Teacher Notes - HoAW Key Stage 1

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TEACHER NOTES
History of Agriculture in Wiltshire (Farming)
page 1 of 12
Key Stage 1 Scheme of Work
Subject:
History
Study Unit:
Local Study
Age range:
Reception – Year 2
Time allocation:
25 hours
Rationale statement:
A study using the local area as a source of information about the past, recognising similarities between today and the past. Field trips, local visitors, pictures,
artefacts and stories will help to raise and answer questions about life at a time beyond living memory.
Key skills:

Chronological understanding.

Knowledge and understanding.

Historical enquiry (evidence).

Historical interpretation.

Organisation and communication.
General focus:

Field studies of local area.

Using a range of artefacts, written/oral sources of evidence and archaeological discoveries (skills).

Key features of society and everyday life (knowledge).
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TEACHER NOTES
page 2 of 12
History of Agriculture in Wiltshire (Farming)
Key Stage 1 Scheme of Work
Prior learning:

To already have some degree of personal experiences/knowledge of the local area.

To have heard stories from past times.

Worked with sources from the past such as artefacts, pictures and people.

Started to develop observation and simple recording skills.

Begun to answer simple questions about the past.

Carried out sorting and sequencing tasks.
Expectation:
Most pupils will …

Identify features of the local area today and a time beyond living memory.

Recognise artefacts from the past and present.

Know how and where artefacts were used.

Handle, observe and draw objects in order to find out about them.

Use appropriate language in talking, writing and role-play.
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TEACHER NOTES
page 3 of 12
History of Agriculture in Wiltshire (Farming)
Key Stage 1 Scheme of Work
Some children will not have
made so much progress and will …
Some children will have
progressed further and will:

Identify some characteristics of the local area.

Talk about their experiences in the local area.

Describe and handle objects of the past.

Make comparisons across time periods.

Identify and describe a range of features in the local area and those from the past.

Compare aspects of life now and in the past beyond living memory.

Explain why people from different societies do different things.
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TEACHER NOTES
page 4 of 12
History of Agriculture in Wiltshire (Farming)
Key Stage 1 Scheme of Work
Key content
Learning objectives
Learning outcomes
Assessment
Strand P Level /
Working
towards
Chronology



Talk about
significant events
through time in
local area (e.g.
Agriculture in
Living Memory,
Agriculture
Revolution,
Medieval
Farming, and late
Pre-history).
Sort information
into chronological
order.
Explain the
reasons for the
order using
appropriate timerelated
vocabulary.

To sequence
evidence about
the local area into
three different
time periods.
1a
Use terms –
tomorrow,
yesterday, today.
1b
Sequence events
of the day and the
week.
Level 1
Level 2
Level 3
Recognise
distinction
between present
and past in own
lives and those of
others.
Consider time
beyond living
memory (e.g.
family tree) and
recognise their
own lives are
different from
people in the
past. Sequence
events using a
time line and
explore
measures of
time.
Recognise some
of the similarities
and differences
between different
periods of time.
Place a few
objects/events/
pictures in order.
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Develop a
timeline to show
understanding
that the past can
be divided into
different periods
of time.
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TEACHER NOTES
page 5 of 12
History of Agriculture in Wiltshire (Farming)
Key Stage 1 Scheme of Work
Geography
Historical enquiry

Locate ‘where we
live’ and key
features on
different maps
through time.

Use maps and
look for
similarities and
differences
(symbols /
features).

Have first-hand
experience of the
local area
through field
trips, artefacts,
local memories
etc.
(What can we find
out? How do we
know?)

Begin to gather
information from
a range of
sources and
answer
questions.

Know about
location of the
local area.
2a
Stepping Stones
ELG.
Sense of time.

Begin to
recognise that
the area has
changed at
different times in
the past and
describe some of
the characteristic
features.

Understand the
need for
evidence.

Use different
sources of
evidence to
discover things
from the past and
begin to use
questions as a
basis for enquiry.
Know about the
past and present
events in their own
lives/ their families
/others.
4b
www.EnglandsPastForEveryone.org.uk/Schools
Show knowledge
of events in their
own lives and
use everyday
terms about the
passing of time.
Show factual
knowledge of the
past beyond
living memory
and some of the
main events.
Show a
knowledge and
understanding of
the main events,
people and
changes in a
period of time.
Observe and
handle an
increasing range
of historical
sources to
answer
questions.
Use sources of
information in
ways that go
beyond simple
observations to
answer
questions.
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TEACHER NOTES
page 6 of 12
History of Agriculture in Wiltshire (Farming)
Key Stage 1 Scheme of Work
Historical
interpretation:

Artefacts/resources
‘What was it like?’

Historical Enquiry:
Written/oral sources
‘What was it like?’

Find out about
the local area in
the past and
present through
handling
artefacts, pictures
and photographs.


Identify
similarities and
differences.
Find out about
the local area
through looking
at different kinds
of written sources
(e.g. parish
register).
Use artefacts
pictures,
photographs to
discover things
about the past.
3a
3b
Handle and
compare different
objects/pictures
from different
times.
Begin to give
reasons for
change based on
evidence.

Can ask and
answer questions
about aspects of
the local area
past and present
in order to find
out what it was
like.

Look/listen for
clues associated
with the local
area to help
understanding.
Introduce
different sources
of historical
information (e.g.
memories,
photographs,
artefacts).
Can compare two
versions of the
same event and
consider why
versions differ.
4a
Find out and ask
questions about
events in their own
lives.
www.EnglandsPastForEveryone.org.uk/Schools
Find answers to
some simple
questions about
the past from
sources of
information.
Identify some
ways in which the
past is
represented (e.g.
writings,
museums and
buildings) beyond
their living
memory.
Identify and make
use of different
ways in which the
past is
represented.
Give reasons and
the results of the
main events and
changes in time.
Distinguish
between different
versions of
events beyond
living memory
and think about
why things
happened or
changed.
Begin to raise
questions about
time beyond
living memory.
Raise questions
for different lines
of enquiry.
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TEACHER NOTES
page 7 of 12
History of Agriculture in Wiltshire (Farming)
Key Stage 1 Scheme of Work
Knowledge and
understanding
‘Why…?’

Have 1st hand
experience of
oral evidence
(e.g. local
farmers/residents
from different
generations).

Think about the
difference
between telling
facts/tales
(opinions).

Use what has
already been
found out about
the local area
and think about /
discuss why:
people did what
they did, events
that happened as
a result.

Begin to
recognise that
historical
accounts can be
influenced by
personal opinion.

Identify
differences
between the
ways of life in the
local area past
and present and
give reasons
why.
2b
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Begin to
recognise
reasons why
people in the past
acted as they did.
Recognise
reasons why
people in the past
acted as they did.
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TEACHER NOTES
page 8 of 12
History of Agriculture in Wiltshire (Farming)
Key Stage 1 Scheme of Work
Organisation and
communication

To present what
they have learnt
about the local
area, showing
how and why
they have
changed.

To select
important
information about
the local area in
the past and
present and
record by
drawing, writing,
role play etc.
5a
Sort
objects/pictures
into old and new.
Distinguish
between old and
new.
5b
Talk about objects
and pictures old
and new.
Talk about
significant events
and things in the
past, using
everyday terms.
www.EnglandsPastForEveryone.org.uk/Schools
Identify
differences
between time in
their own life and
time beyond
living memory.
Identify and show
differences
between time in
their own life and
time beyond
living memory.
Present findings
about objects,
people or events.
Present and
organise own
findings about
objects, people or
events in the
past.
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TEACHER NOTES
page 9 of 12
History of Agriculture in Wiltshire (Farming)
Key Stage 1 Scheme of Work
English links:
ICT links:

Guide books.

Creating a website of resources.

Narrative – guided reading.


Local websites (school, Victoria County History and EPE Schools
Learning Zone sites).
Non-chronological reports.

Internet research/ virtual visits/ CD Roms.

Presentations.

Graphic modelling.

Communicating strand.

Infomapper – has maps and aerial photos of the area in 2000 – can
compare changes with now.

Note taking.

Recounts – news, reports, first person recounts).

Role play / Drama.

Story Telling.

Research.

Oral presentation.

Name derivations (e.g. Coda ford)

Letters – asking for information, as source of evidence etc.
www.EnglandsPastForEveryone.org.uk/Schools
© University of London
You may photocopy this sheet
TEACHER NOTES
History of Agriculture in Wiltshire (Farming)
page 10 of 12
Key Stage 1 Scheme of Work
Links with other subjects / possible approaches:

Geography: Local area.

Numeracy: Data handling – census materials,, surveys, graphs – e.g. population, erosion, building developments, comparative , timelines.

Science: Link to materials (woollen industry etc).

R.E: Wax rubbings from local churches, head stones etc. church history – using graveyards to find out about families etc, importance of religion in
community and how this has effected change.

Art: My favourite things – abstract pictures resulting from the exploration of a collection of common images, architecture and changing landscapes, then
and now themes – photography etc capturing daily life.

Design and Technology: could link to a structures unit looking at buildings for example.

Comparing both villages (Codford and Steeple Langford) considering changes and reasons for them – are there similar factors (e.g. impact of War,
industrial revolution, larger cities and transport forcing village shops and services to close or cease?).
www.EnglandsPastForEveryone.org.uk/Schools
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You may photocopy this sheet
TEACHER NOTES
page 11 of 12
History of Agriculture in Wiltshire (Farming)
Key Stage 1 Scheme of Work
Key vocabulary:
Resources:

Words associated with the local area, e.g. Wylye, Codford, Steeple
Langford, Lakes, Water meadows, Agriculture, transport.

Words associated with historical sources, e.g. census, trade/street
directories, oral history, documents.

Words associated with historical research, e.g. decade, century,
generation, ancestor.

Words associated with buildings, e.g. factory, industry, storey, semidetached, detached, gable, lintel, arch, sash window, casement
window, bay, dormer, barge board, finial, pediments, lychgate,
churchyard, tower, steeple, gargoyle, corbel, nave, aisle.

Local area!

Wiltshire and Swindon library resources.

Ordnance survey – including online features.

Infomapper.

Local museums.

Photographs (CD produced by a local resident in Codford – Codford
village website).

Newspapers – archives in libraries/online.

Television programmes/videos where local area been featured in the
news / home videos.

Villagers.

John Chandler from Victoria County History – local Historian.

Romy Wyeth – has a book on Codford’s history with photos.

England’s Past for Everyone’s paperback Codford: Wool and War in
Wiltshire.
www.EnglandsPastForEveryone.org.uk/Schools
© University of London
You may photocopy this sheet
TEACHER NOTES
page 12 of 12
History of Agriculture in Wiltshire (Farming)
Key Stage 1 Scheme of Work
Useful contacts:
Possible visits / visitors:

Established farmers in community.

Farms.

Romy Wyeth (local archaeological activities and findings).

Langford lakes.

The Trowbridge museum.

Thomas Crockford’s church.

Wessex Archaeology.

Butts Hill in Hampshire.

Wiltshire Heritage Museum.

Local residents.

Anzac memorial.

Romy Wyeth.

Lots of exploring the villages.
www.EnglandsPastForEveryone.org.uk/Schools
© University of London
You may photocopy this sheet
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