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1E CURRICLUM

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Educational Opportunities At The Llanymynech Limeworks Heritage Area
Cross Curricular Links


      Geography   History    Science    DT     Numeracy     Other
 

Geography
1 & 2) Geographical Enquiry and skills:
1a) Ask geographical questions – eg what is this landscape like?
1b) Collect and record evidence – eg how did they remove rock from the quarry face?
1c) Analyse evidence and draw conclusions – eg compare population data from the English and Welsh Census returns for Llanymynech.
1d) Identify and explain different views that people hold about geographical issues – eg should 900,000 have been spent on restoring this Heritage Site?
2a) Using appropriate geographical vocabulary (see glossary)
2b) Using appropriate fieldwork techniques – eg using simple maps, labelling sketches, recording using a digital camera.
2c) Use maps and plans at a range of scales – apart from using the map provided, there is an orienteering course available. (See Opportunities for Orienteering)
2d) Use secondary sources of information – photographs and artefacts in the Stables.
2e) Draw plans and maps at a range of scales – eg sketching maps on Llanymynech Hill.
2g) Decision making – eg deciding what safety measure might have been needed in the limestone industry, or what measures would need to be included in a modern Risk Assessment of the Heritage Site.
3) Knowledge and Understanding of Places
3a) Identify and describe what places are like
3b) Describe the location of the environment being studied.
3c) Describe where places are – considering the Welsh Border, rivers, hills, cliffs etc.
3d) Explain why places are like they are – eg in terms of historical development.
3e) Identify how and why places change – eg in terms of the decline of the industry and the rebirth as a Heritage Site.
4) Knowledge and Understanding of Patterns and Processes
4b) Recognise some physical and human processes and explain how these can cause changes in places and environments – eg considering how the limestone industrial process affected the environment, how the environment was later affected by the closure of the quarries and how it is now affected by the opening of the Heritage Site.
5) Knowledge and Understanding of Environmental Change
5a) Recognise how people can improve the environment – eg reclaiming derelict land and creating the Llanymynech Heritage Site.
5b) Recognise how and why people may seek to manage environments sustainably, and to identify areas for their own involvement – eg a local school might consider ways they could work with the Heritage Site in supporting a local conservation project.
 

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History
During Key Stage 2 children should be taught Knowledge, Skills and Understanding through a local history study, three British History studies a European History study and a world history study. A study of the Llanymynech Limeworks could qualify as a Local History Study or be seen as part of a study of Victorian History. (see below)
Local History Study
Children should carry out a study investigating how an aspect in the local area has changed over a long period of time, or how the locality was affected by a significant national or local event or development or by the work of a significant individual.
The development of the Limeworks could be studied over a number of centuries or one aspect could be studied in detail, eg. The effect of the coming of the railways to Llanymynech.
British History
As one of the topics to be taught in a study of British History, children should learn about either Victorian Britain or Britain since 1930. A study of Victorian Britain should include a study of the impact of significant individuals, events and changes in work and transport on the lives of men, women and children from different sections of society. This might focus upon:
            - Working conditions in the 19th century
            - The Factory and Mines Acts
            - Travel and Transport
 

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Science
SC1 Scientific Enquiry
2) Investigative Skills
2a) Make a fair test or comparison by changing one factor and observing or measuring the effect while keeping other factors the same: eg devising a test for limestone by observing the effect of vinegar on a selection of rocks.
2f) Make systematic observations and measurements.
2g) Check observations or measurements by repeating them where appropriate.
2j) Use observations, measurements or other data to draw conclusions.
SC3 Materials and their Properties (Considering limestone and lime)
1) Grouping and Classifying Materials
1a) Compare everyday materials and objects on the basis of their material properties, including hardness, strength etc.
1d) Describe and group rocks and soils on the basis of their characteristics, including appearance, texture and permeability.
2) Changing Materials
2a) Describe changes that occur when materials are heated or cooled – eg watching a demonstration of the effect of burning limestone.
2d) Learn about reversible changes
2f) Learn about non-reversible changes which result in the formation of new materials that may be useful.
2g) Learn that burning materials results in the formation of new materials and that this change is not usually reversible.
SC4 Physical Processes
(Considering the forces involved in the working of the Inclined Plane)
2) Forces and Motion
2b) Objects are pulled downwards due to the gravitational attraction between them and the earth.
2c) Friction is a force that slows moving objects and may prevent objects from starting to move.
2d) When objects are pushed or pulled an opposing pull or push can be felt.
2e) How to measure forces and identify the direction in which they act.
 

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Design Technology
1) Developing, Planning and Communicating Ideas
1a) Generate ideas for products after thinking about who will use them and what they will be used for, using information from a number of sources
1b) Develop ideas and explain them clearly, putting together a list of what they want their design to achieve.
1c) Plan what they have to do, suggesting a sequence of actions and alternatives, if needed.
1d) Communicate ideas in different ways as these develop, bearing in mind aesthetic qualities, & the uses & purposes for which the product is intended.
2) Working with tools, equipment, materials and components to make quality products
2a) Select appropriate tools and techniques for making their product.
2b) Suggest alternative ways of making a product, if first attempts fail.
2d) Measure, mark out, cut and shape a range of materials, and assemble, join and combine components and materials accurately.
2e) Use finishing techniques to strengthen and improve the appearance of their product, using a range of equipment
3 Evaluating processes and products
3a) Reflect on the progress of their work as they design and make, identifying ways they could improve their products.
3b) Carry out appropriate tests before making any improvements.
3c) Recognise that the quality of a product depends on how well it is made and how well it meets its intended purpose
4) Knowledge and understanding of materials and components
4a) The working characteristics of materials affect the ways they are used.
4b) Materials can be combined and mixed to create more useful properties
4c) Mechanisms can be used to make things move in different ways, using a range of equipment including an ICT control program.
4d) Electrical circuits, including those with simple switches, can be used to achieve results that work.
 

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Numeracy
Opportunities for exploring Mathematics centre upon three areas, Using and Applying Mathematics, Handling Data and Measuring. The following extracts from the Year 6 objectives in the Primary Framework (2006) are developed within the education pack materials:
Using And Applying Mathematics
Tabulate systematically the information in a problem or puzzle; identify and record the steps or calculations needed to solve it, using symbols where appropriate; interpret solutions in the original context and check their accuracy.
Suggest, plan and develop lines of enquiry; collect, organise and represent information, interpret results and review methods; identify and answer related questions.
Handling Data
Solve problems by collecting, selecting, processing, presenting and interpreting data, using ICT where appropriate; draw conclusions and identify further questions to ask.
Measuring
Read and interpret scales on a range of measuring instruments, recognising that the measurement made is approximate and recording results to a required degree of accuracy; compare readings on different scales, for example when using different instruments.
 

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Other Curriculum Areas
Although not likely to be main focus for visiting the Llanymynech Heritage Area, links could also be established with the following subjects:
Literacy, Art, PE (outdoor activities), Art, PSHE
 

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