Lesson 3: Who was the Amesbury Archer?

Learning objective

To use archaeological evidence to investigate the Bronze Age and explain the limitations of this evidence.

Success criteria

I can make

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National curriculum

History

The national curriculum for history

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Cross-curricular links

English

Spoken language

‘Pupils should be taught

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Before the lesson

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Lesson plan

1: Lesson plan

An area for you to put useful resources from the previous lesson

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Adaptive teaching

Pupils needing extra support

Give these children just one object focusing on making deductions about the Archer from this object.

Pupils working at greater depth

Could identify unanswered questions they still have about the Archer after investigating each object. This shows the limitations of archaeological evidence. They could consider the types of evidence needed to answer questions.

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Assessing progress and understanding

Pupils with secure understanding indicated by: using artefacts to

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Vocabulary definitions

Amesbury Archer

Body of a Bronze Age man named after the wrist guards he was wearing.
Archaeological evidence

Remains discovered by archaeologists that help reconstruct the past.

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In this unit

Assessment - History LKS2: Bronze Age, Iron Age or Stone Age?

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Lesson 1: How long ago did prehistoric man live?

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Lesson 2: What does Skara Brae tell us about life in the Stone Age?

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Lesson 3: Who was the Amesbury Archer?

Lesson 4: How did bronze change life in the Stone Age?

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Lesson 5: How did trade change the Iron Age?

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Lesson 6: What changed between the Stone Age and the Iron Age?

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