kriv education pack

KS1 & KS2 Local Resource Guide

What’s in Your Local Area

Kerridge Ingersley

ridge & vale

KRIV I What’s in Your Local Area

Content

Kerridge Ingersley

ridge & valeKS1 & KS2 Local Resource Guide I KRIV 1

Introduction

Section One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . UnderstandingSection Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Teaching

National Curriculum KS1 and KS2 Subject WebFurther Education Links

Habitats: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Plant Life (KS1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Animal Life (KS1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Woodlands and Wildlife (KS2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Water and Mill Ponds (KS2)

Boundaries: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Geology (KS1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Medieval & 17th Century Landscape (KS1) . . . . . . . . . . . . . . . . . . . . . . . . . . . Ornamental Landscape & Human Influences (KS2)

Communities: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17th Century Rainow (KS1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Medieval Communities (KS2)

Agriculture (from forest to farms): . . . . . . . . . . . . . . . . . . Arable Farming (KS1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sheep Farming (KS2)

Extraction (stone and sculpture): . . . . . . . . . . . . . . . . . . . . Stone Quarries (KS1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Alfred Gatley (KS2)

Travel (around the valley): . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Footpaths (KS1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Footpaths (KS2)

Manufacturing (cotton mill): . . . . . . . . . . . . . . . . . . . . . . Ingersley Vale Mill (KS1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cow Lane Milll (KS2)

Section Three . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Resources (Local and National – Organisation and Online Support)

Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . Partners and Contact Details

KRIV I Country and Heritage Project2

Introduction

A Landscape History I KRIV 3

One of the objectives of the Kerridge Ridge and Ingersley Vale Countryside andHeritage Project (KRIV Project) has been to raise the public’s awareness of andinterest in the history and ecology of the landscape of the project area betweenRainow and Bollington. This can include using more formal study of the countryside that may be carried out by primary and young secondary schoolpupils to trigger what may become a lifelong interest in heritage, the landscapeand the environment in general.

It is not necessary to travel long distances from the Macclesfield area to findlandscapes of great interest and diversity. The KRIV area offers great potential forthe teaching of geography, geology, ecology, industrial history and landscapestudy in general.

This education pack has been designed for use by schools for their teaching atKey Stages 1 and 2. It can be used by teachers and leaders of youth groups tohelp them make the most of the educational potential of the KRIV area.

The following pages offer ideas for lessons within the classroom, activities forfield trips to the area, potential display materials and links to other local facilities and resources. The pack has been put together for us by Paula Revill withfunding from the Heritage Lottery Fund’s Landscape Partnership Scheme.

We would like to thank in particular the Salesians of Don Bosco at Savio Housewho have provided the KRIV Project Office. They already receive thousands ofyoung people at Savio House (the former Ingersley Hall) for short retreats andpersonal development courses. Their estate and the surrounding countrysidemake an ideal outdoor classroom and we plan to develop new training and education facilities there in the future, including a staffed field study centre withteaching facilities and overnight accommodation and catering for educationalgroups.

Graham BarrowChairmanKerridge Ridge and Ingersley Vale Countryside and Heritage ProjectAugust 2008Bollington, Cheshire

Heritage MapKerridge Ridge & Ingersley Vale Countryside and Heritage Project

KRIV I Country and Heritage Project4

Section One - Understanding

A Landscape History I KRIV 5

BackgroundThe aim of the KRIV Countryside and Heritage project is to retain andrestore industrial heritage features that are found in the local landscape.

The Kerridge Ridge western slopes are quarried for stone, highlighting the industrial impact on the local landscape. At the northern end of the ridge standsWhite Nancy overlooking Bollington and the south end of the ridge overlooksRainow. The historic Gritstone trail (path) runs along part of the length of theridge top.

Ingersley Vale links Rainow and Bollington along the River Dean. This “hidden valley” is an attractive historic landscape, with many features of the early industrial revolution and the pre-industrial landscape. It hosts modern mills, smallwoods, meadows, ponds and a criss-cross of footpaths, some with interestinglandscape features to be restored.

For more project details and full site survey documents, visit www.kriv.org.uk

The stone is now listed by EnglishH

Sh

elter

als

Kerridge Hill

Site of SweetChestnut Tree

Plantation Trees(Larch Scot Pine, Oak)

N

White Nancy BM 279.47m

End rry

R

Redway Wood (Oak, Ash, Birch,

S more) with Bilberry

S

i

a

Heritage Map: Cover (left) and detail (above).

Heritage Map:Produced by Phil Kenning in association with KRIV Heritage Project 2007.

KRIV I What’s in Your Local Area6

Section Two –TeachingNational Curriculum LinksEach curriculum subject area has been linked to a KRIV topic. Then each topic has then been linked to a QCAScheme of work.

The referenced QCA Unit and Section are highlighted as are the original lesson outcomes, but the lesson ideas suggestedhave been adapted to fit KRIV site visits and KRIV focused classroom activities.

Resources linked to lesson ideas can be found within this pack (section 3), at Savio House or downloadable fromwww.kriv.org.uk. Also highlighted will be extra resources available on site or within your local community.

EnglishAll Topic AreasExamples given

throughout the pack

KS1/2 PLANNING WEB

MathsAll Topic AreasExamples given

throughout the pack

ScienceHabitats

Plant & Animal Life (KS1)Woodlands, Wildlife &

Water (KS2)

GeographyBoundariesGeology (KS1)

Medieval Landscape (KS1)Ornamental Landscape

(KS2)

MusicManufacturing

White Nancy & Rainow Mill (KS1)

Kerridge Windmill &Ingersley Hall (KS2)

Physical EducationTransport

Footpaths (KS1)Macclesfield Canal (KS2)

Design & TechnologyAgriculture

Arable Farming (KS1)Sheep Grazing (KS2)

Art & DesignExtraction

Kerridge Tramway (KS1)Alfred Gatley (KS2)

Information &CommunicationTechnologyAll Topic Areas

visit www.kriv.org.uk

HistoryCommunities17c Rainow (KS1)

Medieval Communities (KS2)

KS1 & KS2 Local Resource Guide I KRIV 7


Each KRIV topic / NC Subject area has been linked to one of the eight different doorways of the ESDNational Framework.

The lesson plans within this pack also have extended lesson ideas to fit these ESD goals, with Healthy School activitiesalso suggested. The extension ideas highlight potential additional class activities, whole school activities and assembly ordisplay ideas.

It is hoped that resources for this pack will increase as schools using it make further resources. We ask you to sendany new resources made through to the KRIV team. Extra resources will then be available to all local schools andincrease the usability of this pack.

Education for SustainableDevelopment (ESD) &Healthy Schools Status

National Curriculum

English

Maths

I.C.T

Science

Geography

History

Design & Technology

Art & Design

PhysicalEducation

Music

KRIV Topic Areas

Education forSustainableDevelopment

Healthy SchoolStatus

Every Child matters

All

All

All

Habitats

Boundaries

Communities

Agriculture

Extraction

Transport

Manufacturing

All

All

All

Energy & Water, Local Well-being, Buildings & grounds

Global Dimension

Purchasing & Waste

Food & Drink

Buildings & grounds

Travel & Traffic

Inclusion & Participation

Emotional Health & Well-being

Personal, Social & Health Education


Healthy Eating


Physical Activity

Emotional Health & Well-being

Making a PositiveContribution

Economic Well-being

Making a PositiveContribution

Being Healthy

Enjoying and Achieving

Staying Safe

Enjoying and Achieving

All

All

All

All

All

All


Habitats:KS1 Science (Y1) – pupils observe, explore and ask questions about living things.

QCA Link QCA Title KRIV Link Lesson Objectives

Unit 1B - Growing plants

Lesson Activity

In School or at Savio House

Ask children to suggest why we grow plants. Show children some planted seedlings, plant quick-growing seeds. Ask children to suggest how they will change as they grow. Record, in drawings, how they have changed. Consolidate knowledge of names of the parts of the plant.

Focus Area: Ingersley Vale Grasslands.

Lesson Links – ESD & Healthy School

Whole School - assembly / display (a local project to enhance the local area)

Local Well-being: Contribute to local environment via a community project involvement to gain first hand skills experience. Speak to the KRIV team for the latest site restoration projects. Look at challenges faced by the local surroundings and community. Make a difference to local lives and well-being then promote these messages locally.

KRIV Resources – can also be found at www.kriv.org.uk & www.happy-valley.org.uk• Plant life (Colin Hynes) • KRIV Team – Pictures of meadow restoration and the plants that are found there.

Other Resources• Woodland, ponds & meadows - Bridgend Centre Nostalgia Trail 6: Ecology through Time • Seed dispersals quadrant square - www.wildkids.org.uk/download/KS12summer.PDF• Seed purchasing – www.wildseeds.co.uk• School-created Resources - www.schoolsgarden.org.uk/resources/3wildflower.pdf

Section 2 - Finding plants

Plant Life • make observations of the plants• use drawings to record their observations and to communicate what happened

• plants grow, have leaves, stems and flowers• treat growing plants with care

Sect ion Two - Teaching


Habitats:KS1 Science (Y1) – pupils work together to collect evidence to help them answer questions.


Unit 2B - Plants and animals

in the local environment

Lesson Activity


Whole School - assembly / display (How can the grounds become wildlife friendly?)Buildings and Grounds: make links between human well-being and nature. Review the influences on the behaviour,well-being and learning of pupils and staff.Compare this with the school and enhance the exterior spaces to provide safe habitats for local wildlife. Then promote the importance of the sustainable design and practices for the school grounds.

KRIV Resources – • Animal Life, Butterflies (Colin Hayes)• KRIV Team – Pictures of meadow / woodland restoration and the animals found thereOther Resources• Woodland, ponds & meadows - Bridgend Centre Nostalgia Trail 6: Ecology through Time• Photocopiable resources – www.ehsni.gov.uk/livingthingsks1_2.pdf• British Butterflies – www.overthegardengate.co.uk/wildlife/butgard.asp• Woodland Visit – www.wildernesswood.co.uk/Teachers%20Pack/ks1_teachers_pack_contents.htm• www.bbc.co.uk/nature/animals/wildbritain/habitats/grassland/index.shtml• www.countrysideinfo.co.uk/meadows/animals.htm

Section 3 -Describing local

habitats

Animal Life &Butterflies

• observe differences between local habitats• make predictions about the animals found in different local habitats and investigate these

• use drawings to present results and make comparisons saying whether their predictions were supported

In School or at Savio House• Choose two contrasting areas e.g. the playground & KRIV area. Ask children to predict and then find out what animals, insects, living creatures they can find in each and help them to describe, using drawing and writing, differences between the two areas.

• Ask them to speculate on reasons for the differences and whether they found the animals etc they expected.

Focus Areas: Ingersley Vale Grasslands or Ingersley Clough Woods.



KS2 Science (Y4) – pupils learn about a wider range of living things and apply their knowledge


Unit 4B -Habitats

Lesson Activity


Whole School - assembly / display (a local project to enhance the local area)

Local Well-being: Contribute to local environment via a community project involvement to gain first-hand skills experience. Speak to the KRIV team for the latest site restoration projects. Look at challenges faced by the local surroundings and community. Make a difference to local lives and well-being then promote these messages locally.

KRIV Resources – can also be found at www.kriv.org.uk & www.happy-valley.org.uk• Ancient Woodlands, Tree Planting, Wildlife Importance (Colin Hayes)• KRIV Team – Pictures of woodland restoration and what trees can be found there.Other Resources• Woodland, ponds & meadows - Bridgend Centre Nostalgia Trail 6: Ecology through Time• Woodland Visit –www.wildernesswood.co.uk/Teachers%20Pack/ks2_teachers_pack_contents.htm• Kids Resource – www.bbc.co.uk/schools/ks2bitesize/science/revision_bites/plants_animals1.shtmlwww.bbc.co.uk/schools/scienceclips/ages/8_9/habitats.shtml

• Woodland Recording Sheet – www.ehsni.gov.uk/woodlandcreaturesrecord.pdf• Animal Sorting Game – www.thegrid.org.uk/learning/science/ks1-2/resources/examples/livingthings/habitats.pdf• Habitat explorer – www.naturegrid.org.uk/children.html• Wildlife Activities – www.wildlifeillustration.com/pages/wildlife-gardening.php• Wildlife Importance – www.rhs.org.uk/orchidreview/pubs/garden1102/biodiversity.asp

Section 2 - Finding different

habitats

Ancient Woodlands &

Wildlife Importance

• identify different types of habitat


In School or at Savio House• Introduce children to the word 'habitat' using pictures to illustrate meaning. Explain the meaning of 'habitat'.

Focus Area: Ingersley Clough Woods• Explain to children that they will be studying local habitats, and go for a walk round the highlighted site to find and make a list of the habitats.

• Review the final list with the children and group habitats of similar scale or diversity together eg pond, field, wood, tree, hedge, flower bed, grassy patch, plant trough, under leaf, under stone. Ask children to record the habitats identified.

Habitats:


Habitats:KS2 Science (Y4) – pupils think about the positive and negative effects of scientific and

technological developments on the environment and in other contexts


Unit 1 - Water

Lesson Activity


Whole School - assembly / display (How can we save water in school and at home?)Energy and Water: ‘Climate Change and Water Conservation’ – Energy and Water stewardship, review energy andwater use in the school, promote awareness of sustainable practices.

KRIV Resources – • Water courses and mill ponds (Colin Hayes)• KRIV Team – Pictures of Mill Pool restoration and knowledge of what can be found on site.Other Resources• Woodland, ponds & meadows - Bridgend Centre Nostalgia Trail 6: Ecology through Time• Creating Ponds – www.rhs.org.uk/advice/profiles0505/wildlifeponds.asp• Saving Water – www.environment-agency.gov.uk/subjects/waterres/287169/?version=1&lang=_e• Water Worksheets (KS1&2) www.niwater.com/siteFiles/resources/pdf/Education/H2O_WorkSheets.pdf• Google earth (aerial views of the world) – www.earth-download.co.uk/

Section 1 -Where can we findwater locally?

Water Courses & Mill Ponds

• obtain information from maps and an atlas• weather patterns• physical and human features


In School or at Savio House• Read and discuss the historical passage about Bollington and the floods and ask them to use a local atlas to identify the local places where they would find water. Discuss the causes of flooding and what changes were made to prevent it.

• Discuss what happens with rainfall today, is it more or less than in the time of the passage, were the changes successful, why is rain / water important and how can it be used effectively? Run a study on rainfall over time.

Focus Areas: Cow Lane Silk Pond• Ask the children to note as many clues to the presence of water as possible, using a map of the highlighted KRIV area. Are these places natural or man made?

• Discuss the uses of man made mill ponds and natural water courses. What are the differences and similarities?


Boundaries:KS1 Geography (Y1) – pupils investigate their local area


Unit 1 - Around our School

Lesson Activity


Whole School - assembly / display (What objects does our school have? e.g. desks, books)

Global Dimension: ‘Global Poverty’ – School partnerships and exchanges, review purchasing choices and the environment. Then promote respect for the well-being of other cultures, countries and the global environment.

KRIV Resources – can also be found at www.kriv.org.uk & www.happy-valley.org.uk• Geology – Coal, Sandstone and Water (John Dyke)• Seventeenth Century Landscape (John Dyke)• KRIV Team – Pictures of stone restoration and dry stone walling. Other Resources• Hedges - Bridgend Centre Nostalgia Trail 2: Wildflowers• Environmental Worksheets – www.geography.org.uk/download/GA_EYPChangingPlaces4.doc• Geography Resource Videos – www.teachers.tv/video/2798• Puzzle Maker free resource – www.puzzlemaker.com/

Section 4 - What are our immediate

surroundings like?

Geology • describe the features of the local environment

• express views on the features• changes that occur in the locality


Focus Area: On route to Savio House• Walk the children around the local area to identify the main features and changes that are occurring. Are these natural or man-made features / change?

• Ask the children to complete a simple questionnaire to rate the quality of the features and to present the findings in a suitable way, eg chart, graph, poster or similar.

In School or at Savio House• Ask the children to sketch or photograph a range of attractive and unattractive places and locate these on a large-scale map.

• Discuss with the children their favourite place seen on the walk and ask them to write about it, explaining what makes a 'nice' or 'nasty' place.

• Divide the children into pairs and ask them to identify a route around the area that visitors could follow to give them a good idea of the character of the place.


Boundaries:KS1 Geography (Y1) – pupils find out about the environment and the people who live there


Unit 1 - Around our School

Lesson Activity


Whole School - assembly / display (What do other schools have? e.g. in 3rd World)

Global Dimension: ‘Global Poverty’ – School partnerships and exchanges. Look at environmental change linked withpurchasing choices. Then promote respect for the well-being of other cultures, countries and the global environment.

KRIV Resources – can also be found at www.kriv.org.uk & www.happy-valley.org.uk• Medieval Landscape– woodlands and forests (John Dyke)• Seventeenth Century Landscape (John Dyke)• KRIV Team – Pictures of Redway restoration and meadow creation.Other Resources• Hedges - Bridgend Centre Nostalgia Trail 2: Wildflowers• Local Photos – www.geograph.org.uk/mapbrowse.php • Lesson Extension Ideas – www.globalfootprints.org/index.htm• Using Maps and a World View – www.oxfam.org.uk/education/resources/mapping_our_world/

Section 7 - Are there any

changes taking placein our area?

Medieval & 17th CenturyLandscape

• how places change for better or worse over time


Focus Area: Redway Wood• Walk the children around the local area to identify and note the main features and changes that are occurring. Take photographs, drawings or rubbings to build up a local picture of the area and its features.

• Ask the children to complete a simple questionnaire to rate the quality of the area and to present the findings in a suitable way, eg chart, graph, poster or similar.

In School or at Savio House• Look at previous pictures of the area and discuss with the children the changes they notice and noted during their walk.

With help from the children, make a list of the changes and mark them on a large map of the area. Use the photographs of the changes to form a historical record that future classes can use when looking at how the area iscontinually changing.


KS2 Geography (Y4) – pupils investigate a variety of people, places and environments


Unit 8 - Improving the environment

Lesson Activity


Whole School - assembly / display (How does what we buy affect the environment?) Link with and expand on Y1’s‘Global Dimension’ project.

Global Dimension: ‘Global Poverty’ – School partnerships and exchanges. Look at environmental change linked withpurchasing choices. Then promote respect for the well-being of other cultures, countries and the global environment.

KRIV Resources – can also be found at www.kriv.org.uk & www.happy-valley.org.uk• Ornamental Landscape – Foresters were employed in the 13th century to keep land suitable for game hunting rather than conservation (John Dyke)

• Human Influences (John Dyke)• KRIV Team – Pictures of Redway restoration and meadow creation.Other Resources• Hedges - Bridgend Centre Nostalgia Trail 2: Wildflowers• Africa and Kids Games - www.globalgang.org.uk/• Contrasting Localities - www.bbc.co.uk/schools/websites/4_11/site/geography.shtml• Environmental Games for kids - www.arkiveeducation.org/games.html

Section 4 - What is this place likeand why? How can it be improved?

Ornamental Landscape &

Human Influences

• investigate places• collect and record evidence to answer questions & fieldwork skills

• how people affect the environment• how and why people seek to manage and sustain their environment

• use ICT to present findings


Focus Area: Redway Wood and Class Choice• As a class, identify an area within the KRIV area that has not been restored, (ask the team for the latest area). Visit this area and gather evidence eg photographs, sketches, notes, discussion of opinions etc.

In School or at Savio House• Discuss with the children how the area might be improved and who is responsible for improving the environment.• Look at the map created by Year 1 on Redway to gain knowledge of previous change.

Divide the children into small groups, and ask each group to use word-processing software to write a report about thearea to send to the KRIV team. Ask them to describe how the environment could be improved and what they wouldlike to see there that is in keeping.

Boundaries:


Communities:KS1 History (Y1) – pupils learn about people's lives and lifestyles


Unit 2 - What were homes like a long time ago?

Lesson Activity


Whole School - assembly / display (How can we reduce waste at home?)

Purchasing and Waste: ‘Cultural Consumption and Waste Generation’ – Reduce, reuse and recycle: the positive benefits to the local area. Review the school’s purchasing and waste procedures. Establish a sustainable waste reduction culture and promote awareness of sustainable consumption.

KRIV Resources – can also be found at www.kriv.org.uk & www.happy-valley.org.uk• Ingersley Hall - Savio House (George Longden)• Human Influences (John Dyke)• KRIV (The Brothers at Savio House) – Pictures of Savio House and knowledge of its history

Other Resources• Houses and lifestyle - Bridgend Centre Nostalgia Trail 8: Upstairs/Downstairs• Recycling - www.recyclezone.org.uk/home.aspx• House Features - http://woodlands-junior.kent.sch.uk/Homework/houses/doors/index.htm• Victorian Life - www.britainexpress.com/History/Victorian_index.htm

Section 2 - What can we find out from the

outside of homes?

17th Century Rainow

• recognise common external features of domestic dwellings

• record their observations appropriately


On route to Savio House• Observe some homes near the school and look for common features e.g. what is the same and different about the homes. Encourage children to talk about what the homes are built from, details of the windows, doors, chimneys, etc.

• Ask the children to draw one of the homes, showing everything they can recognise.

Focus Area: Savio HousePlace to visit / things to see (go on site walks with KRIV Team) also link to Kenning Map walks and choose an area ofinterest to the children connected with people’s lives and lifestyles.

Can the children spot the similarities between their observational drawings and the historical dwellings? Is there anything different? Encourage children to talk about what the homes are built from, details of the windows,doors, chimneys, etc.


Communities:

Lesson Activity


KRIV Resources – can also be found at www.kriv.org.uk & www.happy-valley.org.uk• Bollington through the Centuries - Revd. R. North Betts (2005)• Human Influences (John Dyke)• KRIV (The Brothers at Savio House) – Pictures of Savio House and knowledge of its history

Other Resources• Houses and lifestyle - Bridgend Centre Nostalgia Trail 8: Upstairs/Downstairs• Anglo-Saxons – www.bbc.co.uk/schools/anglosaxons/index.shtml• Village Life – www.pastexplorers.org.uk/village/• Artefact Pictures – www.iadb.co.uk/artefacts/start.htm


Focus Area: Savio House• Ask the children to find the dictionary definitions of the words 'invade' and 'settle'. Lead a discussion to develop the children's understanding of these terms.

• Use connecting word and phrase cards that match to the headings ‘invasion’ or ‘settlement’, eg stay, arrive, conquer, land, visit, remain. Which belongs to which heading?• Establish that groups of people have been visiting, invading and settling in Britain for a very long time. Give the children pictures of Anglo-Saxon people related to KRIV.

• Encourage them to suggest clues that indicate these people lived a long time ago. Help the children to place the pictures at the appropriate place on a local time line.

• Give the children pictures showing a variety of Anglo-Saxon images, eg in armour, in battle, town life, country life, home life. Ask the children to sort them into invasion and settlement groupings. Discuss with the children the relationship between invasion and settlement.

KS2 History (Y3/4) – pupils learn about change and continuity in their own area


Unit 6B - Why have peopleinvaded and settled in Britain in the past?

Section 2 - Who invaded and settled in Britain along time ago?

Medieval Communities

• use the terms 'invade' and 'settle'• place the Anglo-Saxon period in a chronological framework

• recognise characteristics that place Anglo-Saxons as having lived a long time ago in the past

• Learn that Anglo-Saxons invaded Britain and that the period of invasion was followed by a period of settlement

Whole School - assembly / display (How can we reduce waste at school?) Link with and expand on Y1’s ‘Purchasingand Waste’ project.

Purchasing and Waste: ‘Cultural Consumption and Waste Generation’. Reduce, reuse and recycle: the positive benefits to the local area and local economy. Review the school’s purchasing and waste procedures. Establish a sustainable waste reduction culture, ethical goods purchasing. Then promote awareness of sustainable consumption.


Agriculture: From Forest to Farms

KS1 Design & Technology (Y1) – pupils build on their early childhood experiences of investigating objects around them


Unit 1C - Eat more fruit and vegetables

Lesson Activity


Whole School - assembly / display (What’s a balanced meal?)

Food and Drink: Reinforce positive benefits of good diet, increased concentration and healthy bodies. Review theimpact of school food choices on children’s performance and attitudes. Work with local suppliers and promote awareness locally.

KRIV Resources – can also found at www.kriv.org.uk & www.happy-valley.org.uk• Historical Farms of the KRIV Area (George Longden) / Red Oaks Farm (still has livestock)• KRIV Team – Pictures of Farming Land and Links to local farmers’ knowledge of the history

Other Resources• Farms, Hedges and Walls - Bridgend Centre Nostalgia Trail 4: Agricultural Works• American fruit and veg. resources website – www.dole5aday.com/Kids/K_Home.jsp• BBC NI teachers and Kids – www.bbc.co.uk/northernireland/schools/4_11/uptoyou/• Food Agency Interactive games – www.eatwell.gov.uk/info/games/#elem416664

Section 1 – Investigate

Arable Farming• there is a wide variety of fruit and vegetables available which can be grouped and individually named

• fruit and vegetables may require treatment before being eaten and know what the treatment is eg washing, peeling

• develop a sensory vocabulary• fruit and vegetables can be classified according to their sensory and other properties


Focus Area: Redway Wood• Take the children on a visit to Redway Wood and look at the vegetation, look for signs of food for wildlife, humans. Do you know what they are called? Describe the fruit through sketching and labelling.

In School or at Savio House• Choose two contrasting fruit/vegetables eg the berries found on site and apple or carrot and cucumber and investigate their insides. Explain terms eg peel, skin, flesh.

• Evaluate existing products to determine what the children like best (preference tests) eg fresh potato salad, canned potato salad, home-made potato salad.

• Create a picture and word database by drawing/photographing foods and scanning them into a computer. Include pictures from the site visit.

• Brainstorm all the different things that can be made with fruit and vegetables.


Agriculture: From Forest to FarmsKS2 Design & Technology (Y4) – pupils plan what has to be done. They identify what works well

and what could be improved in their own and other people's designs


Unit 4B – Story Books

Lesson Activity


KRIV Resources – can also be found at www.kriv.org.uk & www.happy-valley.org.uk• Historical Farms of the KRIV Area (George Longden) / Red Oaks Farm (still has livestock)• KRIV Team – Pictures of Farming Land and Links to local farmers’ knowledge of their history

Other Resources• Farms, Hedges and Walls - Bridgend Centre Nostalgia Trail 4: Agricultural Works• Making Books by Paul Johnson – ISBN-10: 071365077X• Downloadable farm resources – www.abcteach.com/directory/theme_units/farm/

Section 3 – Design and Make

Sheep Farming• explore, develop and communicate aspects of their design by modelling their ideas

• plan how to use materials, equipment and processes, and suggest alternative methods of making, if the first attempts fail

• evaluate their design ideas, indicating ways of improving their ideas and evaluate the book against the original design criteria


Focus Area: Savio House• The task is to design and make a storybook with moving parts. The pages of the book are to incorporate mechanisms eg pop-up, sliding parts and linkages.

• As a group decide what type of book, number of pages etc to make based on a farming situation. Watch ‘Shaun the Sheep’ for fictional story ideas and dip into ‘Life on a Sheep Farm’ (ISBN-10: 1575051923) for factual information on sheep farming.• Who will use it? What will be their storyline be? Why will moving parts be useful in the story? What type of mechanisms may be included?

• The children should make an outline plan with drawing or writing to show who will do each task and the order in which they intend to make the book.

• Encourage them to model their ideas eg making paper models of pop-up designs and card strips attached to corrugated card for linkage-type mechanisms.

• Evaluate the books in use, highlighting strengths and discussing improvements that could be made. Ask them to compare their products with commercially made ones.

Whole School - assembly / display (Where does food come from, is it local, fresh, organic, free range etc?) Use keyfood words and look at the new ‘traffic light’ system.

Food and Drink: Reinforce positive benefits of good diet, increased concentration and healthy bodies. Review theimpact of school food choices, processed foods, additives and preservatives on children’s performance and attitudes.Work with local suppliers and promote awareness locally.


Extraction: Stone and Sculpture

KS1 Art & Design (Y1) – pupils learn about the role of art, craft and design in their environment


Unit 1C – What is sculpture?

Lesson Activity


KRIV Resources – can also be found at www.kriv.org.uk & www.happy-valley.org.uk• Kerridge Tramway and Quarries in Macclesfield (George Longden)• KRIV Team – Links to local historian knowledge• Discovery Centre – Pictures of Quarrying History

Other Resources• Quarries, gates, steps and walls - Bridgend Centre Nostalgia Trail 1: Written in Stone• Local Stone Quarry still in operation - www.bridgequarry.co.uk• About sculpture IT presentation - www.accessart.org.uk/whatissculpture/whatissculpture.htm#lady• Different sculpture activities – www.kinderart.com/sculpture/• Art Activity Ideas - www.make-stuff.com/projects/styro_printing.html

Section 3 –Investigating and

Making

Stone Quarries • to try out tools and techniques and apply these to materials and processes.

• to review what they and others have done, say what they think and feel about what they might change.


Focus Area: White Nancy• Visit the Medical Centre to see the two sculptures produced by Alfred Gatley for inspiration.• Ask the children to look out for and note the different stone artefacts during the journey, sculptures that could have been made from local stone.

• What colours are they? How do they feel to the touch? What size are they? What do they do / mean?• Ask the children to take photographs or collect materials of the different things that inspire them, make them feel good, make them smile or make them sad.

In School or at Savio HouseAsk the children to create a sculpture of their choosing using the materials they collected. Encourage the children toexplore the textures and colours of their materials and the ideas that the materials suggest to them e.g. they see theshape of... they feel the roughness of..... Encourage the children to explore different ways of joining the parts of thesculpture, is this possible, is there a simple way? E.g. glue, pins, staples, string etc. Emphasise sculpture can be temporary. Ask the children to describe what they are making and why, how they are using the materials.

Whole School - assembly / display (How does the school playground/field make you feel?) Look at the things to do,its usages at different times of the year, weather protection, fun and education. How do teachers use it for teachingand how do children use it for play?

Buildings and Grounds: make links between the built environment, human well-being and nature. Review positiveinfluences on people’s behaviour, well-being and learning. Compare this with the school environment and enhanceinterior and exterior spaces for health, achievement and play. Then promote the importance of the sustainable designand practices for the buildings and grounds.


Extraction: Stone and SculptureKS2 Art & Design (Y3/4) – pupils increase their critical awareness of the roles and purposes of art,

craft and design in different times and cultures


Unit 4A - Viewpoints

Lesson Activity


KRIV Resources – can also be found at www.kriv.org.uk & www.happy-valley.org.uk• Alfred Gatley’s Diary and Letterbooks (from a transcript formerly in the possession of Mrs Rathbone, Bollington Cross) – George Longden

• KRIV Team – Links to local historian knowledge and pictures of restored Nancy

Other Resources• Quarries, gates, steps and walls - Bridgend Centre Nostalgia Trail 1: Written in Stone• Art lesson ideas - www.princetonol.com/groups/iad/lessons/early/early.html• Different Viewpoints – www.harcourtschool.com/activity/birdorworm/birdorworm.html• Henry and Barbara’s sculptures – http://www.tate.org.uk/servlet/ViewWork?cgroupid=999999961&workid=10239&searchid=8848 & http://www.tate.org.uk/servlet/ViewWork?cgroupid=999999961&workid=6059&searchid=8815

Section 2 – Exploring and

Developing Ideas

Alfred Gatley• to explore how to convey the atmosphere and story of a dream.

• to collect visual and other information to help them develop their ideas, including using a sketchbook


In School or at Savio House• Read a section of ‘Alfred Gatley’s Diary and Letterbooks’ as the children try to imagine going back in time to Alfred Gatley’s lifetime and what he might have used as inspiration for his sculptures.

• Look at Henry Moore ‘’Three Points’ and Barbara Hepworth ‘Three Forms (Carving in Grey Alabaster)’. What images do they convey? What feelings do they convey?

• Using photographs and film sequences show ways of conveying drama, build up of emotion or tension, atmosphere

Focus Area: White NancyEncourage pupils to plan a short dream sequence based around Alfred Gatley. At White Nancy ask pupils to useviewfinders to find interesting and unusual viewpoints. Ask them to draw and photograph these viewpoints, whichcould be....Looking down, up, around, through, underneath, far or close to. Reflected in different surfaces, eg mirrors,metal, glass or at different times of the day in different weathers. Then using shape, tone and texture in drawing, photography or print making, ask them to represent their scene.

Whole School - assembly / display (How can we improve our school grounds to make them more environmentallyfriendly e.g. well designed for play / teaching, wildlife areas, all weather / seasonal usage?) What makes a good longlasting design?

Buildings and Grounds: make links between the built environment, human well-being and nature. Review positiveinfluences on people’s behaviour, well-being and learning. Compare this with the school environment and enhanceinterior and exterior spaces for health, achievement and play. Then promote the importance of the sustainable designand practices for the buildings and grounds.


Travel: Around the Valley

KS1 P.E. (Y1) – pupils build on their natural enthusiasm for movement, using it to explore and learn about their world


Unit 1 – Dance Activities

Lesson Activity


KRIV Resources – can also found at www.kriv.org.uk & www.happy-valley.org.uk• Kerridge Tramway and Quarries in Macclesfield (George Longden)• KRIV Team – Links to local historian knowledge and pictures of restored footpaths

Other Resources• Railways, Horses & Cars - Bridgend Centre Nostalgia Trail 5: Coal and Clay + No. 7: Travel in Time• The world's largest range of dance music vinyl, CD and downloads, with over 600,000 tracks available. http://www.juno.co.uk/

• Dance Packs, Children's Song & Dance, music from around the world and many more other resources. http://www.folkineducation.co.uk/home.php?cat=291

Section 1 – Acquiring andDeveloping Skills

Footpaths • explore movement ideas and respond imaginatively to a range of stimuli

• move confidently and safely in their own and general space, using changes of speed, level and direction


Focus Area: Cow Lane (Bollington)Take the children up Cow Lane and back around along the Roman road. • Ask the children to copy and explore basic body actions, eg travel, jump, turn, gesture, stillness. Using a range of stimuli seen on their journey, eg words, pictures, sounds and objects, ask them to name a response with different actions for the stimuli they see.

• Ask the children to use different parts of the body to respond to stimuli, eg jumping jacks (curled shapes to big jumps), long and wide jumps, wide eyes, wide fingers.

In School or at Savio HouseTeach the children to copy movements and movement patterns, eg follow the leader's walking and skipping patterns.To develop their range of movements, encourage the children to watch and copy other people's dance actions. Help them to change the speed of their movement, eg clowns running fast then tumbling slowly, and the way theymake their movements, eg penguins flapping their wings lightly and waddling heavily, then flapping their wings heavilyand waddling lightly. Encourage them to move in different directions and at different levels without bumping intoother children.

Whole School - assembly / display

Travel and Traffic: The effects of increasing levels of traffic and the issues this causes locally. Promote the positivebenefits of travel alternatives including walking, cycling, car sharing etc. Reiterate road / travel safety and promotealternative travel locally.



Travel: Around the Valley

KS2 P.E. (Y4) – pupils learn new skills; find out how to use them in different ways as well as linking them to make actions, phrases and sequences of movement


Unit 9 – Dance Activities

Lesson Activity


KRIV Resources – can also be found at www.kriv.org.uk & www.happy-valley.org.uk• Kerridge Tramway and Quarries in Macclesfield (George Longden)• KRIV Team – Links to local historian knowledge and pictures of restored footpaths

Other Resources• Railways, Horses & Cars - Bridgend Centre Nostalgia Trail 5: Coal and Clay + No. 7: Travel in Time• Contemporary dance-based performances and workshops specifically designed to explore themes and issues relevant to young people http://www.ludusdance.org/acatalog/Ludus_Dance__Teacher_Resources.html

• Engaging and interactive educational resources, videos, games, learning tools http://www.artsalive.ca/en/dan/ • Natural Movement Video - An overview of Natural Movement dance form http://www.surrey.ac.uk/NRCD/pNaturalMvt.htm

Section 1 – Acquiring andDeveloping Skills

Footpaths • explore and create characters and narratives in response to a range of stimuli

At School or at Savio House• Look at different pictures of local people over time. What were their jobs, how did they travel to their work place? Show a short piece of local film footage or a relevant silent movie of the time. Encourage them to draw on their experience of narrative and character in films, drama, stories etc and ask them to describe the movements used to create humour, horror, suspense, and so on.

Focus Area: Cow Lane (Rainow)• Take the children to Cow Lane and back around to Tower Hill and the War Memorial, help them to explore how to use actions, along with dynamic and spatial qualities, to communicate character and narrative, eg expressing the character of people of the past walking these routes, exaggerate and stylise actions and gestures. Would these people have clothes / boots? Would they be carrying anything?

Help the children to improvise, using a wide range of actions, dynamics, directions, levels and relationships. Explore different pathways, changing levels, shape and speed. Get the children to re-enact a scene in history based on theirown understanding from the range of stimuli previously provided.


Travel and Traffic: The effects of increasing levels of traffic and the issues this causes locally and globally. Promotethe positive benefits of travel alternatives including walking, cycling, car sharing etc. Reiterate road / travel safety andpromote alternative travel locally and the environmental impact of their travel choices.


Manufacturing: Cotton Mills

KS1 Music (Y1/2) – pupils explore and enjoy how sounds and silence can create different moods and effects


Unit 2 – Exploring Sounds

Lesson Activity


KRIV Resources – can also found at www.kriv.org.uk & www.happy-valley.org.uk• Cotton Town, Bollington & the Swindells Family in the 19th Century – Wilmslow Historical Society (1986) • KRIV Team – Links to local historian knowledge and pictures of how the mills might have looked.

Other Resources• Cotton & Water - Bridgend Centre Nostalgia Trail 4: Mill Works• Music Teachers Resource Site - http://www.mtrs.co.uk/ • http://www.primaryresources.co.uk/music/music.htm • A selection of fantastic music resources which can be used to support your current music teaching. http://www.teachingideas.co.uk/music/contents.htm

Section 1 – What sounds can we

hear?

Ingersley Vale Mill • recognise different sound sources


At School or at Savio House• Play the children music which uses sound in different ways e.g. fast, slow, loud and quiet. What mood do the sounds make them feel?

• Listen to sounds in the classroom and then move out beyond the school. What sounds can you hear?

Focus Area: Rainow Mill• Ask the children to describe both sounds that they hear and sounds they remember. Are they loud/quiet, high/low, now and then or all the time? Can they hear water, industry, homes, traffic etc?

• Can the children recreate those sounds with their voice, body or items found around them? Record these sounds with a tape for future classroom music lessons.

• Take the children along the route Mill Road through the KRIV site to Cow Lane (Bollington). How do the sounds in the different places make them feel? What sounds might they have heard, mill machines, water, people talking etc.


Inclusion & Participation: Value difference and diversity, welcoming atmosphere, culture of mutual respect. Livingtogether peacefully. Positive community attitudes. Promote these values locally. This assembly could link with thesounds recorded on site to set the scene or be used to enhance a display with sound not just image.



Manufacturing: Cotton Mills

KS2 Music (Y3/4 – pupils explore their thoughts and feelings through responding physically, intellectually and emotionally to a variety of music from different times and cultures


Unit 13 – Exploring Sound

Colours

Lesson Activity


KRIV Resources – can also be found at www.kriv.org.uk & www.happy-valley.org.uk• Cotton Town, Bollington & the Swindells Family in the 19th Century – Wilmslow Historical Society (1986) • KRIV Team – Links to local historian knowledge and pictures of how the mills might have looked. Other Resources• Cotton & Water - Bridgend Centre Nostalgia Trail 4: Mill Works• Maximising the potential of the internet to promote Music and the Arts in schools in imaginative and practical ways.http://www.tuned-in.org.uk/about_tunedin/using_tunedin/

Section 1 – How can musicdescribe images and moods?

Cow Lane Mill, Rainow

• music, like pictures, can describe images and moods


Inclusion & Participation: Value difference and diversity, welcoming atmosphere, culture of mutual respect. Livingtogether peacefully. Positive community attitudes. Promote these values locally. This assembly could link with thesounds recorded on site to set the scene or be used to enhance a display with sound not just image.

At School or at Savio House• Look at a selection of local pictures that give strong impressions of mood. Relate the subject of the picture (place, still life, person, event), to its structure, colours, style. What does it describe? How does it make you feel? What colours do you like and why?

• Play the children music that describes an event, scene, person or animal, eg Central Park in the Dark by Charles Ives, On hearing the first cuckoo in spring by Delius, Albatross by Fleetwood Mac, Morning in Peer Gynt by Grieg.

• Before telling the children the title or theme of the music, ask them to listen to it and talk about it. What does it make you think about? Does it make pictures in your head? How does it make you feel?

• Tell the children the titles of the music they have heard and then ask them to identify specific musical elements and discuss their effectiveness, eg the calm swaying melody of Morning in Peer Gynt, the repetition of the bass line in Albatross.

Focus Area: Cow Lane MillTake the children to Cow Lane and back around to Tower Hill and the War Memorial. Record the sounds they hear ontheir walk with tapes and record what they are. How could these sounds be used in music? Re-listen to the tapedsounds, what mood do they give when taken out of context, can the children guess what it was?Give the children a number of instruments and objects to make sounds; can they recreate what they heard on theirfield trip? Can they make new sounds to describe a mood or feeling?


Local Information and Organisations

• Local Background Information www.happy-valley.org.uk/civicsociety/short_history.htm

• The history of Rainow village www.rainow.org/

• Bollington Discovery Centre brings together the local history of the people, agriculture, the mills, use of the streams

and rivers and the cotton industry which shaped the town today. www.happy-valley.org.uk/discover/discover.htm -

01625 572 985

• Bridgend Centre stores local historical artefacts which can be loaned to schools and staff are also willing to

come into schools for classroom and assembly sessions. www.bridgendcentre.org.uk/ - Cath Hockney on

01625 576 311

• Bollington Library houses. www.cheshire.gov.uk/Library/library.htm?id=15 - 01625 573 058

• Savio House has classroom and food preparation facilities available for local school use, please phone in advance to

book the rooms www.saviohouse.org.uk/ - 01625 573 256

• The KRIV Team have information about the local area, restoration, habitats, history and features.

www.kriv.org.uk

National Information and Teaching Support

• www.teachernet.gov.uk/sustainableschools/index.cfm

• www.thinkleadership.org.uk/home.cfm

• www.primaryresources.co.uk/geography/geography.htm#local

• www.qca.org.uk/2809.html

• www.dfes.gov.uk/aboutus/sd/mean.shtml

• www.wssd-education.org.uk/res1.htm

• www.ltscotland.org.uk/sustainabledevelopment/findresources/classroomresources/index.asp

• www.icce.org.uk/

• www.wwflearning.org.uk/wwflearning-home/resource-centre/resources-alpha/

• www.environment-agency.gov.uk/subjects/

• www.teachingideas.co.uk/

• www.circle-time.co.uk/site/home

Resources

Sect ion Three –Resources


KRIV would like to thank the support of the local schools in helping to

formulate this education pack.

Also the team would like to thank the local organisations who have offered their

advice, information and services to help create a rounded and growing local

education resource.

This is not the end….

We are hoping to review and expand this resource in line with trial usage tests

and continued resource creation. This will ensure a pack that stays relevant and

fresh.

Your continued help is therefore appreciated.

Please get in touch with the KRIV team if you have any further information and

advice you would like to offer or have created lesson resources in connection

with this pack.

If there are website links highlighted in this education pack which are no longer

working please inform KRIV team (01625 560 457) as they may have the

relevant information saved or they may need to update this pack.

Thank you

Acknowledgements

Kerridge Ingersley

ridge & vale

Material manufactured using pulp from renewable timber produced on a fully sustainable basis.Virgin pulp bleached by an Elemental Chlorine Free process (ECF). Paper suitable for recycling

Kerridge Ingersley

ridge & vale

www.kriv.org.uk

Countryside and Heritage Project

www.kenning-illustration.co.uk

H O L L Y H I L L

D E S I G N

LL

UK £6.50

kriv education pack

Documents

kriv countryside

kriv area

century landscape ks1

footpaths ks1

kriv project office

local facilities

heritage projectaugust

heritage projectkriv