Heritage
Heritage is at the heart of our curriculum and we are so fortunate to be surrounded by rich heritage in our locality of Criftins.
We work with the children in our care to learn about the people from the past, who have helped to shape the village into the special place that it is today. Every person has a unique role to play in the world. We want our children to consider how their community has changed and why, and yet why certain parts have remained the same.
Ultimately, we want our pupils to feel part of their locality and develop a strong sense of identity and pride in where they live.
Step Back in Time!
Memories of Criftins, which include photos of Trench Halt Station (part of The Cambrian Railways), the Criftins home guards, the old tin school and past pupils, the school fire (1930) and the current school being built (1931).
Heritage Schools Award
During the summer of 2017 the school undertook a heritage project in Criftins. We had no idea that this project would be such a success nor did we realise the impact it would have on the children. We had visits from past pupils which brought the school though the ages to life for our pupils. The children completed heritage walks around the local community and produced art work and written work inspired by where they live. They invited guests into school to talk about Criftins as a place. They looked at census material, maps, old school documents, photos, newspaper cuttings from when the old school burnt down, old inspection reports, births and deaths registers from the last one hundred years and much much more.
The children became completely immersed in the projects and could talk at length to all our visitors when we had a open morning for local people to come and look at the work the children have done.
We are pleased to announce that due to all our work Martin Phillips presented the school with an award from Historic England.
'I was stunned by breadth and quality of Criftins C of E Primary's Heritage Project - particularly as it is such a relatively small school. The enthusiasm of pupils and staff was obvious, as was their pride in so many aspects of their area's heritage. The range of skills developed and curriculum areas enhanced was highly impressive and the outcomes reflected a project that was coherent, co-ordinated and creative.' Martin Phillips, Historic England
