Pre-History with the Dales Countryside Museum

Join The Dales Countryside Museum via videoconference on a historical journey through pre-history. Spend 45 minutes with our costumed bronze age presenter/archaeologist  to investigate some of the artefacts discovered in the Yorkshire Dales and hear how they lived in this beautiful part of the country. Using laptops or mobile devices  children can also see in detail things like objects and materials  the hunter gatherer used for everyday life or the first and early iron age weapons. Children will have ample time to  ask questions, maybe for example how the artefacts were used /made or about early life in the Yorkshire Dales.

This session can be used as an introduction to a pre history topic or as a reinforcement lesson during it.  Let us know if there’s a particular area or subject you would like us to cover.

Suggested pre-session work

It may be useful to look at the Yorkshire dales on a map /google and images of the area.

Click for the google map

Discuss the main differences between the Yorkshire Dales with where you live.

The DCM has a wealth of information on it’s website

Think about the time line pre Viking England.

A discussion on what an archaeologist does.

During the session

  • We will connect and give a quick hello and introduction to the museum.
  • Tell the pre-history story of the Yorkshire Dales, looking at replicas of the artefacts found.
  • Q&A
  • Introduce the QR  virtual museum.

Next Session : on demand please contact us to arrange a date and time

Cost £40


To gain an understanding through discussion and investigating the artefacts:

  • The Yorkshire Dales and where they are situated and how different the area may be to where they live.
  • The role of the Dales Country Side Museum
  • Timescales and progression through the ages, Stone, Bronze, Iron  noting their development and changes.
  • What life was like and how it changed compared with now

We will/can adapt the session relative to the key stage taking part

Suggested follow up work

Document or draw their favourite artefact

Use the QR virtual tours for self paced investigations

Download our virtual museum for use after your session (could be be used in your display). You will need to load one of the free QR code readers onto your mobile device.

Screen Shot 2016-02-17 at 16.18.36

The virtual museum with KS1 texts

Screen Shot 2016-02-17 at 16.25.16

The virtual museum with KS2 texts

We are happy to receive any work from schools electronically for inclusion in our(YVC) gallery.

Thumb Pots from the Dales Country Side Museum

Thumb Pots

Pre-History in the Uk National curriculum

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

The national curriculum for history aims to ensure that all pupils:

• know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind

• Gain and deploy a historically grounded understanding of abstract terms such as empire’, ‘civilisation’,‘parliament’ and ‘peasantry’

• Understand historical concepts such as continuity and change, cause and

• consequence, similarity, difference and significance, and use them to make

• connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses

• Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed

• Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Keystage 2

Pupils should be taught about:

Changes in Britain from the Stone Age to the Iron Age

This could include:

• late Neolithic hunter-gatherers and early farmers, for example, Skara Brae

• Bronze Age religion, technology and travel, for example, Stonehenge

• Iron Age hill forts: tribal kingdoms, farming, art and culture

The Roman Empire and its impact on Britain

• Julius Caesar’s attempted invasion in 55-54 BC

• the Roman Empire by AD 42 and the power of its army

• successful invasion by Claudius and conquest, including Hadrian’s Wall

• British resistance, for example, Boudica

• ‘Romanisation’ of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity

A local history study

This could include:

• A depth study linked to one of the British areas of study listed above

• A a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)

• A study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.