Prehistoric Monuments Evidence

Overview

This 60-minute lesson for Year 3 students is designed to explore the key question: What evidence do prehistoric monuments offer? The lesson fully aligns with the National Curriculum for England History Programme of Study for Key Stage 2 (Years 3 and 4). It focuses on developing pupils’ understanding of changes in Britain from the Stone Age to the Iron Age by investigating prehistoric monuments as historical evidence.

National Curriculum Links

History – Key Stage 2 (Years 3 and 4)

Pupils should be taught to:
- Changes in Britain from the Stone Age to the Iron Age (NC Ref: KS2 History Programme of Study).
- Develop a chronologically secure knowledge and understanding of British, local and world history.
- Note connections, contrasts and trends over time.
- Use a range of sources to understand and interpret the past.

Key learning objectives:

To understand what prehistoric monuments are and their purpose.
To use prehistoric monuments as evidence to understand life in prehistoric Britain.
To interpret historical evidence from multiple sources including monuments, artefacts and pictures.
To communicate observations and ideas clearly.

Learning Outcomes

By the end of the lesson pupils will be able to:

Explain what prehistoric monuments are and name examples such as Stonehenge and Skara Brae.
Describe what these monuments can tell us about prehistoric people’s lives, beliefs and skills.
Analyse simple evidence from images of monuments to make historical inferences.
Work collaboratively to discuss and record findings.

Resources Required

Interactive whiteboard or projector
PowerPoint or Google Slides presentation with images and labelled diagrams
Worksheet for recording observations (structured with question prompts)
Large paper and coloured pencils for group activity
Picture cards of prehistoric monuments and artefacts
Timer

Lesson Structure (60 minutes)

1. Starter – Engaging Pupils (10 minutes)

Activity:

Show an image of Stonehenge on the board. Ask: “What do you think this is? What might it have been used for?”
Elicit ideas and write key words around the image to activate prior knowledge.
Purpose:
Activate curiosity and set the learning context.
Link to NC objective: Use a range of sources to understand and interpret the past.

2. Teaching Input – Information Slides (20 minutes)

Display and talk through the following slides with clear, age-appropriate explanations. After each slide, ask 1-2 guided questions to check understanding.

Slide 1: What are Prehistoric Monuments?

Definition: Structures built by people thousands of years ago, before writing existed.
Examples: Stonehenge, Skara Brae, Maiden Castle.
Why do they matter? They help us understand the past without written records.

Questions: What does prehistoric mean? Can you name one monument?

Slide 2: Stonehenge – A Stone Circle

Image and labelled diagram.
Explain: Built as a gathering place, possibly for ceremonies or to mark seasons.
Highlight its construction from huge stones moved long distances.

Questions: Why do you think it took a lot of effort to build? What might it tell us about people’s skills?

Slide 3: Skara Brae – Village Homes

Picture of the village ruins in Orkney.
Explain: Houses made of stone, showing how people lived daily.
Mention tools and artefacts found there.

Questions: What can these houses tell us about their lives? How is it different from today?

Slide 4: What Can Monuments Tell Us? (Historical Evidence)

Explain that monuments give clues about beliefs, social life, and technology.
Introduce the idea of interpreting evidence from objects and sites.
Briefly contrast with artefacts (tools, jewellery) found nearby.

Questions: Apart from buildings, what else can help us learn about prehistoric people?

Slide 5: How Do We Know About the Past?

Present simplified methods: Archaeology, digging, studying remains.
Emphasise how scientists look for clues without written records.
Engage discussion: What would you want to find if you were an archaeologist?

3. Activity – Group Evidence Detective (20 minutes)

Setup:

28 pupils split into 7 groups of 4.
Each group receives picture cards showing a prehistoric monument or artefact with a brief fact sheet.

Task:

Pupils examine the cards, discuss what they can learn from the evidence.
Fill in a worksheet answering:
- What is the monument or artefact?
- What does it tell us about prehistoric people?
- Why do you think it was important?
Groups create a poster to share their findings with drawings and key words.

Assessment Opportunity:

Observe discussion for understanding of evidence interpretation.
Check worksheets for relevant details and inferences.

4. Plenary – Sharing and Reflecting (10 minutes)

Each group presents their poster (2 mins each).
Class discusses similarities/differences between monuments and lessons learned.
Recap key question: What evidence do prehistoric monuments offer?
End with a quick quiz (verbal or show of hands) to review key facts.

Assessment

Formative assessment through questioning during the lesson.
Review pupils’ worksheet answers and group posters for comprehension of evidence and historical inference.
Use observations to inform future lessons on prehistoric Britain.

Differentiation

Support pupils needing extra help with sentence starters on worksheets.
Challenge more able pupils to suggest reasons why monuments might be built and their cultural significance.
Visual and tactile learning via images and group work to engage varied learning styles.

Extension Ideas

Create a simple 3D model of a monument in a follow-up lesson.
Write a diary entry from the point of view of a prehistoric person living near Stonehenge.
Use virtual tours or videos to explore monuments’ locations today.

This lesson plan draws creativity and thoughtful engagement from pupils by combining visual stimuli and group collaboration, meeting and exceeding expectations for Key Stage 2 history under the National Curriculum for England.

Teaching Instructions