Why Kentwell helps teachers meet so many National Curriculum Objectives
Kentwell 'ticks' many 'boxes' in the National Curriculum; far beyond the most obvious ones relating to History. Why ? Because Kentwell's unique Re-Creations show how a wide cross section of people lived, worked and played in Tudor times. This necessarily illustrates in very practical ways the underlying message of teaching in many subjects.
Just one example may make the point. Kentwell's simple Camera Obscura illustrates in a few seconds many properties of light, the operation of the eye and the principles of the camera; topics that might otherwise be covered separately in geography, biology and science. What a child might learn over several lessons, the child may understand instantly in the Camera Obscura although may require further explanation in the classroom. Of course, there are other camera obscura but none as simple, and thus easily understood, as that at Kentwell and there is nowhere else where a camera obscura may be just one tiny incident of a day of many varied experiences.
In what areas of the Curriculum does Kentwell assist ?
Key to Tables below
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Aspects covered in visit |
 |
Some aspects covered |
 |
Illustrative, or basis, of further work in classroom |
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Subjects Overview
| Key Stage |
1
|
2
|
3
|
| Art and Design |
|
|
|
| Design and Technology |
|
|
|
| English |
|
|
|
| Geography |
|
|
|
| History |
|
|
|
| Maths |
|
|
|
| Music |
|
|
|
| Science |
|
|
|
|
History
| Key Stage |
1
|
2
|
3
|
| Chronological Understanding |
|
|
|
| Knowledge and understanding of events, people and changes in the past |
|
|
|
| Historical Interpretation |
|
|
|
| Historical Enquiry |
|
|
|
| Organisation and Communication |
|
|
|
| Breadth of Study |
|
|
|
|
Art and Design
| Key Stage |
1
|
2
|
3
|
| Exploring and developing ideas |
|
|
|
| Investigating and making art, craft and design |
|
|
|
| Evaluationg and developing work |
|
|
|
| Knowledge and Understanding |
|
|
|
| Breadth of Knowledge |
|
|
|
| Breadth of Study |
|
|
|
|
English
| Key Stage |
1
|
2
|
3
|
| Speaking and Listening |
| Speaking |
|
|
|
| Listening |
|
|
|
| Group Discussion and interaction |
|
|
|
| Drama |
|
|
|
| Language Variation |
|
|
|
| Breadth of study |
|
|
|
| |
| Reading |
|
|
|
| Writing |
|
|
|
|
Maths
| Key Stage |
1
|
2
|
3
|
| Number |
| Using and applying |
|
|
|
| Numbers and system |
|
|
|
| Solving numerical problems |
|
|
|
| Shape space and measures |
| Using and applying |
|
|
|
| Understanding measures |
|
|
|
| Breadth of study |
|
|
|
| Handling |
| Breadth of study |
|
|
|
|
Design and Technology
| Key Stage |
1
|
2
|
3
|
| Developing, Planning and Communicating ideas |
|
|
|
| Working with tools, equipment, materials and components to make quality products |
|
|
|
| Evaluating processes and products |
|
|
|
| Knowlendge and understanding of materials and components |
|
|
|
| Breadth of study |
|
|
|
Music
| Key Stage |
1
|
2
|
3
|
| Controlling sounds through singing and playing - performing skills |
|
|
|
| Creating and developing musical ideas |
|
|
|
| Responding and reviewing - appraising skills |
|
|
|
| Listening and applying knowledge & understanding |
|
|
|
| Breadth of study |
|
|
|
|
Science
| Key Stage |
1
|
2
|
3
|
| Scientific enquiry |
| Ideas and evidence |
|
|
|
| Investigative skills |
|
|
|
| Life processes and living things |
| Life processes |
|
|
|
| Humans and other animals |
|
|
|
| Green plants |
|
|
|
| Variation and classification |
|
|
|
| Living things in their environment |
|
|
|
| Materials and their properties |
| Grouping materials |
|
|
|
| Changing materials |
|
|
|
| Physical processes |
| Light and sound |
|
|
|
| |
| Breadth of study |
|
|
|
|
Geography
| Key Stage |
1
|
2
|
3
|
| Geographical enquiry and skills |
|
|
|
| Knowledge and understanding of places |
|
|
|
| Knowledge and understanding or patterns and proccesses |
|
|
|
| Knowlendge and understanding of environmental change |
|
|
|
| Breadth of study |
|
|
|
|
