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Our Inspiring Site of Learning.

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Presentation on theme: "Our Inspiring Site of Learning."— Presentation transcript:

1 Our Inspiring Site of Learning.
Preston Park, Brighton. Our Inspiring Site of Learning. (SLIDE ONE) GEN Hello, welcome to our foundation studies, assignment presentation. We have chosen Preston Park as our site of learning, which is north of the centre of Brighton, East Sussex. It is Brighton's first and largest planned park with 63 acres of lawns, wooded areas, rose gardens, bowling greens, tennis and basketball courts and a playground. It has undergone a major lottery-funded restoration project and in 2008 it was awarded another Green Flag. It is a place of outstanding beauty and we thought it was the perfect place for the purpose of our day of inspirational learning. A lot of research and planning has taken place but due to the nature of powerpoint presentations we were reluctant to overload the slides with; letters to parents/carers admin check lists, legislation , lesson plans etc but what is important to note is that all the these vital documents have been uploaded onto a specific ‘Wikispaces page’, for which there is a link in the bibliography, so that they can be viewed at anytime or by anyone who may find the following useful or whom may wish to use all, or aspects of it, in the future. Gemima Mackney , Genevieve de Lucia , Lisa Sanford , Lindsey Glover , Rebecca Snowdon , Rebekah Sage

2 Introduction A day trip to Preston Park
Year six children participate in a day of team building and citizenship focused activities Create a reflective environment, used to support Art, DT and Music lessons in class. Outcome is a citizenship song created by the children. Reflective of their time in primary school. CD in a homemade CD box, created in DT and decorated to reflect their day at the park. The trip is designed to inspire children to create this end product and learn actively in an outdoor environment. (SLIDE 2) BECKY We have planned an outdoor trip for year six children from our one form entry, fictional school ‘Patchmill Primary’. It is planned for the second week of June. According to the LOC manifesto- Learning outside the classroom is ‘an essential part of learning and personal development’ LISA The children, who are entering their last half term in primary education, participate in a day of inspiring team building and citizenship focused activities to create a reflective environment which will be used to support Art, DT and Music lessons in class. LINDSEY The outcome will be a CD of a citizenship song created by the children to reflect how they feel about their time in primary school and the friends/classmates they have been with for the journey through. GEMIMA This objective will be made clear when the project is introduced so that the day can be used appropriately. BEKAH The CD will be placed in a CD box, created in DT and decorated in a personal style, during Art, to reflect their memories of the day at the park. The trip has been designed to inspire the children to create this end product and learn actively in an outdoor environment. GEN Links to the National Curriculum for the appropriate subject and year group have been considered throughout the subsequent lesson plans, these will be explored in brief during this presentation but are available to be viewed in depth by accessing them online through the Wiki link.

3 Timetable for the day. 8.50 Register and admin/instructions
9.00 Board the coach 9.30 Arrive at Preston Park 9.40 – Team game of rounders (SLIDE 3) BEKAH Talk about the letters to parents detailing the requirements for the trip BECKY The timetable for the actual day of the trip is as follows;- At 8.50 the register is taken and admin and instructions are facilitated. The DCSF recommends that the adult to child ratio for trips like ours is 1:15 however we have placed our students in groups of 6. As it is not essential for the adults to all be teaching staff we have also included LSA’s and parent helpers to lead the groups. Children are introduced to the ‘buddy system’ and allocated their buddies for the day. The specially created ‘Patchmill Juniors’ Hi-vis jackets are distributed and worn for the entire day. GEMIMA At 9am the children board the coach seated with their buddy, the teacher counts the children onto the coach to check numbers. We explored the options and implications available for us for travel by coach and determined that as Health & Safety issues are of the upmost importance when considering coach hire for school trips we would use a company which uses three point seatbelts and drivers that are CRB checked. The company chosen also provides a risk assessment for the Coach Hire. At 9.30am the coach arrives in the tarmac car park of Preston Park and the class makes their way to the designated area of the park as identified during the previsit. While the children are briefed on potential hazards, and boundaries as the coach is unloaded. LISA We have assembled a full list of equipment which includes everything that is needed to complete the day with ease and to make sure nothing is forgotten. It also includes extra items such as lunches, just in case any child forgets theirs. It caters for the chance of any child being sick on the coach or in the park, hurting themselves and medical records allow for the staff to be aware of all medical conditions and information that they may need to know about for each child. It also includes all equipment needed for each of the activities during the day. This list is available on the wiki. LINDSEY To start off the day, the children participate in games of ‘rounders’ with some group leaders, while other members of staff assemble the gazebo and prepare for the day ahead. This team game is designed to actively raise the children’s awareness of the importance of teamwork and having fun with your peers, while shaking off a bit of excess energy from the coach journey!

4 10.30 – 11.00 Group reflection & refreshment
11.00 – Nature Scavenger Hunt 12.00 – Shared picnic lunch 12.45 – Group Sketching (SLIDE 4) BECKY At the children regroup in the shaded area for the first group reflection activity and a drink. This citizenship part of the day is all about reflecting on the children’s time through primary school. It will include the children discussing their opinions and memories of school, their experiences, good and bad times and favourite moments. This time will allow the children to reflect on their time at school, learn from their mistakes and build on them. They will also be able to talk about their fears about going into secondary school and making new friends. LINDSEY -  At 11 o’clock the children separate into their groups for a task. The aim of the scavenger hunt is to create a mini collage representing each child’s individual thoughts and feelings about leaving year 6 and moving on to secondary school. The children will be given time to wander around (within designated wooded, fenced area) and collect leaves from Preston Park. Using the glue provided, they will arrange their leaves on a piece of A5 card. They will all be given a selection of metallic ink pens to write with, and by using the discussions from the previous activity as inspiration the will write key thoughts and feelings onto the leaves. It will be explained to the children that these collages will be used once back in school to create the lyrics for the class song. BEKAH The picnic has been contributed to by the class to share out and will be eaten under the gazebo or under the shade of the trees there will then be time for free play within the immediate area. Although there is a playground area to the park, the children will not be able to use it as it involves a higher risk assessment and may cause inconvenience to other playground users. GEMIMA At all the children sit down in circle, the teacher explains the children’s task (to go and sketch images of the surrounding area, to be used back in class during Art lessons to decorate the cover of their cd box). Each child collects a sketchbook, eraser and 2b pencil (a different adult is in charge of a different resource to hand out). This should take about 5 minutes to organise. Then give them 25 minutes to sketch a few images to then use on their art day.

5 14.45 Board coach & take register
Instruments 14.10 Singing 14.30 Tidy up time 14.45 Board coach & take register 15.25 Arrive back at Patchmill Primary (SLIDE 5) LINDSEY The children will be given the opportunity to experiment with percussion instruments and community singing on the trip day. The children will be made aware that this time will be drawn upon when back in school, when writing the rhythm and melody to the class song LISA The songs chosen for singing time are all about friendship which is the main theme that runs throughout the day. The songs encourage differences, making and keeping new friends and to cherish the friends you have as they should stick with you through hard times. The lyrics to these songs can also be found on the wiki. GEN After the singing session there is a quick tidy up time and the children assemble in groups with their ‘buddies’. They board the coach and the register is taken to determine that all children are present. If anyone is missing, as at any point during the day, the ‘lost procedure’ which every adult carries will be instigated. On arrival back at school all the volunteers are thanked and the head teacher is informed that everyone is back safely.

6 Risk Assessment Preliminary visit to the site. Reducing the risks.
Sun exposure - sun hats, water, sun cream, cool clothing, shade. Lost children – ‘Stop and Listen’, small groups ‘Responsible Adult’, regular registers, behaviour contract, ‘Buddies’, high visibility tabards, visual perimeter. Behavioural, physical and medical issues - supervision of teacher, behaviour contract, parents as helpers, access to medication, responsible buddy, list of allergies, emergency contact details. Parent helpers -– information pack, map, timetable, register, activities, induction meeting, introduction to class. Bites and stings - alert children, insect repellent, sting relief and medication. BECKY - Our preliminary visit to the site allowed us to identify all potential risks during the day. Once these had been highlighted, we could decide how we might implement procedures to reduce these risks. By familiarizing ourselves with area, we could ascertain how some activities may need to be adjusted to accommodate any safety procedures The main risks that the site presented fortunately allowed us to leave our timetable and activities of the day unchanged – this was due to the way in which we were able to reduce the risks through careful planning and good class and behaviour management. Sun exposure – sun hats, water, sun cream, cool clothing, shade Risk of losing children – ‘Stop and Listen’, small groups with ‘Responsible Adult’, regular registers, behaviour contract, ‘Buddies’, high visibility tabards, P.E. cones for visual perimeter Behavioural, physical and medical issues – under supervision of teacher, behaviour contract, parents as helpers, access to medication, responsible buddy, list of allergies, emergency contact details Parent helpers – information pack, map, timetable, register, activities, induction meeting, introduction to class Bites and stings – alert children, insect repellent, sting relief and medication Link to the Risk Assessment & Rationale dies+-+Inspirational+place+of+learning

7 Cross curricular links
Preston Park as an area for learning. The structure of the activities. Citizenship and English (SLIDE 7) GEN Our activities are specific to our cross-curricular objective of creating the song and cd case. Art, DT and Music feature heavily but underpinning the entire project is the theme of citizenship and the National Curriculum key stage two objective of “facing the changes of transfer to secondary school with support and encouragement from their school”. The trip to Preston Park inspires the children to practise the cross curricular links between citizenship and English during group discussions where they work collaboratively, exchanging ideas and opinions. LISA There are many other ways in which Preston Park can be used as an area for learning. It provides opportunities for all curriculum areas with many cross curricular links. For example Historically, it was once part of Preston Manor which is now known as one of the most haunted houses in Britain. Historical investigation could be combined with Literacy as children create their own ghost stories. Likewise, the activities we have suggested can also be structured in alternative directions to cater for other subject areas. For example, the scavenger hunt could be adjusted to provide cross-curricular learning for Geography and Science.

8 How the park inspired the music lessons.
Series of three lessons required to build up to creating the citizenship song Rhythm Lesson Lyrics Lesson Melody Lesson National Curriculum links (SLIDE 8) LINDSEY We wanted the children to have as much ownership over the writing and composing of the song as possible. By involving them fully in each and every aspect of the song writing, the children will gain a sense of ownership and will therefore engage fully in their learning. In addition to this, they will feel a sense of pride at taking away a meaningful momento built through collaboration with their friends. Briefly outline what happens in Rhythm lesson Briefly outline what happens in Lyrics lesson Briefly outline what happens in Melody lesson. Mention a few of the national curriculum links below but stress that the full lesson plans, covering the breadth of the music curriculum can be found on the wiki. Controlling sounds through singing and playing – performing skills 1a sing songs, in unison and two parts, with clear diction, control of pitch, a sense of phrase and musical expression 1b play tuned and untuned instruments with control and rhythmic accuracy 1c practise, rehearse and present performances with an awareness of the audience. Creating and developing musical ideas – composing skills 2a improvise, developing rhythmic and melodic material when performing 2b explore, choose, combine and organise musical ideas within musical structures. Responding and reviewing – appraising skills 3a analyse and compare sounds 3c improve their own and others’ work in relation to its intended effect. Listening, and applying knowledge and understanding 4a to listen with attention to detail and to internalise and recall sounds with increasing aural memory 4b how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence can be organised within musical structures [for example, ostinato] and used to communicate different moods and effects 4c how music is produced in different ways [for example, through the use of different resources, including ICT] and described through relevant established and invented notations Breadth of study 5a a range of musical activities that integrate performing, composing and appraising 5b responding to a range of musical and non-musical starting points 5c working on their own, in groups of different sizes and as a class 5d using ICT to capture, change and combine sounds

9 How the park visit inspired DT lessons.
Learning Intention is to create a CD box to house the finished CD of their song Introduction - Discuss boxes and packaging. Research and design a CD case . Create their own CD case (SLIDE 9) BEKAH Talk about Learning Intention is to create a CD box to house the finished CD of their song Introduction - Discuss boxes and packaging with examples of food packaging, CD cases, DVD cases. Discuss the benefits of lightweight and recyclable materials Students begin to research and design a CD case in groups of four. Creating a presentation of their design (which may include a prototype for higher ability groups. Pupils are then to present their design to the rest of the class. Computers may be used for the research and/or presentation Having decided on the most appropriate CD case, students will proceed to individually follow the design and create their own CD case selecting appropriate materials and tools.

10 How the park inspired the art lessons
Two 2 ½ hours sessions End result is a completed front cover design for the children’s CD cases incorporating sketches from the class trip. First session includes learning techniques to create interesting patterns, Second session allows children to decorate their CD cases. focus of the CD case is the sketch drawn on the class trip. Other resources used to colour and add background. The finished product! (SLIDE 10) GEMIMA The art day will be split into two 2 ½ hours sessions with the end result being a completed front cover design for the children’s CD cases incorporating sketches from the class trip. The first session will include learning techniques to created interesting patterns, for example creating their own block printing block. These patterns can be used to add colour to the sketches drawn on the class trip or as a background design. They will learn several techniques and have the opportunity to watch and practise how to do it. The second session will allow the children to have freedom to decorate their CD cases how they choose, using a variety of resources, including the use of paints, coloured paper and tissue paper and material. The focus of the CD case will be their sketch drawn on the class trip, with other resources being used to colour and add background to the case. (Gemima – this is the last bit, boost it up a bit!) The finished product is now ready to be taken home as a lasting memento of their time in primary school. It is an end product which children will be proud of and demonstrates their skills in citizenship, art and dt. All inspired by their trip to Preston Park!

11 Bibliography Bennett, H (2010), School Trips: all aboard. New2Teaching, Spring 2010 edition. ATL DfEE & QCA (1999), The National Curriculum:Handbook for Primary Teachers in England. London:HMSO DfES (2006), Learning Outside the Classroom:Manifesto. Nottingham:Crown dies+-+Inspirational+place+of+learning


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