8 October 2012 – Autumn Tasks, Victorian Villages, School’s Harvest

 

This project  is part financed by  “Coast Wolds Waterways and Wetlands”  project part of the Defra RDPE – see more on the EU Commission’s rural development page

8 October 2012 – Autumn Tasks, Victorian Villages, School’s Harvest

Download teachers notes for this section – Autumn Tasks, Victorian Villages, School’s Harvest.

  • What was is like living in a Victorian Village?– How did the Victorian farmers wife help on the farm? We also look at what it was like in a Victorian village, including the trades people who lived there such as Blacksmiths, Wheelwrights and Millers. We also ask pupils to see if they can find any evidence of what trades used to work in their local area and what trades are there now.
  • School’s harvest as do farmers – Shows pupils returning to Stockbridge to harvest the crops they planted this spring and also how farmers harvest the same crops with big machines
  • Livestock farmers preparing for Winter. – Shows how livestock farmers started their preparation for winter back in the summer by preserving grass to feed over the winter.

These sections can also be found on the relevant topic page, which over the weeks will build up the seasonality picture for each of the main themes: Crops / Arable; Livestock; Wolds Heritage Title Special Thanks for archive materials to local museums.

Both these museums cater for school parties and are well worth a visit either as a family or with school

Archive images credited in video by names listed below are reproduced by kind permission of following people or organisations: 
 
 
  • High Wolds – Dr Colin Hayfield and the High Wolds Heritage Group
  • Murton Park – Murton Park Yorkshire Museum of Farming http://www.murtonpark.co.uk/
  • The New Dishley Society http://www.le.ac.uk/elh/newdishley/
  • Ryedale – Ryedale Folk Museum
  • R Stephenson – Robert Stephenson retired farmer
  • S Harrison – Stephen Harrison, A Time to Reap: A celebration of East Yorkshire’s agricultural history, Driffield, Driffield Agricultural Society, 2000′
  • Local tradesmen for allowing me to film them at work
    • C Milson – Electrician
    • Hall & Featherstone Ltd – Plumbers
    • Dave Beadle – Beadle Motors car mechanics

NATIONAL CURRICULUM SUBJECTS LINKS.

Citizenship KS 1 + 2

E.g. Shows how farmers look after animals.
Relevant QCA Schemes of Work
Unit 3 Animals and Us

Design and Technology KS 1 + 2

Looks how farmers use modern technology to grow crops and provide fresh 5-a-day produce

Relevant QCA Schemes of Work

Unit 1c Eat More Fruit and Vegetables

Geography KS 1+2

Give examples of what the countryside around your schools ‘local’ area will contain.

Relevant QCA Schemes of Work

Unit 1. Around our school – the local area

Unit 6. Investigating our local area

History KS 1+2

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

Unit 11. What was it like for children living in Victorian Britain?

Unit 12. How did life change in our locality in Victorian times?

Unit 18. What was it like to live here in the past?

Science KS 1 + 2

The videos have lots of science links to the units listed below for example:
Shows the start of plants life cycles and what parts of a plant we use and harvest.
Looks at how we can help bees so important to many of the plant food crops we rely on
Some of machinery could be used to discuss pushes and pulls.
Relevant QCA Schemes of Work
Unit 1B. Growing plants.
Unit 1E Pushes and Pulls.
Unit 2A Health and Grow.
Unit 2B Plants and Animals.
Unit 3B. Helping plants grow well.
Unit 4B Habitats.
Unit 5B. Life cycles.
Unit 6A Interdependence and adaptation.
These are just the links we thought of – please let us know if you make any more!

ECO SCHOOL TOPIC LINKS

With apologies if we are ‘teaching grandma to suck eggs’ here are some of our thoughts on how our videos link to the Eco School Topics
Showing pupils just which of their food products are grown in this country will give them important background knowledge when discussing transport, energy and global perspective of food production and the healthy living choices they make when they go to the shops.

Energy

  • Growing food and the associated energy costs of buying home grown food or imported food

Water

  • Use of water to grow plants

Biodiversity

  • How growing studying local habitats and where pest are found can help local biodiversity

School grounds

  • How the simple act of hunting for mini-beasts can help build up a picture of the school grounds in preparation for the design and creation of new features in your school grounds

Healthy living

  • How growing your own produce can promote healthy living by promoting a healthy diet and also promoting exercise in the act of growing that produce. The improvement of school ground can also aid mental well being.

Transport

  • Reduce transport costs of food by growing your own local produce.

Litter

  • When carrying out gardening tasks introduce children to tidy habits – pick up all packaging and dispose of ‘thoughtfully’ – see waste
  • When outside be it school, garden or countryside “Take only photos Leave only footprints!”

Waste

  • Explain that gardening and farming is and always has been synonymous with recycling. Re-use seed trays, compost is made from last years ‘recycled’ plants. Think twice abut where to put litter – bin or recycle?

Global citizenship

  • Explain how even the little things we do – where how food comes from, how much we recycle, our biodiversity, can affect the whole world be it good or bad!