Archaeology: Investigating Deep Time Stories through STEAM

Join the National Trust’s team of archaeologists to uncover hidden stories of the past as revealed through archaeological artefacts. Come on an excursion to one of our simulated sites at Geelong or South Yarra, or turn your classroom into an archaeology lab with our curriculum aligned incursion program.

Excursions, South Yarra and Geelong 

  • Levels 2 – 10. Archaeological Thinking in Practice.  

Incursions 

  • F – Level 6. People, Place and Space: Archaeology and Deep Time.
  • Levels 7 & 8. Time Detectives 

Scroll down for program descriptions, pricing, and curriculum alignment. 

Book a program

 

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What is Deep time?

Deep time is a way of thinking about the world around us across both time and space. Originally applied to geological time scales covering million of years, it has also been used in recent decades to discuss long archaeological records, including that of Australia. Archaeology is the field of research that focusses on the everyday objects left behind by people in the past. In Australia, this record began at least 65,000 years ago and is likely to be much older. Across millennia, we not only see the long, diverse and nuanced histories of Australia’s many First Peoples communities, but also dynamic changes to Australia’s climate and landscapes. Investigating this record, therefore, needs an interdisciplinary approach. 

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Our Archaeology Programs

The National Trust’s ‘Investigating deep time stories’ archaeology programs facilitate student learning about Australia’s deep time record through a STEAM lens, creating engaging, hands-on and impactful learning experiences. This approach is interdisciplinary, drawing from science, technology, engineering, arts (humanities), and mathematics. Our STEAM approach recognises the benefits of experiential learning that underpin these disciplines, leading to creative problem-solving, collaboration and critical thinking. 

 

Developed in collaboration with archaeologist Dr Georgia Stannard at La Trobe University, each program is curriculum-aligned. Choose from incursion or excursion options, across primary to year 10. All programs are supported by a comprehensive resource package for teachers, including lesson notes, comprehensive glossary and activity sheets. 

Education Programs

People, Place, and Space: Archaeology and Deep Time, incursion

Levels 2-6

Australia’s Historical record accounts for only 0.4% of our national story—how have archaeologists uncovered the 65,000 years of human history that form our Deep Time past? This unique incursion experience introduces younger students to the concept of Deep Time, connecting these insights to our understanding of Australia’s archaeological record. Through their own excavation of a simulated site, students will gain firsthand experience of how archaeologists interpret artefacts and environmental clues to reconstruct past landscapes and peoples. 

Curriculum links - Primary
Year LevelSubjectStrandSub-strandContent descriptionsStudents will…
Levels 3 and 4HistoryHistorical Concepts and SkillsUsing Historical Sources Identify the features and content of historical sources (VC2HH4S03).Use critical thinking to examine artefacts from the simulated excavation and infer what they reveal about life during their stratigraphic unit. 
Continuity and Change Identify and describe continuity and change (VC2HH4S06).Compare four stratigraphic units from the simulated site to identify and describe continuity and change, investigating similarities, differences, and shifts in environmental and material culture across the chronology. 
Causes and consequences Describe the causes and consequences of change (VC2HH4S07).Identify and interpret European influences upon their simulated site, such as the introduction of manufactured materials, and describe how these changes are represented in Australia’s archaeological record.
ScienceScience InquiryPlanning and Conducting  Scientific investigations to answer questions or test predictions can be planned and conducted using provided scaffolds, including identifying the attributes of fair tests, and considering the safe use of materials and equipment (VC2S4I02).Use archaeological tools and processes in a safe and scientific manner, planning and conducting investigations while ensuring the safe use of materials and equipment. 
Communicating  Observations, findings and ideas can be communicated for an identified purpose and audience by using scientific vocabulary and digital tools as appropriate (VC2S4I06).Discuss the excavation findings as a class, using scientific vocabulary and the research manual to analyse the artefacts in detail for an identified purpose and audience. 
Levels 5 and 6 History Historical Knowledge and Understanding Australia (1800-1900) The impacts of the development of colonies on Aboriginal and Torres Strait Islander Peoples, local-born colonists and migrants, and on the environment (VC2HH6K02). Understand the impacts of colonisation on the local environment through the archaeological record. 
Historical Concepts and Skills Using Historical Sources Describe the value of sources for use as evidence to identify historical significance and continuity and change (VC2HH6S04). Develop an understanding of the different types of archaeological sources and how they can be used as evidence to understand historical significance and measure continuity and change.  
Continuity and Change Describe patterns of continuity and change (VC2HH6S07). Compare the archaeological record across various time periods in Australia’s past, from the Late Pleistocene to the modern day.  
Science Science Inquiry Questioning and Predicting  Investigable questions and reasoned predictions can be used in guiding investigations to identify patterns and test relationships (VC2S6I01). Students are required to answer three key questions about their stratigraphic unit, investigating various aspects of the people who lived during that time and the environment, to identify patterns across the archaeological record of their site.
  Communicating  Scientific ideas, findings, patterns, trends and relationships can be communicated for a specific purpose and audience, using various presentation formats, scientific vocabulary and digital tools as appropriate (VC2S6I06). Discuss their excavation findings as a class, using archaeological terminologies to communicate scientific findings, ideas, and patterns.  
Curriculum links - Secondary
Year LevelSubjectStrandSub-strandContent descriptionsStudents will…
Levels 7 and 8  History  Historical Knowledge and Understanding   Overview: Levels 7 and 8 The different methods and sources of evidence used by historians and archaeologists to investigate early societies, and the importance of archaeology and conserving the remains, material culture and heritage of the past (VC2HH8K03).Explore how archaeologists and historians use different methods and sources to study early societies, and understand the significance of preserving artefacts, material culture, and historical heritage to gain insights into past human life.
Investigation: Aboriginal and Torres Strait Islander Peoples’ knowledge and understandings (deep time to the modern era) Aboriginal and Torres Strait Islander Peoples’ responses to environmental processes and changes during Deep Time (VC2HH8K07).Learn about the changing environments experienced by Aboriginal and Torres Strait Islander Peoples’ across the Late Pleistocene to the modern era. 
 Changing evidence and interpretations of Aboriginal and Torres Strait Islander Peoples as the world’s oldest continuous cultures (VC2HH8K11).Learn about the different archaeological sources used to establish Aboriginal and Torres Strait Islander Peoples as the world’s oldest continuous cultures and how evidence and interpretations have evolved over time 
Historical Concepts and Skills Historical Questions Develop and use historical questions to inform historical investigations (VC2HH8S01).Develop questions using historical concepts to guide an archaeological investigation. 
Chronology Sequence significant events, individuals, ideas and developments chronologically to explain continuity and change and causes and consequences (VC2HH8S02).Learn the concepts of stratigraphy and use terms like ‘Late Pleistocene’ and ‘Holocene’ to sequence key developments chronologically, explaining continuity and change, and its causes and consequences. 
Using Historical Sources Explain the features, content and context of historical sources (VC2HH8S03).Engage with different types of archaeological sources to reconstruct a past landscape and understand how people interacted with it, while explaining the features, content, and context of these historical sources. 
Analyse the value of sources for use as evidence to explain historical significance, continuity and change, and causes and consequences (VC2HH8S04).Compare different types of archaeological evidence to understand how they contribute to the reconstruction of past peoples and landscapes.
Causes and consequences Explain continuity and change (VC2HH8S07).Explore the different continuities and changes that occurred in Australia across the Late Pleistocene to the modern era in order to understand how they have shaped historical developments. 
Communicating Construct historical interpretations using appropriate historical concepts, terms, knowledge, conventions and evidence from historical sources (VC2HH8S10).Develop a historical argument based on archaeological observations from the simulated site, using appropriate historical concepts, terms, knowledge, conventions, and evidence, when presenting these findings to the group. 
Science  Science as a Human Endeavour Nature and Development of Science  Scientific knowledge, including models and theories, can change because of new evidence (VC2S8H01).Assess how new archaeological evidence can alter our understanding of people and places over time, reflecting changes in scientific knowledge, models, and theories. 
Processing, modelling, and analysing  Information and processed data can be analysed to show patterns, trends and relationships, and to identify anomalies (VC2S8I05).Students will analyse the archaeological record from their simulated site, spanning the Late Pleistocene to the Modern Era, to identify patterns, trends, relationships, and anomalies in relation to continuity and changes. 
Evaluating Evidence-based arguments can be constructed to support conclusions or evaluate claims, including consideration of ethical issues and protocols associated with using or citing secondary data or information (VC2S8I07).Propose their interpretation and reconstruction of the site based on the archaeological evidence discovered, constructing evidence-based arguments to support their conclusions. 
Communicating  Communicating ideas, findings and arguments for specific purposes and audiences involves the selection and use of appropriate presentation formats, scientific vocabulary, models and other representations, and may include the use of digital tools (VC2S8I08).Discuss their excavation findings as a class and use the research manual to analyse the artefacts in detail, employing appropriate scientific vocabulary and models to communicate ideas, findings, and arguments effectively. 
Further Program Details & Booking
Available:Monday-Friday during term time
Duration:1.25 hours
Capacity:30 students per session. Maximum 3 sessions per day
Cost:$12 per student*
Bookings:To book in:
Online booking form

For enquiries:
Email bookings@nattust.com.au
Phone: (03)9656 9889

Time Detectives, incursion

Levels 7-8

First Nations Australians are the world’s oldest continuing cultures, displaying both continuity and change across Australia’s Deep Time past. This program has been designed to link specifically into the Level 7 and 8 Historical Knowledge units focused on the nature of sources about Australia’s past, their conservation, and their impact within contemporary society. During this incursion, students will gain hands-on experience as they become a specialised Dig Team, excavating a simulated site to reconstruct its past landscape and peoples. They will examine material culture and paleoenvironmental sources to analyse continuities and change over time, just as archaeologists do to understand Australia’s Deep Time history. 

 

Curriculum links - Primary
Year LevelSubjectStrandSub-strandContent descriptionsStudents will…
Levels 3 and 4HistoryHistorical Concepts and SkillsUsing Historical Sources Identify the features and content of historical sources (VC2HH4S03).Use critical thinking to examine artefacts from the simulated excavation and infer what they reveal about life during their stratigraphic unit. 
Continuity and Change Identify and describe continuity and change (VC2HH4S06).Compare four stratigraphic units from the simulated site to identify and describe continuity and change, investigating similarities, differences, and shifts in environmental and material culture across the chronology. 
Causes and consequences Describe the causes and consequences of change (VC2HH4S07).Identify and interpret European influences upon their simulated site, such as the introduction of manufactured materials, and describe how these changes are represented in Australia’s archaeological record.
ScienceScience InquiryPlanning and Conducting  Scientific investigations to answer questions or test predictions can be planned and conducted using provided scaffolds, including identifying the attributes of fair tests, and considering the safe use of materials and equipment (VC2S4I02).Use archaeological tools and processes in a safe and scientific manner, planning and conducting investigations while ensuring the safe use of materials and equipment. 
Communicating  Observations, findings and ideas can be communicated for an identified purpose and audience by using scientific vocabulary and digital tools as appropriate (VC2S4I06).Discuss the excavation findings as a class, using scientific vocabulary and the research manual to analyse the artefacts in detail for an identified purpose and audience. 
Levels 5 and 6 History Historical Knowledge and Understanding Australia (1800-1900) The impacts of the development of colonies on Aboriginal and Torres Strait Islander Peoples, local-born colonists and migrants, and on the environment (VC2HH6K02). Understand the impacts of colonisation on the local environment through the archaeological record. 
Historical Concepts and Skills Using Historical Sources Describe the value of sources for use as evidence to identify historical significance and continuity and change (VC2HH6S04). Develop an understanding of the different types of archaeological sources and how they can be used as evidence to understand historical significance and measure continuity and change.  
Continuity and Change Describe patterns of continuity and change (VC2HH6S07). Compare the archaeological record across various time periods in Australia’s past, from the Late Pleistocene to the modern day.  
Science Science Inquiry Questioning and Predicting  Investigable questions and reasoned predictions can be used in guiding investigations to identify patterns and test relationships (VC2S6I01). Students are required to answer three key questions about their stratigraphic unit, investigating various aspects of the people who lived during that time and the environment, to identify patterns across the archaeological record of their site.
  Communicating  Scientific ideas, findings, patterns, trends and relationships can be communicated for a specific purpose and audience, using various presentation formats, scientific vocabulary and digital tools as appropriate (VC2S6I06). Discuss their excavation findings as a class, using archaeological terminologies to communicate scientific findings, ideas, and patterns.  
Curriculum links - Secondary
Year LevelSubjectStrandSub-strandContent descriptionsStudents will…
Levels 7 and 8  History  Historical Knowledge and Understanding   Overview: Levels 7 and 8 The different methods and sources of evidence used by historians and archaeologists to investigate early societies, and the importance of archaeology and conserving the remains, material culture and heritage of the past (VC2HH8K03).Explore how archaeologists and historians use different methods and sources to study early societies, and understand the significance of preserving artefacts, material culture, and historical heritage to gain insights into past human life.
Investigation: Aboriginal and Torres Strait Islander Peoples’ knowledge and understandings (deep time to the modern era) Aboriginal and Torres Strait Islander Peoples’ responses to environmental processes and changes during Deep Time (VC2HH8K07).Learn about the changing environments experienced by Aboriginal and Torres Strait Islander Peoples’ across the Late Pleistocene to the modern era. 
 Changing evidence and interpretations of Aboriginal and Torres Strait Islander Peoples as the world’s oldest continuous cultures (VC2HH8K11).Learn about the different archaeological sources used to establish Aboriginal and Torres Strait Islander Peoples as the world’s oldest continuous cultures and how evidence and interpretations have evolved over time 
Historical Concepts and Skills Historical Questions Develop and use historical questions to inform historical investigations (VC2HH8S01).Develop questions using historical concepts to guide an archaeological investigation. 
Chronology Sequence significant events, individuals, ideas and developments chronologically to explain continuity and change and causes and consequences (VC2HH8S02).Learn the concepts of stratigraphy and use terms like ‘Late Pleistocene’ and ‘Holocene’ to sequence key developments chronologically, explaining continuity and change, and its causes and consequences. 
Using Historical Sources Explain the features, content and context of historical sources (VC2HH8S03).Engage with different types of archaeological sources to reconstruct a past landscape and understand how people interacted with it, while explaining the features, content, and context of these historical sources. 
Analyse the value of sources for use as evidence to explain historical significance, continuity and change, and causes and consequences (VC2HH8S04).Compare different types of archaeological evidence to understand how they contribute to the reconstruction of past peoples and landscapes.
Causes and consequences Explain continuity and change (VC2HH8S07).Explore the different continuities and changes that occurred in Australia across the Late Pleistocene to the modern era in order to understand how they have shaped historical developments. 
Communicating Construct historical interpretations using appropriate historical concepts, terms, knowledge, conventions and evidence from historical sources (VC2HH8S10).Develop a historical argument based on archaeological observations from the simulated site, using appropriate historical concepts, terms, knowledge, conventions, and evidence, when presenting these findings to the group. 
Science  Science as a Human Endeavour Nature and Development of Science  Scientific knowledge, including models and theories, can change because of new evidence (VC2S8H01).Assess how new archaeological evidence can alter our understanding of people and places over time, reflecting changes in scientific knowledge, models, and theories. 
Processing, modelling, and analysing  Information and processed data can be analysed to show patterns, trends and relationships, and to identify anomalies (VC2S8I05).Students will analyse the archaeological record from their simulated site, spanning the Late Pleistocene to the Modern Era, to identify patterns, trends, relationships, and anomalies in relation to continuity and changes. 
Evaluating Evidence-based arguments can be constructed to support conclusions or evaluate claims, including consideration of ethical issues and protocols associated with using or citing secondary data or information (VC2S8I07).Propose their interpretation and reconstruction of the site based on the archaeological evidence discovered, constructing evidence-based arguments to support their conclusions. 
Communicating  Communicating ideas, findings and arguments for specific purposes and audiences involves the selection and use of appropriate presentation formats, scientific vocabulary, models and other representations, and may include the use of digital tools (VC2S8I08).Discuss their excavation findings as a class and use the research manual to analyse the artefacts in detail, employing appropriate scientific vocabulary and models to communicate ideas, findings, and arguments effectively. 
Further Program Details & Booking
Available:Monday-Friday during term time
Duration:1.25 hours
Capacity:30 students per session. Maximum 3 sessions per day
Cost:$12 per student*
Bookings:To book in:
Online booking form

For enquiries:
Email bookings@nattust.com.au
Phone: (03)9656 9889

Please complete the Expression of Interest form to see if your school is eligiable for government funded archaeology programs.

Thinking Archaeologically, excursion

Levels 2-8

Australia’s Deep Time past spans at least 65,000 years. Over this extensive timeframe, archaeologists have revealed much about past communities—their technologies, food, resources, and culture. But how do we know these things?  

‘Thinking Archaeologically’ is Victoria’s only education excursion program in archaeology. This multidisciplinary experience offers students a hands-on opportunity to explore the tools and techniques used throughout various stages of the archaeological investigation process, including activities on excavation, surveying, analysis, and interpretation. During the program, students are guided by a trained archaeologist to safely investigate a simulated colonial-era site at either our Como House (South Yarra) or Barwon Grange (Geelong) properties. 

Curriculum links - Primary
Year LevelSubjectStrandSub-strandContent descriptionsStudents will…
Level 2HistoryHistorical Concepts and Skills Historical Questions Ask historical questions about objects, people, places and events in the past and present (VC2HH2S01)Be supported to ask the Dig Director historical questions about the simulated archaeological site and the artefacts they uncover, exploring both past and present contexts. 
 Using Historical Sources Identify the features and content of sources (VC2HH2S03).Explore ways in which information about the past is communicated through artefacts. 
Science Science as a Human Endeavor  Nature and Development of Science  Scientific knowledge is based on observations of the natural world using the senses, and scientific tools and instruments (VC2S2H01).Use their senses and archaeological tools to explore the site and uncover more about its historical context. 
Science Inquiry  Planning and Conducting  Scientific questions and predictions can be investigated safely by following procedures that have sequenced steps (VC2S2I02).Follow detailed instructions from their Dig Director to safely excavate the simulated site and conduct their investigations. 
 Geography Geographical Knowledge and Understanding Places and our Connections to Them  The natural and constructed features of places, how they change and how they can be cared for (VC2HG2K05).Identify historical features that still exist today and explore how archaeology helps protect and preserve this history. 
Concluding and Decision-Making Draw conclusions and make proposals about places (VC2HG2S04).Draw conclusions about how the site may have appeared in the past and how people interacted with it. Consider how this fits into the broader landscape of the heritage site.  
Communicating  Develop narratives and share observations about places, using sources such as maps and photographs (VC2HG2S05).Create a narrative about the history of the site, including what may have happened there and how it has changed, using sources such as photographs and artefacts to support their observations.  
Levels 3 and 4HistoryHistorical Concepts and SkillsUsing Historical Sources  Identify the features and content of historical sources (VC2HH4S03).Analyse excavated artefacts to inform an understanding of the historical site.  
Science Science Inquiry  Questioning and Predicting Observations can be used as a basis for posing questions to identify patterns and relationships, and to predict the outcomes of investigations (VC2S4I01).With the help of the Dig Director, form a hypothesis that will guide their investigation of the simulated site. 
Planning and Conducting Scientific investigations to answer questions or test predictions can be planned and conducted using provided scaffolds, including identifying the attributes of fair tests, and considering the safe use of materials and equipment (VC2S4I02).Demonstrate safe use of archaeological techniques and appropriate tools to excavate the site, following the guidelines provided. 
Communicating Observations, findings and ideas can be communicated for an identified purpose and audience by using scientific vocabulary and digital tools as appropriate (VC2S4I06).Discuss their excavation findings with the class and use a research manual to analyse the artefacts and site in detail, using scientific vocabulary and tools. 
Levels 5 and 6 History  Historical Concepts and Skills  Using Historical Sources  Describe the features, content and context of historical sources (VC2HH6S03).Use critical thinking to examine artefacts, describing their features and context to infer details about colonial life in Victoria. Estimate the artefacts' age and potential uses. 
Historical Questions Ask and develop historical questions to direct historical investigations (VC2HH6S01).Develop a hypothesis for the archaeological site based on historical questions, using it to guide their analysis of the site and its artefacts. 
ScienceScience Inquiry  Questioning and Predicting Investigable questions and reasoned predictions can be used in guiding investigations to identify patterns and test relationships (VC2S6I01).Make predictions about what may be discovered at the site based on their observations of the surroundings and historical context, guiding their investigation . 
Communicating Scientific ideas, findings, patterns, trends and relationships can be communicated for a specific purpose and audience, using various presentation formats, scientific vocabulary and digital tools as appropriate (VC2S6I06).Use archaeological vocabulary to communicate their findings with the class and present scientific ideas.  
Geography Geographical Knowledge and Understanding Management of Places How places and environments are changed and managed by people (VC2HG6K01).Recognise European influences on the excavation site and its surrounding environment. Analyse what this reveals about Victoria’s population in the 1800s and its development up to today. 
Curriculum links - Secondary
Year LevelSubjectStrandSub-strandContent descriptionsStudents will…
Levels 7 and 8 History Historical Knowledge and Understanding Overview: Levels 7 and 8 The different methods and sources of evidence used by historians and archaeologists to investigate early societies, and the importance of archaeology and conserving the remains, material culture and heritage of the past (VC2HH8K03).Investigate selected archaeological methods and evidence used to study early societies and reconstruct historical environments, underscoring the significance of preserving material culture and heritage. 
Historical Concepts and Skills Historical Questions Develop and use historical questions to inform historical investigations (VC2HH8S01).Formulate a hypothesis based on historical questions and use it to guide the analysis of the archaeological site and its artefacts. 
Using Historical Sources Explain the features, content and context of historical sources (VC2HH8S03).Analyse artefacts by explaining their features and context to infer details about colonial life in Victoria, including their age and uses. 
Science Science as Human Endeavour  Nature and Development of Science Scientific knowledge, including models and theories, can change because of new evidence (VC2S8H01).Recognise how new archaeological evidence can shift our understanding of people and places, demonstrating that scientific knowledge, models, and theories evolve with new findings. 
Science Inquiry  Questioning and Predicting  Investigable questions, reasoned predictions and hypotheses can be developed in guiding investigations to identify patterns, test relationships and analyse and evaluate scientific models (VC2S8I01).Formulate a hypothesis about potential findings in their excavation based on historical context and surroundings. Use this hypothesis to guide the investigation, analyse patterns, and evaluate trends. 
Evaluating  Evidence-based arguments can be constructed to support conclusions or evaluate claims, including consideration of ethical issues and protocols associated with using or citing secondary data or information (VC2S8I07).Propose interpretations and reconstructions of the site based on archaeological evidence, constructing evidence-based arguments while considering the limitations of secondary data. 
    CommunicatingCommunicating ideas, findings and arguments for specific purposes and audiences involves the selection and use of appropriate presentation formats, scientific vocabulary, models and other representations, and may include the use of digital tools (VC2S8I08).Discuss their excavation findings with the class, using archaeological and scientific vocabulary to effectively communicate their ideas and arguments. 
Geography Geographical Knowledge and Understanding  Water in the World  The environmental, economic, social and other measures used to evaluate places for their liveability, and the influence of liveability on where people live (VC2HG8K06).Note the location of the excavation site relative to the Yarra River / Barwon River and infer why this area was selected for European settlement in the 1840s based on environmental, economic, and social factors influencing liveability. 
Further Program Details & Bookings
Available:Monday-Friday during term time
Duration:3 hours
Capacity:60 students per session
Teacher/carer:student ratio:1:10
Cost:$15 per student*
Accessibility:This program requires students to walk up and down hills, kneel on the ground, and dig with a trowel.
Bookings:To book in:
Online booking form

For enquiries:
Email bookings@nattust.com.au
Phone: (03)9656 9889

Please complete the Expression of Interest form to see if your school is eligiable for government funded archaeology programs.

Como House & Garden

Archaeology: Investigating Deep Time Stories through STEAM

Address:

Como House & Garden
Corner Williams Rd & Lechlade Ave,
South Yarra 3141

Phone:
03 9656 9889
Email:
bookings@nattrust.com.au
What we offer:

Barwon Grange

Archaeology: Investigating Deep Time Stories through STEAM

Address:

25 Fernleigh Street
Newtown, VIC 3220

Phone:
03 9656 9889
Email:
bookings@nattrust.com.au
What we offer:

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