8000BC
6000BC 4000BC
Mesolithic Britain becomes Neolithic
Age begins an island Age begins
9000BC 8000BC 7000BC 6000BC 5000BC 400
7600BC
8700BC 7000BC
Howick
Star Carr Cheddar
House
Man
Timeline – Stone Age to Iron Age
Stone Age to Iron Age
– overview and depth
Francis Pryor, Hilary Morris and Wessex Archaeology
Introduction English prehistory, constructed; how villages operated;
how inland and maritime transport
Stone Age to Iron Age covers from the Stone Age developed; how people defended
around 10,000 years, between to the Iron Age themselves. It would also be good
the last Ice Age and the coming of History would have been impossible
the Romans. Such a long period to consider why prehistoric people
without prehistory. Prehistory is regarded time as cyclical, rather
is difficult for children to imagine, far more than a mere preamble
but putting the children into a than continuous, as we do today.
to the main show. It was during It would be interesting to examine
living time-line across the classroom
prehistory that Britain acquired its pre-Roman farm animals, through
might help. In one sense not a lot
languages, landscape and regional examples that still exist today (Soay
happens for a very long time, yet
identities. In the following few sheep; Tamworth pigs, Dexter Cattle
in another sense dramatic changes
paragraphs I would like to give and Dartmoor ponies). Prehistoric
occur at irregular periods. Man
an impression of the subject’s domestic skills are a good way to
moves from hunter-gatherer to
extraordinary scope and diversity. I link modern children to the sources
farmer, from rural to urban, from
fighting for survival to sophisticated would have thought that the best of such basic things as their food
society. There is plenty to get your way to catch the imaginations and clothes; good examples include
teeth into! This feature should help of young children would be spinning (with a spindle whorl),
you plan. through discussion of the practical weaving (with and without a loom)
side of life: how tools changed and grinding corn with a quern (or
through time; how buildings were pestle and mortar) to produce flour.
20 Primary History 66 Spring 2014 The Historical Association
Key Stage 2
800BC 43AD
Roman invasion
3000BC 2500BC Iron Age of Britain –
Stonehenge 1900BC begins start of Roman
Bronze Age
begins Mold Cape Britain
begins
00BC 3000BC 2000BC 1000BC 0 1000AD
2500BC 1500BC
3200BC End of 100BC 55BC
Beaker Julius
Scara Brae the use of Lindow Man
people first Caesar
buried in
appear in Henges, like peat bog invades
Britain Stonehenge Britain
3700BC 400BC
Horton 2200BC Quern stone
House Amesbury introduced
Archer
buried
The story begins around a million
years ago on what is now the
beach of the Norfolk coastal town SCAN ME
of Happisburgh. This site has
revealed Britain’s earliest flint tools
which were used by ancestors of
modern humans at a time when INTERACTIVE PRINT
the British Isles were still joined
to the mainland of Europe. As SCAN ME Layar.indd 1 03/09/2013
the Ice Ages progressed people
came and went, depending on
the climate of the time, but during
these hundreds of thousands of
years it is possible to trace the
steady progress and technological Excavated dwellings
development of these communities, at Skara Brae
(Orkney, Scotland),
which latterly were capable of fine
Europe’s most complete
carving and artwork. Neolithic village
The climate warmed very rapidly such as the lush woodland and This was just a short step away
around 9600 BC and this marks grassland surrounding certain low- from farming. It is not surprising,
the start of post-glacial prehistory lying shallow lakes were particularly therefore, that when farming
and the arrival of a new set of sought-after and were the home arrived, shortly before 4000 BC, it
communities labelled Mesolithic, to a large number of different was rapidly adopted. We currently
or Middle Stone Age. It used to be settlements. believe that the new farmers, who
believed that these communities came from the mainland of Europe,
were very small and lived a shifting By the end of the Mesolithic period, amounted to about 20% of the
nomadic lifestyle, but over the past in fifth and sixth millennia BC there British population. These new
ten years new research has shown is evidence that Mesolithic hunter- farmers brought with them new
that small permanent villages were gatherers were manipulating the rites of burial beneath mounds
in existence, complete with family- forest tree-cover through the use or barrows, of which the long
sized round-houses. Certain areas, of fire, to attract and keep game. barrows are the best known. Many
Primary History 66 Spring 2014 The Historical Association 21
of these tombs contained stone the modern military sense of the left by, say, the Iceni of Norfolk
chambers built from massive rocks word, but as centres of regional and the Atrebates of Sussex and
and boulders, known as megaliths. communal authority. Thanks to Hampshire. When the Romans
aerial photographs and remote arrived in Britain in AD 43 they
The roots of Celtic cultures lay in sensing we can now appreciate came across a diverse and rich
the Bronze Age (2500-700 BC), that most hill-forts were carefully range of cultures, some of which
which probably witnessed the positioned in the landscape to were not openly hostile, nor
fastest and most radical changes dominate the surrounding fields were opposed to classical ideas
of prehistory. The pioneering and settlements. These would have and civilisation. In parts of south-
developments brought about by been the places where people eastern Britain (England had yet to
the first farmers of the Neolithic came at regular intervals to meet be created) the upper echelons of
(4200-2500 BC) were transformed and exchange goods, livestock and many communities had begun to
by a series of major monuments services; doubtless too they were wear Roman-style clothes. Indeed,
(Stonehenge is the best-known where many marriages and new the earliest British coins have
example) which still cover large family alliances were formed. Latinised Celtic inscriptions which
areas of the English landscape. mention the tribal kingdoms that
The period saw the construction There is good evidence for sea- minted them. These date to the
of thousands of barrows, or burial going vessels by 2000 BC, which first century BC. The first legionaries
mounds, not to mention some would have been perfectly capable would also have encountered a
400 henges and other sites. But of crossing the Channel. After fully developed landscape, with
all of this came to an abrupt halt about 1500 BC cross-Channel fields, roads, lanes, woods, hedges,
around 1500 BC, when barrows voyages would have been routine farms, villages and hamlets. There
ceased to be built and sites like and from about 1000 BC there may were centres of regional trade and
Stonehenge were abandoned. even have been a regular ferry- a flourishing network of ports and
The second half of the Bronze like service, to judge by the close harbours along the south, south-
Age sees the proliferation of field similarities of some English and west and east coasts. It is still not
systems, the earliest of which continental art styles and objects. fully decided whether any true
were in existence by 2000 BC, and The Iron Age (700 BC-AD 43) is towns existed at the end of the Iron
the emergence of an elaborate often identified with the Celts. Age (in the sense of self-governing
network of villages, roads and These were not an ethnic group, so urban centres, with refuse, sewage
major route-ways. Towards the end much as tribal communities who and town-planning services), but
of the period (from about 1200 shared many aspects of language there were undoubtedly some
BC) we see the construction of the and culture. Indeed, even today it is town-sized settlements, some of
first hill-forts which seem to have possible to identify with reasonable which may have been in existence
been built, not so much as forts in assurance the archaeological traces as early as 500 BC.
22 Primary History 66 Spring 2014 The Historical Association
Teaching the Stone Age
The inclusion of the Stone Age in the proposed 2014 Bronze Age pottery Beaker or Iron Age gold torc can
National Curriculum for History in England presents be powerful aids to the young imagination and can
primary teachers with the challenge of having to teach provide an excellent focus for storytelling and literacy
prehistory. projects. Artefact recording and site planning are some
of the activities that can be used to support maths
While a period that spans thousands of years may lessons. In addition, a study of prehistoric pottery
seem daunting, particularly when combined with could aid a discussion about the physical properties
the obvious lack of documentary sources available, of various materials and be the catalyst for scientific
this development provides an excellent opportunity experiments or the basis for a range of art-based
to experiment with using a different type of primary projects.
source – the artefact.
Our recent work with local schools in Horton,
Archaeology, the study and interpretation of these Berkshire (funded by CEMEX UK) is a good example
artefacts – the material remains of past societies – has of using finds as inspiration. Artefacts uncovered at
provided us with a great deal of knowledge about Kingsmead Quarry, ahead of gravel extraction, were
our prehistoric ancestors and is not so far removed put on display and an exhibition was designed around
from history as it can at first appear. Artefacts and them. Local primary schools were invited to attend
archaeological evidence can be used in the same interactive workshops at the exhibition and students
way as documentary sources to stimulate debate were encouraged to engage with the artefacts which
and to teach pupils the skills of evidence-gathering, included a Palaeolithic handaxe, Mesolithic flint tools
interpretation and analysis. and early Bronze Age gold and amber beads.
Teachers challenged with exploring the Stone Age can The display explored the shift from a nomadic
use objects from the past to inspire students within a hunter-gatherer lifestyle towards that of settled
wide variety of curriculum subjects. A Neolithic axe, farming communities during the Neolithic period and
Primary History 66 Spring 2014 The Historical Association 23
Good history work often arises out of developing an
enquiry over several lessons, where pupils can explore
the topic in more detail and have a definite question to
answer. Here are some possible enquiry questions:
• What was new about the New Stone Age?
• Which was better to make and use – bronze or iron?
• Why bury gold and not come back for it?
• When do you think it was better to live – Stone Age, Bronze
Age or Iron Age?
• If you were Julius Caesar, would you have invaded Britain
in 55BC?
stimulated discussion among the students as to why been a trader. This evidence can be used to stimulate
this might have occurred. This debate was facilitated debate on several themes such as the extent of trade
by the use of informative text, 3D reconstructions and networks, migration patterns and modes of transport
the artefacts themselves. in prehistoric Britain.
Artefacts can also be used to forge connections with Accessing artefacts is not as much of a challenge as
people from the past and bring them to life. An it may seem. For schools that aren’t lucky enough
excellent example from Wiltshire is the Amesbury to be able to take their students fieldwalking and
Archer; an early Bronze Age man discovered in a very accumulate their own collection, which I suspect to
rich burial near the site of a new school and housing be most, many local museums, history centres and
development (archaeological work funded by Bloor archaeology units will be able to help. Artefacts can be
Homes and Persimmon Homes). visited or brought into the classroom through specialist
workshops and the use of loan boxes – toolboxes
Some of the artefacts associated with the Archer, containing artefacts and handy teacher’s guides.
including 16 barbed and tanged arrowheads and a
slate wristguard to protect the arm from the recoil Thus bringing the Stone Age to life in the classroom
of an archer’s longbow, suggest that he may have through the use of artefacts can be an exciting
been a hunter. Other artefacts are known to have opportunity for teachers, rather than a daunting
originated on the Continent, and chemical (isotopic) challenge.
analysis of his teeth has shown that he travelled to
Britain from the Alps, indicating that he may have Francis Pryor is an archaeologist, author of Britain BC
and Director of Flag Fen Bronze Age site.
Hilary Morris leads the ITT courses at Brighton
University.
Laura Joyner is Community and Education Officer,
Wessex Archaeology.
.
Key ideas
• Not a lot happens
• There are big changes
• There is no written evidence
• New finds often change our ideas about
the time
• It’s nearly all a load of rubbish!
• Archaeologists disagree!
• You can’t do it all!
24 Primary History 66 Spring 2014 The Historical Association
Some suggested lesson activities
1. The Rubbish Bin Activity
At the end of a morning, or afternoon, get your pupils to empty the
classroom rubbish bin on to a table. Get them to identify all the rubbish,
and, using only the evidence they have in front of them, write a brief
account of the morning/afternoon/day. When they have done that, ask
them what they have done today that is not included in their accounts.
What is missing? Why?
This is a simple activity that can make pupils realise that in prehistory, when
we rely upon artefacts as evidence to tell us what life was like, we are only
ever going to have a partial account – almost a random account, depending
upon what evidence has survived, just like the litter in your bin.
2. 3,000-year-old shipwreck shows European
trade was thriving in Bronze Age
One exciting thing about
prehistory is that archaeologists’
ideas are always changing due
to new discoveries, like this
shipwreck, reported in The
Telegraph. Show your pupils
the pictures and story, and
ask what the discovery has
added to our view of the Stone
Age. Make a news-wall where
you – and pupils – can post
stories about archaeological
discoveries.
www.telegraph.co.uk/earth/environment/
archaeology/7238663/3000-year-old-
shipwreck-shows-European-trade-was-
thriving-in-Bronze-Age.html
Primary History 66 Spring 2014 The Historical Association 25
3. Houses from Stone Age to Iron Age
This activity is designed to explore Overview, and look specifically at continuity and change.
Use the pictures of houses opposite to fill in the grid below:
Stone Age Bronze Age Iron Age
What is
the roof
made of?
What are
the walls
made of?
What is
the door
made of?
What
are the
windows
made of?
Is there a
chimney?
What
would it
be like to
live in?
Anything
else
you can
notice?
Houses have changed because:
Houses have stayed the same because:
26 Primary History 66 Spring 2014 The Historical Association
Mesolithic
Below
Excavations at Kingsmead
Quarry, Horton, in 2008
revealed evidence for
occupation during the
Neolithic period (4000-
2400 BC). The remains of a
building, dated to between
3800 and 3650 BC, were
found and represent one of
England’s oldest houses. A
further three structures of the
same date have been found
on the site so far.
Karen Nichols from the
Wessex Archaeology Graphics
Team has reconstructed one
of the buildings in 3D.
Celtic roundhouses at the Museum of Wales
SCAN ME
INTERACTIVE PRINT
Primary History 66 Spring 2014 The Historical Association 27
SCAN ME Layar.indd 1 03/09/2013 10
Want to find out more?
Resources Podcasts
Iron Age Torcs: www.history.org.uk/resources/ Britain & Ireland 10,000 - 4,200 BC
primary_resource_5923_202.html www.history.org.uk//go/StoneAgeBritain1
Neolithic Axehead: www.history.org.uk/
resources/primary_resource_4723_202.html Britain & Ireland 4,200 - 3000 BC
www.history.org.uk//go/StoneAgeBritain2
PH51: CASE STUDY 1: Lucy Bradley,
Prehistory in the primary curriculum a Britain & Ireland 3000 - 1500 BC
Stonehenge experience to remember www.history.org.uk//go/StoneAgeBritain3
PH51: CASE STUDY 4: Julia Dauban with
John Crossland, Working with Gifted and The Celts
Talented children at an Iron Age hill fort in www.history.org.uk//go/Celts
north Somerset
Britain & Ireland 1500 - 800 BC
www.history.org.uk//go/StoneAgeBritain4
Britain & Ireland 800 - 60 BC
www.history.org.uk//go/StoneAgeBritain5
Ancient British and Irish Pagan Religion
Places to visit www.history.org.uk//go/AncientPaganBritain
The British Museum has the largest
collection of artefacts on display, but many
local museums, like The Collection in Lincoln,
have innovative and exciting displays on the
period.
Cresswell Crags, in Nottinghamshire, is a
collection of caves and a museum containing
remains of Ice Age hunters dating from 55,000
to 10,000 years ago.
Websites
Skara Brae, in the Orkneys, a World Heritage
Site, is probably the best preserved Neolithic Butser Ancient Farm, Hampshire:
Village in existence today. www.butserancientfarm.co.uk
Horrible History Stone Age Song:
Grimes Graves, in Norfolk, is a Neolithic flint www.bbc.co.uk/cbbc/clips/p00hzpqg
fine in the care of English Heritage
3,000 year old shipwreck shows European
Flag Fen, near Peterborough, is a Bronze trade was thriving in Bronze Age.
Age site, combining original remains and a www.telegraph.co.uk/earth/environment/
reconstructed village. archaeology/7238663/3000-year-old-
shipwreck-shows-European-trade-was-thriving-
Butser Iron Age Farm, in Hampshire, is a in-Bronze-Age.html
living Iron Age Farm where you can experience An introduction to Bronze Age finds
everyday life in the Iron Age. http://finds.org.uk/bronzeage
Maiden Castle is a huge, well-preserved Iron Bronze age – make a sword
Age hill-fort near Dorchester. www.bbc.co.uk/programmes/b00z597g/clips
28 Primary History 66 Spring 2014 The Historical Association
What the Stone Age to Iron Age
co-ordinator This area is one likely to be less familiar than most to
teachers, except perhaps for some isolated events and
remains such as Stonehenge. There is also the danger of
might do: giving the impression that these years were continuous
years of savagery and stagnation. The co-ordinator’s role
should be to:
• Provide an accessible and manageable overview – this article aims to do this and teachers should be encouraged
to read this;
• Urge teachers to avoid stereotypes and distortion;
� Devise a few central ideas that you hope all teachers will be able to get over to their class around which the
content and teaching ideas can be woven, e.g.
� this was an extremely long period of time in which many changes occurred;
� we use various period labels such as Stone, Bronze and Iron Ages. There is also some specialised vocabulary
such as henges, hill-forts.
� although many conventional sources such as written documents are not available there are many clues to this
time especially through artefacts and surviving field evidence;
� this was a time when many developments and improvements occurred such as in farming, buildings, religion,
military development and travel;
� although a long time ago there is much that people from this period might recognise such as spinning,
weaving, grinding corn;
� there are still plentiful remains of this time such as important monuments, local remains, place names etc.
� these people were not isolated but there were already widespread links when the Romans came. The
Romans certainly did not find a primitive or blank country on which to stamp their civilisation.
• Try to find out if there are interesting local sources of evidence which could be used to enliven the teaching.
Tim Lomas
Resources Victorian
Archaeology Tudors
Stone Age Anglo-Saxons
Local History
making sense of heritage
Bring the past to life with Wessex Archaeology!
Explore archaeology with one of the UK's leading heritage practices.
Our dedicated Community & Education team works closely with schools
to promote understanding and enjoyment of history and archaeology.
Romans Workshops
Interactive archaeology workshops
Artefact loan boxes
Online resources
education@wessexarch.co.uk
Artefacts
www.wessexarch.co.uk
Egyptians
salisbury rochester sheffield edinburgh
Primary History 66 Spring 2014 The Historical Association 29
