Archaeology: Investigating Deep Time Stories through STEAM

Education program VIC

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 NOW

 

Free and subsidised programs 

National Trust of Australia (Vic) invites schools with an ICSEA below 1000, high Student Family Occupation and Education (SFOE) Index, or located in a remote or rural location to contact the Education Team (education@nattrust.com.au). Eligible schools will be offered archaeology programs for free or at a subsidised cost, including subsidised transport costs. National Trust of Australia (Vic) acknowledges the support of the Department of Education, Victoria, which makes this offer possible through the Strategic Partnerships Program. 

Archaeology: Investigating Deep Time Stories through STEAM

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. 

Click here for teacher resources about deep time from ACARA 

 

Archaeology at the National Trust of Australia (Vic) 

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

Foundation to Level 6. Incursion: People, Place and Space: Archaeology and Deep Time

People have been in Australia for at least 65,000 years. We know quite a lot about communities in the past – their technologies, food, resources and culture. But how do we know these things? This unique incursion experience introduces younger students to different ways of thinking about the records of people and places investigating ways that archaeologists use the everyday objects of the past to travel through time and space.   

 

Curriculum links for Foundation to Level 2

** Denotes a content descriptor that links to the Cross-Curriculum priority of Learning about Aboriginal and Torres Strait Islander histories and cultures 

Subject Strand Sub-strand Content Descriptions At the Archaeology incursion students will… 
History Historical Concepts and Skills Historical sources as evidence Identify the content features of primary sources when describing the significance of people, places or events (VCHHC054) Assess various artefacts excavated from the simulated site and describe the artefact’s appearance, the materials used to make it, its condition and significance in historic narratives.  
Identify perspectives about changes to daily life from people in the past or present (VCHHC055) Discover the past through various artefacts which provide links to everyday life from 65,000 years ago to the present day.  
Historical Knowledge Community Histories The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (VCHHK063) Acknowledge the significance of archaeological work in the search for more knowledge about the past.  
Geography Geographical Concepts and Skills Place, space and interconnection Identify how people are connected to different places (VCGGC059) Identify aspects of the past that still exist in the present.  
Data and Information Collect and record geographical data and information from the field and other sources (VCGGC060) Record the spatial location of artefacts on recording forms. 
Reasons why some places are special and some places are important to people and how they can be looked after (VCGGK069) Appreciate the importance of archaeology in uncovering the past and preserving important histories. They will try to explain why these places are special to different groups of people.  
Science Science Understanding Science as a human endeavour People use science in their daily lives (VCSSU041) Be introduced to the work that archaeologists do to discover more about the past.  
Chemical sciences Objects are made of materials that have observable properties (VCSSU044) Examine artefacts and predict what they are made of using reasoning, sight and touch.  
Science Inquiry Skills Planning and conducting Participate in guided investigations, including making observations using the senses, to explore and answer questions (VCSIS051) Investigate the simulated excavation boxes and make observations based on what is found inside them.   
Communicating Represent and communicate observations and ideas about changes in objects and events in a variety of ways (VCSIS055) Discuss as a class what they have found and form conclusions around what this information suggests.  
Intercultural Capabilities Cultural Practices Identify what is familiar and what is different in the ways culturally diverse individuals and families live (VCICCB001) Analyse and identify artefacts that are familiar and different to what students use in their homes and make deductions about what they were used for and how. 
Curriculum links for Levels 3 & 4

** Denotes a content descriptor that links to the Cross-Curriculum priority of Learning about Aboriginal and Torres Strait Islander histories and cultures 

Subject Strand Sub-strand Content Descriptions At the Archaeology incursion students will… 
History Historical Concepts and Skills Historical sources as evidence Describe perspectives of people from the past (VCHHC068) Analyse the excavated objects to deduce their meanings to people from the past and explain what this tells us about people’s way of life in the past.  
Cause and effect Identify and explain the causes and effects of European settlement and exploration (VCHHC070) ** Interpret the dig box for evidence that pertains to European culture, i.e., manufactured objects. 
Historical Knowledge Community, Remembrance and Celebration A significant example of change and a significant example of continuity over time in the local community, region or state/territory (VCHHK073) Begin to understand how some things in Australia have changed whereas other things have stayed the same, through the material culture discovered. Students will theorise why it is important to preserve built and natural heritage to better understand the past and how it relates to the present.  
First contacts The diversity and longevity of Australia’s first peoples and the significant ways Aboriginal and Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the effects on their daily lives (VCHHK078) ** Explore the magnitude of time that Australia’s First Peoples have lived on Country and get a sense for the changes that occurred over 65,000 years.  
The nature of contact between Aboriginal and Torres Strait Islander peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions (VCHHK081) ** Discover the changes in the archaeological record post-colonisation, and what that can tell us about the lives of Aboriginal and Torres Strait Islander peoples.  
Geography Geographical Knowledge Diversity and Significance of Places and Environments The many Countries/Places of Aboriginal and Torres Strait Islander peoples throughout Australia, and the custodial responsibility they have for Country/Place, and how this influences views about sustainability (VCGGK080) ** Learn about the deep time connections to Country. They will develop foundational knowledge on what Country encapsulates and how caring for Country involves a sustainable, holistic approach. 
Types of natural vegetation and the significance of vegetation to the environment, the importance of environments to animals and people, and different views on how they can be protected; the use and management of natural resources and waste, and different views on how to do this sustainably (VCGGK082) Be introduced to different land management strategies throughout deep time and how archaeologists and palaeoecologists investigate these management strategies. 
Similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (VCGGK083)** Learn about Traditional Custodianship of Country, and how land was cared for before European colonisation. 
Similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (VCGGK084) Use objects recovered from the simulated archaeological excavation boxes to create a story of the people who inhabited Australia in different time periods.  
Science Science Understanding Chemical Sciences Natural and processed materials have a range of physical properties; these properties can influence their use (VCSSU060) Analyse artefacts, determining their material and their use.  
Science Inquiry Skills Planning and Conducting Safely use appropriate materials, tools, equipment and technologies (VCSIS067) Use archaeological tools and processes in a safe an scientific way. 
Critical and Creative Thinking Reasoning Examine and use the structure of a basic argument, with an aim, reasons and conclusion to present a point of view (VCCCTR013) Use a hypothesis framework to develop an argument based on evidence and prior knowledge. Each student group will report their reasoned argument to the rest of the class. 
Curriculum links for Levels 5 & 6

** Denotes a content descriptor that links to the Cross-Curriculum priority of Learning about Aboriginal and Torres Strait Islander histories and cultures 

Subject Strand Sub-strand Content Descriptions At the Archaeology incursion students will… 
History Historical Concepts and Skills Historical Sources as Evidence Identify the origin, content features and the purpose of historical sources and describe the context of these sources when explaining daily life in colonial Australia, reasons for migration and causes and effects of Federation (VCHHC083) Analyse the objects uncovered in the simulated archaeological excavation boxes, deducing their use and what that tells us about the lives of people in the past.  
Describe perspectives and identify ideas, beliefs and values of people and groups in the past (VCHHC084) Use the objects found to identify people’s perspectives and ideas from the past.  
Continuity and Change Identify and describe patterns of continuity and change in daily life for Aboriginal and Torres Strait Islander peoples, ‘native born’ and migrants in the Australian colonies (VCHHC085) ** Travel through time, discovering the archaeological record from several periods in history (both pre- and post- colonisation), deducing what that can tell us about the daily lives of the people from that time.  
Geography Geographical Knowledge Factors that Shape Places and Influence Interconnections Influence of people, including the influence of Aboriginal and Torres Strait Islander peoples, on the environmental characteristics of Australian places (VCGGK094)** Learn about the changes in landscape that were influenced by people, through pollen grains and introduced plant species and materials.  
Science Scientific understandings, discoveries and inventions are used to inform personal and community decisions and to solve problems that directly affect people’s lives (VCSSU073) Uncover the archaeological record of scientific discoveries and advances, and how that influenced people’s lives through time.  

Further Program Details

AvailableMonday-Friday during school terms.
Duration:1.25 hours.
Numbers:15-30 student per group, maximum of 3 groups per day.
Resources:Teachers will receive a detailed resource pack that includes suggested pre- and post-visit activities upon booking.
Cost:$12 per student
Safety:Click here to access the Incursion Task Risk Assessment document.
Bookings:Online booking form

Email: bookings@nattust.com.au


Phone: (03) 9656 9889
Archaeology: Investigating Deep Time Stories through STEAM

Time Detectives – Levels 7-8 incursion

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 impact within contemporary society. During the incursion, students will explore the different ways that archaeologists reconstruct the lives of past people and landscapes, from traditional approaches to cutting-edge techniques. The strong links between people and landscapes, from deep time through to today, also makes this program highly relevant to the Level 7 and 8 geography and science curriculum.  

 

Curriculum links for Levels 7 & 8

** Denotes a content descriptor that links to the Cross-Curriculum priority of Learning about Aboriginal and Torres Strait Islander histories and cultures 

Subject Strand Sub-strand Content Descriptions At the Archaeology incursion students will… 
History Historical Concepts and Skills Chronology Sequence significant events in chronological order to analyse the causes and effects and identify continuities and changes (VCHHC097) As a class create a chronology of continuity and change over time, using object-based analysis.  
Describe and explain the broad patterns of change over the period from the Ancient to the Modern World (VCHHC098) Discover four different archaeological stratigraphic units and determine the changes that occurred over time. 
Historical Sources as Evidence Analyse and corroborate sources and ask questions about their accuracy, usefulness and reliability (VCHHC099) Analyse archaeological finds and record their features, using this information to assess usefulness and reliability.  
Continuity and Change Identify and explain patterns of continuity and change in society to the way of life (VCHHC102) Identify similarities and differences in the different stratigraphic units presented, to determine patterns of continuity and change in society and the way of life.  
Historical Knowledge Aboriginal and Torres Strait Islander Peoples and Culture How physical or geographical features influenced the development of Aboriginal and Torres Strait Islander peoples’ communities, foundational stories and land management practices (VCHHK105)** Investigate how changes to climate and the landscape across deep time influenced Aboriginal and Torres Strait Islander communities and in turn, how Aboriginal and Torres Strait Islander communities through time influenced the landscape. Students will learn how archaeologists and palaeoecologists collect and analyse data to interpret this record. 
The significant beliefs, values and practices of Aboriginal and Torres Strait Islander peoples and cultures including trade with other communities, causes and effects of warfare, and death and funerary customs (VCHHK106)** Through case studies, investigate different customs and practices of Aboriginal and Torres Strait Islander communities through deep time. Students will learn how archaeologists interpret these changes and what types of evidence are used.  
The nature of sources of evidence about ancient Australia and what they reveal about Australia’s ancient past, such as the use of resources (VCHHK107) ** Discover pre-colonial objects and investigate what these suggest of life for First Nations peoples before 1788.  
The importance of conserving the remains of the ancient past, including the heritage, culture and artefacts of Aboriginal and Torres Strait Islander peoples (VCHHK108) ** Learn about how archaeologists use physical evidence from the past to ascertain what life was like for people in the past.  
Ancient World and Early Civilisations – 60,000BC (BCE) – c.650 AD (CE) The different methods and sources used by historians and archaeologists to investigate history and/or a historical mystery (VCHHK114) Discover what archaeologists do, what tools they use, and how they discover past landscapes through the physical record.  
Geography Geographical Concepts and Skills Place, Space and Interconnection Identify, analyse and explain interconnections within places and between places and identify and explain changes resulting from these interconnections (VCGGC101) Discover the interconnections within Australia, stemming from both pre-colonial and post-colonial Aboriginal custodianship, and post-colonial settler occupation of land.  
Data and Information Collect and record relevant geographical data and information from useful primary and secondary sources, using ethical protocols (VCGGC102) Record geographical features of stratigraphic units, using pollen grains and natural materials to pinpoint geographical location.  
Geographical Knowledge Place and Liveability Different types of landscapes and their distinctive landform features (VCGGK116)  Learn how landscapes and landscape features are linked to how people in the past have managed Country, and in turn, how these places are linked to where archaeological sites are located.  
Spiritual, cultural and aesthetic value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander peoples, that influence the significance of places, and ways of protecting significant landscapes (VCGGK120) ** Discover the importance of different landscapes and places to Aboriginal and Torres Strait Islander communities through Victorian case studies. Students will be introduced to how different values inform how we protect places and landscapes. 
Science Science Understanding Science as a Human Endeavour Scientific knowledge and understanding of the world changes as new evidence becomes available; science knowledge can develop through collaboration and connecting ideas across the disciplines and practice of science (VCSSU089) Discover how archaeologists use scientific methodology to analyse artefacts. Learn how, as new archaeological records become available, our understanding of the past evolves.  
Science Inquiry Skills Questioning and Predicting Identify questions, problems and claims that can be investigated scientifically and make predictions based on scientific knowledge (VCSIS107) Create hypotheses of what will be discovered in a particular stratigraphic unit based on prior knowledge, and contextual information provided.  
Planning and Conducting Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (VCSIS108) Use safe archaeological methodology to excavate a stratigraphic unit.  
Recording and Processing Construct and use a range of representations including graphs, keys and models to record and summarise data from students’ own investigations and secondary sources, and to represent and analyse patterns and relationships (VCSIS110) Record data of objects found, including location, measurements, description, materials and use, to find patterns and relationships in the stratigraphy.  
Communicating Communicate ideas, findings and solutions to problems including identifying impacts and limitations of conclusions and using appropriate scientific language and representations (VCSIS113) In groups, share their findings with their class.  
Critical and Creative Thinking Reasoning Investigate when counter examples might be used in expressing a point of view (VCCCTR037) Form an argument within their group based on evidence from their excavation box and prior knowledge. They will use this evidenced reasoning to discuss interpretations and counterinterpretations with the whole class. 
Consider how to approach and use questions that have different elements, including factual, temporal and conceptual elements (VCCCTQ032) Learn how to combine different datasets, including physical data, temporal data and conceptual information (e.g. the absence of different types of evidence due to preservation). 

Further Program Details

AvailableMonday-Friday during school terms.
Duration:1.25 hours.
Numbers:15-30 student per group, maximum of 3 groups per day.
Resources:Teachers will receive a detailed resource pack that includes suggested pre- and post-visit activities upon booking.
Cost:$12 per student
Safety:Click here to access the Incursion Task Risk Assessment document.
Bookings:Online booking form

Email: bookings@nattust.com.au


Phone: (03) 9656 9889
Archaeology: Investigating Deep Time Stories through STEAM

Excursions for Primary and Secondary (Levels 2+) - Thinking Archaeologically

In a Victorian-first, NTV Education offers primary and secondary excursion education programs in archaeology. Archaeology is all around us, from small artefacts to cultural landscapes. Our multidisciplinary archaeology excursion programs provide give students first-hand archaeological experiences, exploring the tools and techniques that archaeologists use to reconstruct the lives of past peoples and the landscapes in which they lived.  

Using simulated sites, students can safely explore archaeological records while directly observing the locations on which they are based. The programs include activities on excavation, surveying, analysis and interpretation. Extensive supporting resources including pre- and post-excursion activities, notes and professional development content for teachers.    

We offer two excursion locations for primary and secondary students, available at both Como House (South Yarra) and Barwon Grange (Geelong):

Curriculum links for Level 2

** Denotes a content descriptor that links to the Cross-Curriculum priority of Learning about Aboriginal and Torres Strait Islander histories and cultures

Subject Strand Sub-strand Content Descriptions At the Archaeology excursion students will…  
History         Historical Concepts and Skills Historical sources as evidence Identify the content features of primary sources when, describing the significance of people, places or events  (VCHHC054) Assess various artefacts excavated from the simulated site and investigate the artefact’s appearance, the materials used to make it, the condition of it and its significance in historic narratives.  
Identify perspectives about changes to daily life from people in the past or present (VCHHC055) Discover evidence of past lives and compare this evidence to their lives today.  
Historical Knowledge Community Histories The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (VCHHK063) Acknowledge the significance of archaeological work in the search for knowledge about the past.  
Geography Geographical Concepts and Skills Place, space and interconnection Identify how people are connected to different places (VCGGC059) Identify aspects of the past that still exist in the present.  
Data and Information Collect and record geographical data and information from the field and other sources (VCGGC060) Record the location of artefacts on maps.  
Geographical Knowledge Places and our connections to them Reasons why some places are special and some places are important to people and how they can be looked after (VCGGK069) Appreciate the importance of archaeology in uncovering the past and preserving important histories. They will try to explain why these places are special to different groups of people.  
Science Science Understanding Science as a human endeavour People use science in their daily lives (VCSSU041) Be introduced to the work that archaeologists do to discover more about the past.  
Chemical sciences Objects are made of materials that have observable properties (VCSSU044) Examine artefacts and predict what they are made of using reasoning and touch.  
Science Inquiry Skills Planning and conducting Participate in guided investigations, including making observations using the senses, to explore and answer questions (VCSIS051) Investigate the excavation site and make observations as to what it may have been used for in the past based on the artefacts found.  
Communicating Represent and communicate observations and ideas about changes in objects and events in a variety of ways (VCSIS055) Discuss as a class what they have found and form conclusions around what this may mean for the interpretation of the site.  
Curriculum links for Levels 3 & 4

** Denotes a content descriptor that links to the Cross-Curriculum priority of Learning about Aboriginal and Torres Strait Islander histories and cultures 

Subject Strand Sub-strand Content Descriptions At the Archaeology excursion students will…  
History         Historical Concepts and Skills Historical sources as evidence Describe perspectives of people from the past (VCHHC068) Analyse the excavated objects to deduce their meanings in relation to people from the past and explain what this tells us about their way of life.  
Cause and effect Identify and explain the causes and effects of European settlement and exploration (VCHHC070) Interpret the excavation site for evidence that pertains to European culture, i.e., built heritage and objects.  
Historical Knowledge Community, remembrance and celebrations A significant example of change and a significant example of continuity over time in the local community, region or state/territory (VCHHK073) Begin to understand how some things at Como House have changed whereas other things have been preserved. Students will theorise why it is important to preserve built and natural heritage.  
Geography Geographical Concepts and Skills Data and Information Represent data and the location of places and their characteristics by constructing tables and simple graphs and maps of appropriate scale that conform to cartographic conventions of border, scale, legend, title and north point (VCGGC075) Record the locations and characteristics of artefacts on a site map.  
Interpret maps and other geographical data and information to develop identifications, descriptions, explanations and conclusions, using geographical terminology including simple grid references, compass direction and distance (VCGGC076)  Interpret what the patterns observed within the recorded data may mean to future locations of archaeological excavations.  
Geographical Knowledge Diversity and significance of places and environments Similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places(VCGGK083)** Discuss their own interpretations of the site and why they think it should be protected.  
Similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (VCGGK084) Hypothesise who lived at the site, and why they chose to live in this spot, utilising geographical evidence to back up their claims.  
Science Science Understanding Chemical sciences Natural and processed materials have a range of physical properties; these properties can influence their use (VCSSU060) Examine artefacts, making predictions as to what they are made from based on their perceived use.  
Science Inquiry Skills Questioning and Predicting With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (VCSIS065) Predict what may be found in the site based on their surroundings.  
Planning and conducting Safely use appropriate materials, tools, equipment and technologies (VCSIS067) Utilise safe archaeological skills to excavate the site with the appropriate tools.  
Recording and Processing Use formal measurements in the collection and recording of observations (VCSIS068) Fill out worksheets with their archaeological findings and observations 
Communicating Represent and communicate observations, ideas and findings to show patterns and relationships using formal and informal scientific language (VCSIS072) Discuss as a class what was found in the excavation and use the booklet to analyse the artefacts in more detail. 
Intercultural Capabilities Cultural Practices Compare their own and others cultural practices, showing how these may influence the ways people relate to each other (VCICCB005) Compare artefacts to objects they are familiar with, finding common threads that link their lives to the lives of people in the past.  
Critical and Creative Thinking Reasoning Examine and use the structure of a basic argument, with an aim, reasons and conclusion to present a point of view (VCCCTR013) Use a hypothesis framework to develop an argument based on evidence and prior knowledge. Each student group will report their reasoned argument to the rest of the class. 
Curriculum links for Levels 5 & 6

** Denotes a content descriptor that links to the Cross-Curriculum priority of Learning about Aboriginal and Torres Strait Islander histories and cultures 

Subject Strand Sub-Strand Content Descriptions At the archaeology excursion, students will… 
History Historical Concepts and Skills Historical sources as evidence Identify the origin, content features and the purpose of historical sources and describe the context of these sources when explaining daily life in colonial Australia, reasons for migration and causes and effects of Federation (VCHHC083) Use critical thinking to examine artefacts from the excavation to make inferences about what they show us about colonial life in Victoria. Students will estimate how old these artefacts might be and how they may have been used.  
Describe perspectives and identify ideas, beliefs and values of people and groups in the past (VCHHC084) Assess the artefacts from the excavation to develop a narrative around the life of the people living in greater Melbourne during the 1800s.  
Continuity and change Identify and describe patterns of continuity and change in daily life for Aboriginal and Torres Strait Islander peoples, ‘native born’ and migrants in the Australian colonies (VCHHC085) ** Appreciate the changes to the landscape along the Birrarung post-colonisation, and how this affected the Wurundjeri Woi Wurrung communities who lived in the area.  
Geography Geographical Concepts and Skills Data and Information Represent the location of places and other types of geographical data and information in different forms including diagrams, field sketches and large-scale and small-scale maps that conform to cartographic conventions of border, scale, legend, title, north point and source; using digital and spatial technologies as appropriate (VCGGC089) Record the location and characteristics of artefacts on a site map using measurements and a key.  
Interpret maps and other geographical data and information using digital and spatial technologies as appropriate, to develop identifications, descriptions, explanations and conclusions that use geographical terminology (VCGGC090) Interpret the data they have recorded on maps and make inferences based on the patterns found.  
Geographical Knowledge Factors that shape places and influence interconnections Influence of people, including the influence of Aboriginal and Torres Strait Islander peoples, on the environmental characteristics of Australian places (VCGGK094) ** Learn about the Wurundjeri cultural burning methods that formed part of a broader landscape management strategy. 
Australia’s connections with other countries and how these change people and places (VCGGK098) Acknowledge the European influences on the excavation site and what this tells us about the population of Melbourne in the 1800s, and today.  
Science Science Understanding Science as a human endeavour Scientific understandings, discoveries and inventions are used to inform personal and community decisions and to solve problems that directly affect people’s lives (VCSSU073) Be introduced to what archaeologists do and the methods they use to investigate the past.  
Science Inquiry Skills Questioning and Predicting With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be based on previous experiences or general rules (VCSIS082) Make predictions as to what may be found at the site based on their surroundings.  
Analysing and Evaluating Compare data with predictions and use as evidence in developing explanations (VCSIS086) Discuss as a class what was found in the simulated excavation and survey. Students will explain why they think the artefacts were there and what that can tell us about life in the 1800s.  
Intercultural capabilities Cultural Practices  Analyse how aspects of their own and others lifestyle, behaviour, attitudes and beliefs can be culturally influenced (VCICCB009) Analyse artefacts paying close attention to different cultural influences: e.g., plates with Chinese patterns on them, or European-made objects.  
Curriculum links for Levels 7 & 8

** Denotes a content descriptor that links to the Cross-Curriculum priority of Learning about Aboriginal and Torres Strait Islander histories and cultures 

Subject Strand Sub-strand Content Descriptions At the Archaeology excursion students will… 
History Historical Concepts and Skills Chronology Describe and explain the broad patterns of change over the period from the Ancient to the Modern World (VCHHC098) Discover various artefacts from different periods and use them to make inferences about the past.  
Continuity and Change Identify and explain patterns of continuity and change in society to the way of life (VCHHC102) Identify the historical uses of the objects they excavate and compare these objects to modern-day equivalents.  
Geography Geographical Concepts and Skills Data and Information Collect and record relevant geographical data and information from useful primary and secondary sources, using ethical protocols (VCGGC102) Assess the site for various environmental factors, such as natural landscape and nearby waterways.  
Select and represent data and information in different forms, including by constructing appropriate maps at different scales that conform to cartographic conventions, using digital and spatial technologies as appropriate (VCGGC103) Use maps and measurements to plot areas of significance using a key and elaborations. 
Geographical Knowledge Water in the World Ways that flows of water connect places as they move through the environment and the ways this affects places (VCGGK106) Acknowledge the position of the excavation site in relation to the Yarra River and infer why this area was chosen for European settlement in the 1840s.   
Place and Liveability Factors that influence the decisions people make about where to live and their perceptions of the liveability of places (VCGGK111) ** Analyse the liveability of this area, and its suitability as an agricultural site.  
Science Science Understanding Science as a Human Endeavour Scientific knowledge and understanding of the world changes as new evidence becomes available; science knowledge can develop through collaboration and connecting ideas across the disciplines and practice of science (VCSSU089) ** Assess how archaeological evidence can change our understanding of people and place through time. 
Science Inquiry Skills Questioning and Predicting Identify questions, problems and claims that can be investigated scientifically and make predictions based on scientific knowledge (VCSIS107) Make a hypothesis of what they think they may find in their excavation based their surroundings and context provided.  
Planning and Conducting Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (VCSIS108) Participate in a simulated excavation, using safe archaeological skills and practice.  
Recording and Processing Construct and use a range of representations including graphs, keys and models to record and summarise data from students’ own investigations and secondary sources, and to represent and analyse patterns and relationships (VCSIS110) Fill out a worksheet with their findings, including object description, measurements, what the object is made of and, the precise location the object was found, using measurements and coordinates.  
Analysing and Evaluating  Use scientific knowledge and findings from investigations to identify relationships, evaluate claims and draw conclusions (VCSIS111) Collaborate with their group to theorise the purpose of the structure they excavated based on the artefacts excavated. 
Intercultural Capabilities Cultural Practices Analyse how aspects of their own and others lifestyle, behaviour, attitudes and beliefs can be culturally influenced (VCICCB009) Discuss why discovering and preserving cultural heritage relating to everyday life is important for our understanding of history  

Further Program Details

Available:Monday-Friday during school terms.
Duration:3 hours. (Ask us about adding a tour of the historic home on site, additional fees might apply)
Numbers:20-60 students (1:10 teacher/carer to student ratio)
Resources:Teachers will receive a detailed resource pack that includes suggested pre- and post-visit activities upon booking.
Cost:$15 per student
Safety:Click here to access the Archaeology Task Risk Assessment document.
Bookings:Online booking form

Email: bookings@nattrust.com.au

Phone: (03)9656 9889

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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