UKS2 Topic: Stone Age to Iron Age Britain

The Stone Age is brought to life for the children through blocks that develop their archaeological skills and vocabulary, help them to create Ice Age art, as well as through activities researching and making Stone Age homes. To understand the Bronze Age, the children find out about tool makingand while making models, they explore the religious importance of Stonehenge. They go on to role-play life in an Iron Age village, explore and understand Hill Forts, before making and decorating Iron Age objects ready for a tribal meeting.

Introduction to Stone Age to Iron Age Britain

Block / Key NC Objectives / Creative Block Outcome
Block A
Introduction to Stone Age Britain to Iron Age Britain
(6 sessions) / History andEnglish
  • Develop a chronologically secure knowledge and understanding of British history.
  • Develop the use of historical terms.
  • Understand how our knowledge of the prehistoric past is constructed from a range of sources, and should evaluate the reliability of each of these sources.
  • Develop the appropriate use of historical terms.
    Establish clear narratives within and across the periods they study.
  • Understand how some of our knowledge of the past is constructed from archaeological excavation.
  • Construct informed responses that involve thoughtful selection and organisation of relevant historical information.
  • Retrieve, record and present information from non-fiction.
  • Take part in debates and consider and evaluate different viewpoints, attending to and building on the contributions of others.
  • Children should apply their growing knowledge of root words, prefixes and suffixes to understand the meaning of new words.
  • Plan and draft a narrative and a report.
  • Give well-structured descriptions, explanations and narratives.
/ 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.

Stone Age

Block / Key NC Objectives / Creative Block Outcome
Block B
Ice Age Art
(6 sessions) / HistoryandArt
  • Develop a chronologically secure knowledge and understanding of British and world history, establishing clear narratives within and across the periods they study.
  • They should note connections, contrasts and trends over time.
  • Construct informed responses that involve thoughtful selection and organisation of relevant historical information.
  • Understand how our knowledge of the past is constructed from a range of sources.
  • Construct informed responses that involve thoughtful selection and organisation of relevant historical information.
  • Learn about the great artists, in this case the anonymous artists of the Ice Age.
  • Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, charcoal, paint, clay].
/ Learn about Ice Age art. Experiment with different techniques and styles as you create a coffee table book all about Ice Age art, your own decorated cave, and engraved pieces of portable art – all inspired by original Ice Age art!
Block / Key NC Objectives / Creative Block Outcome
History, D&T andEnglish
Block C
From hunter-gatherers to farmers
(6 sessions) /
  • Continue to develop a chronologically secure knowledge and understanding of Britain, local and world history, establishing clear narratives within and across the periods they study.
  • Address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
  • Know about changes in Britain from the Stone Age to the Iron Age, including comparing and contrasting life in a Mesolithic settlement – Star Carr - to life in a Neolithic settlement – Skara Brae.
  • Construct informed responses that involve thoughtful selection and organisation of relevant historical information.
    Understand how key events and individuals in design and technology have helped shape the world.
  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams and prototypes.
  • Develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose.
  • Select from and use a wide range of materials. Build structures, exploring how they can be made stronger, stiffer and more stable.
  • Evaluate their ideas and products against their own design criteria and consider the views of others.
  • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.
  • Participate in performances, role-play, and improvisations.
/ Learn about the course of events that might have led Stone-Age people to move from hunting and gathering to farming. Demonstrate your knowledge to other children through performance and an informative display.

Bronze Age

Block / Key NC Objectives / Creative Block Outcome
Block D
Technology and Tools
(4 sessions) / History andScience
  • Develop a chronologically secure knowledge which includes Stone Age, Bronze Age and Iron Age technology.
  • Establish clear narratives across the periods they study.
  • Construct informed responses that involve thoughtful selection and organisation of relevant historical information.
  • Plan different types of scientific enquiries to answer questions, report and present findings from enquiries.
  • Investigate reversible and irreversible changes.
  • Talk about how scientific ideas have developed over time.
/ Learn about the amazing development of technology from the Stone Age to the Iron Age. Make your own collection of edible prehistoric tools from sugar paste, chocolate and pastry, speculate about why these changes came about and then have a prehistoric technology feast.
Block E
Development of Stonehenge and its religious importance
(5 sessions) / History,Art, ComputingandEnglish
  • Continue to develop a chronologically secure knowledge and understanding of Britain, local and world history, establishing clear narratives within and across the periods they study.
  • Know about changes in Britain from the Stone Age to the Iron Age, including Bronze Age religion, technology and travel – Stonehenge.
  • Improve mastery of art and design techniques.
  • Produce creative work, exploring their ideas and recording their experiences.
  • Plan their writing by identifying the audience for and purpose of the writing, selecting the appropriate form.
  • Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose.
  • Select and use software on a range of digital devices.
  • Become responsible, competent, confident and creative users of information and communication technology.
/ Research the meaning and significance of Stonehenge; construct edible models; learn about Neolithic problem solving and engineering; create a burial chamber in the style of a long barrow and create a classroom Stonehenge Experience.

Iron Age

Block / Key NC Objectives / Creative Block Outcome
Block F
Iron Age Life
(5 sessions) / History, Art, D&TandEnglish
  • Continue to develop a chronologically secure knowledge and understanding of Britain, local and world history, establishing clear narratives within and across the periods they study.
  • Know about changes in Britain from the Stone Age to the Iron Age, including Iron Age Life.
  • Improve mastery of art and design techniques.
  • Produce creative work, exploring their ideas and recording their experiences.
  • Develop wider skills in spoken language.
  • Pupils’ confidence, enjoyment and mastery of language should be extended though public speaking, performance and debate.
  • Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose.
/ Investigate life as an Iron Age villager. Research daily tasks; recreate a round house; weave with wool; cook oatcakes, make cheese; make a game (dice/knucklebones) and share learning with others using whole-class role-play.
Block G
Hill forts
(6 sessions) / HistoryandGeography
  • Develop a chronologically secure knowledge and understanding of British history, including Iron Age hill forts.
  • Address historically valid questions about change, cause, similarity and difference, and significance.
  • Devise historically valid questions about change, cause, similarity and difference, and significance.
  • Devise historically valid questions and investigate answers from a range of sources.
  • Understand how our knowledge of the past is constructed from a range of sources.
  • Use the symbols and key of Ordnance Survey maps.
  • Read and generate four and six-figure grid references.
  • Become familiar with sketch maps and plans.
  • Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps).
  • Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods.
/ Understanding the range of hill forts and their significance in Iron Age society. Investigate one hill fort in detail and produce a reconstruction drawing or model of a hill fort.
Block H
Iron Age art and culture
(5 sessions) / History, Art, D&T andEnglish
  • Continue to develop a chronologically secure knowledge and understanding of Britain, local and world history, establishing clear narratives within and across the periods they study.
  • Know about changes in Britain from the Stone Age to the Iron Age, including Iron Age Art and Culture.
  • Improve mastery of art and design techniques.
  • Produce creative work, exploring their ideas and recording their experiences.
  • Improve mastery of art and design techniques.
  • Produce creative work, exploring their ideas and recording their experiences.
  • Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose.
/ Prepare for an Iron Age Tribal meeting to discuss the impending invasion of the Roman Army. Research the resources, designs, beliefs, totems, clothing and jewellery of the Iron Age people and make tunics, belts, animal totem designs and jewellery to wear.

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