEARNING OUTSIDE THE CLASSROOM
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🏁 BIG FINISH
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📖 FOCUS TEXT(S)
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Knowledge Organiser
