How a visit to Killhope can inspire

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UNIT 18: WHAT WAS IT LIKE TO LIVE HERE IN THE PAST? Using Killhope: The QCA standards recommend focussing on one aspect of the local community in the locality, which might also be part of a field trip. Killhope is excellent in this respect as it offers the opportunity to see how the area has changed since Victorian times, which were well documented. Victorian maps of the area can be supplied on request. The site can then be compared to its use in the present day, when the landscape has changed and roads and bridges have been built. The site in its current form has only existed since the 1980s, when it was excavated. Our Resource boxes offer excellent classroom support for this unit. For more information on them, please see the section in this pack. LEARNING OBJECTIVES POSSIBLE ACTIVITIES LEARNING OUTCOMES • That a map is a representation of the area. • To recognise some features in the local area, and to locate them on a map. • That an area may contain a mixture of old and new buildings. What is our area like today? • Prepare a simplified map of the area, with Killhope marked as its central point, and ask the children what they know about the area. • Use the pictures as a basis for an introductory discussion about the age of the site and who uses it. Sort it into old and new, with reasons, and use this to discuss the concept of ‘old’. How can we use maps to explore how our area has changed? • Identify features in their area on a large map. • Use features of buildings to infer their use and who owned them, • Categorise buildings as ‘old’ or ‘new’. • That the area has changed at different times in the past. • To sequence maps in chronological order. • To use maps to help describe some of the characteristic features of the past. • Divide the children into small groups and give them an old and a new map of Killhope. We have modern maps, nineteenth century maps, and maps from before Killhope was excavated. Ask them to look for and record changes by comparing the two maps. • Help the children build up a picture of the past by choosing two points on the map and asking children to describe what it was like using as many senses as possible. • Record changes shown on maps in table form. • Contribute to making a visual timeline. • Produce a description of the area that contains appropriate historical detail. 26
• That there are different sources of information for their area in the past. • To develop skills of accurate observation and recording. • To make deductions from physical evidence. • To recognise that some questions can be answered by looking at buildings and other cannot. What can local buildings or sites tell us about the past? • Ask the children to observe and record information at Killhope to help answer questions such as What does it look like? What is it made of? What are the surroundings like? Why was it built here? What was it used for in the past? What is it used for now? Look at the stables, which is now used to prepare for trips down the mine. • Discuss with the children who might have lived / worked / visited here. • Identify some features of a building though observation and asking and answering questions. • Record their observations. • Write a short accurate description of the place suggesting who might have used it. What do pictures and photographs tell us about past life in our area? • To find information about the area from studying pictures. • To question pictures as interpretations of the past. • Give the children pictures of Killhope showing how the area has changed. Encourage the children to look at details to answer open-ended questions such as ‘what does this picture tell us about people in the past? • If there are people in the picture, discuss what may have been happening before and after. Get them to consider why it may have been taken. Which written source can we use? • Identify features of the area from pictures. • Record their ideas in a table using the categories as headings. • Suggest how, why and for whom a picture was made. • To find out about the local area in the past from different written sources. • That different kinds of written sources provide different information about the local area. • Using different written sources, such as those in our Resource Boxes, the class can carry out a variety of activities to find out about Killhope in the past and compare it to the present. A full inventory of the Resource Boxes is contained in this pack, and can be used in a variety of ways to support this unit. How can oral sources help us to find out about how people lived? • Demonstrate knowledge about the way of life of people who lived in the area in the past, orally or in writing. • Make comparisons between lifestyles today and in the past. • To initiate and pursue specific lines of questioning. • To develop listening and note-taking skills. • To differentiate between fact and opinion. • That historical accounts are often influenced by personal opinion. • Identify a topic of interest and discuss possible questions that could be asked of a visitor who is able to talk about changes over time to the area. Talk to our information assistants about how Killhope has changed since it opened. • Help the children separate fact from opinion. • Collect information about the area from oral evidence. • Summarise the information collected. • Identify facts and opinions. 27
Page 1 and 2: INFORMATION FOR TEACHERS AND OTHER
Page 3 and 4: WELCOME TO KILLHOPE Come and visit
Page 5 and 6: ABOUT US Preliminary visits for tea
Page 7 and 8: Mine Office • Differences between
Page 9 and 10: HAZARD IDENTIFICATION SHEET Teacher
Page 11 and 12: TOP TEN TIPS FOR GETTING THE MOST O
Page 13 and 14: History Literacy Speaking and Liste
Page 15 and 16: Candle holder: • Why is it made o
Page 17 and 18: PRIMARY MATHS AT KILLHOPE Just a fe
Page 19 and 20: Artefacts: List of contents: Most o
Page 21 and 22: PRIMARY HISTORY AT KILLHOPE How a v
Page 23 and 24: write an extract from a mine report
Page 25: • To identify and record characte
Page 29 and 30: UNIT 6: INVESTIGATING OUR LOCAL ARE
Page 31 and 32: UNIT 13: A CONTRASTING LOCALITY Usi
Page 33 and 34: UNIT 14: INVESTIGATING RIVERS Using
Page 35 and 36: PRIMARY SCIENCE AT KILLHOPE How a v
Page 37 and 38: • That materials can be used in a
Page 39 and 40: UNIT 2D: GROUPING AND CHANGING MATE
Page 41 and 42: Choosing materials for a particular
Page 43 and 44: • That beneath all surfaces there
Page 45 and 46: • To use keys to identify local p
Page 47 and 48: UNIT 2B: MOTHER NATURE, DESIGNER Us
Page 49 and 50: UNIT 6C: A SENSE OF PLACE Using Kil
Page 51 and 52: • To identify how to select from
Page 53 and 54: UNIT 07: CHILDREN’S RIGHTS - HUMA
Page 55 and 56: UNIT 3B: SANDWICH SNACKS LEARNING O
Page 57 and 58: UNIT 5B: BREAD LEARNING OBJECTIVES
Page 59: OTHER PRIMARY SUBJECTS A visit to K

How a visit to Killhope can inspire

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