Teacher Toolkit
Background
Text TBC
People's Collection Wales
Possible questions to discuss
- What places in your local area are the most important to you, and why?
- How many local fields, houses or streams can you name? What are their names?
- Which local place names are you curious about? What do you think they might mean or where might they come from?
- Are there buildings, paths, bridges, or landmarks in your area that look old? What do you think they were used for in the past?
- Can you think of anything in your village/town that has changed since your parents or grandparents were young?
- Why do you think your community developed where it is? (Near a river? Roadway? Farm? Industry?)
- What natural features (rivers, hills, fields, coastlines) have shaped how your area looks and how people live?
- How do you think life in your local area would have been different 100 years ago?
- What stories or memories do people in your family have about where you live?
- Are there any local traditions, festivals, or community events that feel unique to your area?
- What would you like future generations to know about your community? What should be remembered?
Activities and experiences
• Place-name detective work: Pupils choose local names (fields, farms, lanes, streams, houses) and research their origins — Welsh, Norse, Norman, English, descriptive, personal names, etc.
• Create a “Local Names Map”: On a large printed map or digital map, pupils pin their research and add drawings or icons that illustrate the meaning of each name.
• Then & Now Photo Comparison: Pupils bring in old photos from home/local archives OR use online archives. Compare with modern photos taken by the pupils.
• Memory interviews: Pupils interview an older relative or community member: What was the village like? What’s changed? What’s stayed the same?
• Reconstructing the Past: Pupils draw or model (e.g., in LEGO or cardboard) what they think the village looked like 50, 100, or 200 years ago.
• Local fieldwork walk A guided walk to spot clues about the past: old walls, styles, bridges, wells, mills, chapels, boundaries.
• Sounds of the Square Mile: Pupils record the natural and human sounds of the local area: birds, cars, machinery, river, schoolyard. Create a “sound map” of the village.
• Make a “People of Our Place” book: Pupils write short profiles of real or imagined people connected to the area: a miner, a farmer, a shopkeeper, a grandmother, a schoolchild from 1900, etc.
• Local Legends & New Legends: Study any local myths or folklore. Then have pupils write their own story set in their village.
• Create a Class “Chronicle” of the Square Mile: Inspired by Community Records — pupils compile: Photos, drawings, maps, interviews, place‑name explanations, memories and short stories
Key concepts
(derived from the statements of what matters)
Humanities:
- Investigate
- Interpret
- Change and continuity
- Places
- Human Impact on the World
- Identity and Diversity
- Cause and effect
- Justice, inequality and rights
- Social Action
- Ethical and moral questions
Health and Wellbeing:
- Communication, Help Seeking and Empathy
- Informed Choices and the impact of decisions
- Social Influences and Norms
- Identity and Values
- Rights and Respect
Language, literacy and communication:
- Reading Strategies
- Drawing conclusions
- The effect of grammatical constructions of the meaning of texts
- Responding to texts
- Vocabulary Development
- Communicate ideas and opinions (Oral)
- Collaborate and negotiate
- Writing for different purposes and audiences