UKS2 Topic: Stone Age to Iron Age Britain Block A: Introduction to Stone Age to Iron Age
Learn how to be an archaeologist as you discover the Stone Age to Iron Age timeline, the different
sources of evidence used by archaeologists, the vocabulary used by archaeologists and how to carry out
a dig.
Block A: Introduction to Stone
Age to Iron Age [6 sessions]
Main outcome: History
Other outcomes: English
By the end of this block you will
have achieved the following
outcomes:


Session 1: History and English
Make your own timeline
Children learn about and create
their own timelines covering
ancient history and learn about the
timescales involved.
Session 2: History and English
What kinds of evidence are there
for prehistory?
Children learn about the difficulties
in investigating prehistory and
work together to evaluate sources.
Session 3: History and English
Write an archaeological dictionary
Children investigate some of the
special terms used in archaeology
and create a dictionary to help
their research
Use chronological vocabulary.
Put the events of prehistory into the correct order and understand the
scale of prehistoric time.
 Explain the different sources of evidence about prehistory.
 Evaluate the reliability of different sources of evidence about prehistory.
 Understand and use some vocabulary that archaeologists use.
 Demonstrate an understanding of how layers of debris left behind by
humans build up over time
 Demonstrate an understanding that lower layers are older, and higher
layers are younger
 Carefully dig and record an archaeological excavation.
 Demonstrate an understanding that lower layers are older, and higher
layers are younger.
 Organise some key facts about prehistory
 Locate information from non-fiction sources.
 Understand how a debate works and take part in one.
 Break down words into constituent parts to understand their meaning.
 Create a dictionary entry.
 Plan and write a narrative for a specific purpose.
 Plan and write a report using appropriate language.
 Prepare and structure a presentation.
 Give a presentation in front of other children.
Children will
 Develop a chronologically secure knowledge and understanding of British
history and develop the appropriate use of historical terms.
 Retrieve, record and present information from non-fiction.
Children will
 Understand how our knowledge of the prehistoric past is constructed from
a range of sources, and evaluate the reliability of each of these sources.
 Take part in debates and consider and evaluate different viewpoints,
attending to and building on the contributions of others.
Children will
 Develop the appropriate use of historical terms.
 Apply their growing knowledge of root words, prefixes and suffixes to
understand the meaning of new words that they meet.
© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’)
have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton
Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton
Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links,
changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use.
Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.
UKS2 Topic: Stone Age to Iron Age Britain Block A: Introduction to Stone Age to Iron Age
Session 4: History and English
How does archaeology work?
Children plan and write the story of
a piece of land and its changes
over time.
Children will
 Establish clear narratives within and across the periods they study
 Plan and draft a narrative thinking about the audience and purpose of the
writing and using appropriate vocabulary.
Session 5: History and English
Setting up a dig
Children plan, set up, and
investigate their own
archaeological digs!
Children will
 Establish clear narratives within and across the periods they study and
understand how some of our knowledge of the past is constructed from
archaeological excavation.
 Plan and draft a factual report thinking about the audience and purpose of
the writing and using appropriate vocabulary.
Children will
 Construct informed responses that involve thoughtful selection and
organisation of relevant historical information.
 Give well-structured descriptions, explanations and narratives.
Session 6: History and English
Archaeological conference
Children bring together their
learning and skills to run an
archaeological conference.
Resources
Session 1
Provided: Modelling a timeline (differentiated); Dates for timeline; Archaeological dating conventions.
You will need: String; Measuring tapes.
Session 2
Provided: Battle of the archaeologists; How to run a debate.
You will need:
Session 3
Provided: Writing a dictionary entry (differentiated); International phonetic alphabet.
You will need:
Session 4
Provided: Traces left behind sheet; Narrative support sheet; Story board.
You will need:
Session 5
Provided: How to create an archaeological dig resource sheets; How to dig sheet; Archaeological
recording sheet; Archaeological reporting frame.
You will need: One or two sand pits, or pallets lined with tarpaulins; 10kg bag of clay (not air drying);
Bag of clean sand or gravel (can be sourced from garden centres); Bag of compost; Bits of wood to make
fences, stones or small bricks to make walls; Green material to lay on top as grass.
Session 6
Provided:
You will need:
© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’)
have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton
Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton
Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links,
changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use.
Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.