Curriculum Kernewek

Cornwall Agreed Syllabus 2011

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Suggested Activities
+ Take pupils to visit a standing stone, monolith or stone circle and reveal the name of the site. Give pupils time to drink in the atmosphere of the place. Ask pupils to stand quietly for a minute, if visiting a stone circle, encourage them to join the circle and stand quietly between the stones. Ask pupils; what can you hear? What can you see? Prompt pupils to notice their surroundings e.g. the shapes of the clouds, the movement of the grass, scrub and gorse in the breeze. Ask pupils; does it feel different here? Why? Do you like it? Challenge pupils to identify three things that make the place different from the school playground.
+ Encourage pupils to explore the site by running their hands over the stones and noticing temperature, textures and shapes. Issue pupils with magnifying glasses so that they are able to look closely at the crystals and minerals which make up the rocks and the lichen that covers them. Ask pupils to describe the stones that they have seen and touched. Use a dicta-phone to record pupil answers or note them down in order to create a class word bank back in the classroom.
+ Use non-standard measures to record the dimensions of the stones e.g. the stone is 10 of Aaron's paces long or two Sarahs high. Remind pupils that the stones were put in place long before diggers and cranes were invented. Ask pupils; how did the stones get here? Find a stone (not part of a scheduled monument and preferably lying flat on the ground). Ask pupils; how many people would it take to move the stone? Allow groups of pupils to try to move the stone. Standing next to the ancient monument, encourage pupils to imagine the stones being put in position and ask; were the stones lifted, carried, pushed, dragged or rolled? Collect pupils ideas or encourage groups to create a dramatic freeze-frame showing how the stones were transported.
+ Ask pupils; why did people put the stones here? What did they use them for? Collect pupil ideas and reveal that even archaeologists, scientists and historians aren't sure. Give each parent or helper one of the Reason Cards and ask them to read out their reason. Explain to pupils that these have been suggested by archaeologists, scientists and historians as reasons why the stones were put here. Challenge pupils to stand by the parent or helper that they think is holding the most likely reason and encourage them to give a reason for their choice.
+ Use a story from the Sense of Place 'Stones' unit of work to tell the class a traditional story about the stones or draw on and adapt another one if required. Ask pupils to become a character in the story e.g. maiden, hurler, piper and challenge them to turn to stone. Encourage pupils to maintain their facial expressions and body language. Signal to the pupils to unfreeze and ask; would you like to be turned to stone like the character in the story? Why? Why not?
+ Back in the classroom, display an image of the stones and draw on the site recordings or notes to create a class word bank. Read and show pupils a poem about another type of site like
Example Poem which is structured so that each of the five senses inspires a sentence about the chosen theme. Challenge pupils (alone or in pairs) to use the word bank and five senses structure to create a poem about the stones. Use the images of stone monuments from the Sense of Place 'Stones' unit of work to help stimulate writing. Give pupils sentence frames if needed like
Pupil Poem (change the title to standing stone, quoit or other monument as required).