Presentation on theme: "Lifting the Lid upon the"— Presentation transcript:
1 Lifting the Lid upon the GA/HA Conference 2008The Primary Project Box is designed to offer primary schools a practical, affordable means of ensuring that their subject work with key stage 1 children builds upon the play-based, holistic approach for the Early Years .This project grew out of the Early Years Handbook , with which you may be familiar, the first initiative of the Curriculum Partnership. The inspiration came from the need to address the standard ‘to identify opportunities for and make effective contribution to cross curricular work and curriculum development’ and for AST’s to take the lead in this process.So working across the curriculum is now expected of every teacherdesigned to offer primary schools a practical, affordable means of ensuring that their subject work with key stage 1 children builds upon the play-based, holistic approach for the Early Years Rachel Bowles C.Geog1
2 Which subject would use these images? You have just come in from using the outdoor classroom. Here are some examples of the possibilities in each subject area for KS1 – using the outdoor classroom. – and these images came from different units the box
3 Which subject would use these images? Science1 GeographyArt5 Modern ForeignLanguages4 MusicAny surprises? These are taken from each subject gallery connected with each teaching unitDid you guess right ? For all subjects could
4 And which subject would use these photographs ? It is not always possible to collect one’s own significant illustrations ……..‘Outside’ is a very large place – and specific details are not always to hand
5 And which subject would use these photographs ? 2 Mathematics3. Modern Foreign Lang1 History6 Art5 Religious EducationAgain – all from within the box – but different units – there is a wealth of images with this resource and more to be added from the different subject web sites – specially chosen by teachers for teachers – an improvement to Google images – and copyright free.What is the resource?4 ScienceAll chosen by teachers for teachers – beats Google images – which could bear
6 The CD contains all the images, activities and web links The CD contains all the images, activities and web linksfor each unit - so when mixing and matching for your own needsthe resources are in one placeClicking on any unit produces a menu like the next slide
7 But with the following instruction Unit Two Inside OutsideBut with the following instructionThere are three types of linked resources for each unit. Click on each subject area to see what resources are available for that activity.
8 The images can be used in many ways – Each thumbnail can be copied and enlarged to A4They can be downloaded as a Powerpoint file and then added to with your own or the children's photographsThis then is a resource for using with an interactive whiteboard to develop discussion, debate and all other aspects of speaking and listening, PSHEPrinted and laminated they can make displays for prompting , revising and reinforcing concepts on a learning journeyEach subject has relevant images whichwill be added to on their own subject websitesTogether they make a powerful gallery.8
9 In the Teachers Unit there is a useful Powerpoint showing you how to hyperlink your images - this is the final screen.This enables you to create your own learning journey with familiar images, maybe those taken by you and by your children with explanations coming from both yourself and the children. Remember you are all on a journey of observation, recording and understanding – and using description and discussion with and between the children will show you where to focus your next stage in learning – and in which subject area.In the Teachers Unit there is a useful Powerpoint showing you how to hyperlinkyour images - this is the final screen.
10 The activity sheets are given for several reasons : Unit Two Inside OutsideA selection of the activity sheetsGeography : our school worldHow can wemake it better?LandscapesBuildings ( 1 of 4)Local feature cards– Traffic features 1The activity sheets are given for several reasons :To provide informationTo provide a template for organising observations and writingTo provide a frame work for expressing opinions, emotions and clarifying drawingsTo develop subject vocabularies and word banksTo develop questioningThey are for using, not for colouring .The activity sheets are in two forms –.pdf i.e. permanentor Word.Doc which enables changes
11 The CD also contains supportive material for the Teachers guide The CD also contains supportive material for the Teachers guidevideo clips which illustrate the use of ICT with Foundation and KS1 children e.g.using a digital camera ,doing out of class work ,using a video camera ,taping sounds ,using a floor robot and controlling a vehicle -( with permission from DfES Learning and Teaching with ICT)web links to the Subject Association site, all the subject association sites and all the websites referred to in the units
12 And use the left hand menu to find out about other resources and helpful advice e.g. upon being a subject leaderNavigate the pages with the left hand menu
13 What's New In My File Leading Geography - Fieldwork Getting Started The latest activities,advice, planning documents,Working documents to collect and keep togetherin your subject leaders file.Leading Geography -This section contains information and resources on your roleand responsibilities, exemplar policy and ideas for teaching CPD. Including End of year review of geography unitA questionnaire designed to help the geography co-ordinatormake improvements to the subject work for the following year.FieldworkGetting StartedAll you want to know about fieldworkprogression in local fieldwork,health and safety, school grounds,local and residential learning ideas.This section includes a staged planfor taking over geography and gettinga feel for what's going on in the subject.Inspire MeWhat to do as a geography subject leader – which may help for other subjects tooResources & ICTThe material in this sectioncomprises a growing bankof teachers' planning examplesand pupils' learning activities.Key information on the best resourceproviders, key websites,ICT published tools, schemes,storybooks and much more.
14 These pages give the philosophy behind the activities 14
15 Working across the curriculum Five good reasons‘If strong enough links can be created between subjects, pupils’ knowledge and skills can be used across the whole curriculum’Building conceptsPractising skillsAssisting memoryOpportunities for applicationOpportunities for recognition and development of key aspects of learningExcellence and enjoymentThe CPD guidance provides excellent arguments for pursuing the wider curriculum – The Primary Framework encourages schools to take a more flexible approach – particularly in exploring opportunities to develop core skills in other subject areas. Personal aspects and common features such as problem solving, evaluation and other thinking skills are embedded in the activities of the PPB. The principles above are now represented in all the UK curricula.15
16 What the box does for you 1 It –is user friendlyis reinforced to national curriculum statements for ease of planningis written by professionals for professionals – all the research has been done for youincludes many extension activities across the curriculumbrings the curriculum to life by embedding learning in real experiencesensures every child experiences successencourages independent learning and develops learning skills across the curriculumunits can each be a broad and balanced curriculum mealstarts from where you are now and helps you to reach out to our future worldresponds to the current initiatives – the Frameworks et alis fully reinforced with high quality materialsfor teachers…… eleven reasons for using this resource to develop your teaching as a primary educator!
17 What the box does for you 2 ensures every child experiences successencourages independent learning and develops learning skills across the curriculumunits can each be a broad and balanced curriculum mealstarts from where you are now and helps you to reach out to our future worldresponds to the current initiatives – the Frameworks and future curriculum changesis fully reinforced with high quality materials
19 What the Box does for your children 1 It enables them to -utilise all their sensesreach out from a firm base by beginning from the familiarlook at their surroundings with new eyeshave rich stimulating experiencesbecome more observantAgain eleven reasons which continue and maintain the good work begun in the Foundation stage
20 What the Box does for your children 2 It enables them to -begin to think outside the boxrefine their questioning skillsengage in the learning processdevelop their creativityenjoy working across the curriculum areas…have fun and have ownership
22 Structures and materials Themes and QuestionsThere are five themes :PeoplePlaceSensesStructures and materialsCultureWith your neighbour see how many questions you can think of appropriate for each theme-
23 Ways to use the Primary Project Box ‘Dip in’ – use a single activity that links with current plansSubject strand – follow progression through one subject through all five units and look for easy links to other subjects where appropriateBegin with theme or questions and use activities in each unit which support these……..Single unitWhole box
24 These questions have all contributed to making this matrix For any one subject you have a coherent medium term plan (MTP) ( horizontal sequence) For each unit ( vertical sequence) there is a complete weeks timetable – or two half terms work - or a selective cross curricular working for half a term – or what ever24
25 The lesson format 1Each lesson description follows the same format over four pagesLearning intentions: Page 1Previous experienceBefore you startGetting readyA suggested timingSetting up the learning environmentVocabularyNational CurriculumKS1 Subject PoS referencesPSHE GuidlinesThese headings should be very familiar to you – they are usually at the start of your lesson plan template. Here you are forewarned about other activities which should have taken place e.g. museum visit, a walk round the neighbourhood , and the skills you expect to be present – or perhaps need to revise. What you need in equipment and setting up and the suggested timing
26 Lesson Format 2 The Lesson P2 & 3, 4 Introduction – questions and style of startersMain activity – organisation and development with main outcomesOther activitiesFinishing off- involving other groups, classes,Differentiation – challenges and supportResponses and assessment – expectations at three levelsInvolvement of Parents/carersExtension activities across the curriculumResources- stories, information sources including web sitesThe lessons vary in style – some have lots of activities, others have one major activity. There are suggestions for finishing off – not just a plenary but also sharing with other classes . Parents, carers and TA’s contributions are given when appropriate and inclusion for the brightest as well as the neediest is covered. Expectations for responses and attainment are also delineated whilst why the activities are important for the child is stated clearly. Cross curricular work is given in all cases.
27 Another way to use the themes and activities Each question box has the relevant subjects to provide the information and skills to answer the questione.g. What games do we play ?What games did children play?What games do other children play?EN, Hi, PE, PLAnother way to use the themes and activities Each question box has the relevant subjects to provide the information and skills to answer the question27
28 Or translate it to your usual MTP format EnglishDevelop questions and vocabularyWriting : description lists, vocabulary , organise and explain create story,poems , titlesSpeaking – tell, discuss, express views, create characters and role play ;question;persuade, describe, presentListening – story, tape recorder, video, presentationICT Process collected data, annotate, research and createGeographyAsk geographical questions;use geographical vocabularyExpress views; use fieldwork skills; make mapsUse observations to make study of local and other areas;communiucate in different ways including ICTBegin to understand values and attitudesUnderstand about other peoples livesRecognise how things have changed and are changing and could be improved and sustainedHistoryAsk historical questions and use historical vocabulary; express viewsUse evidence; consider changes and continuities in material thingsBegin to understand values and attitudesUnderstand about people’s lives;Develop empathy in comparisonDevelop enquiry through interrogation and interpretation and communicate in different ways including ICTScienceDescribe and sort using criteriaUse scientific questions and vocabularyRecognise different materialsRecognise different are suitable for different uses and purposes Compare different materials and test with water, heat and windCollaborate with models in D&TRecognise differences in living things and environmentsRecognise different needs and universal needs e.g. water.D&TDesign, model, test and evaluateTalk, plan, communicateUse a variety of methods including drawing, making modelsUse a variety of materials along with and besides those used by ScienceTest and evaluate with concern for changing needs, uses, and future possibilities.Our WorldInsideOutsideWiderChangingFutureOur WorldInsideOutsideWiderChangingFuturePrimary LanguagesLook at languages spoken at home, in school, in the neighbourhood, other placesVocabury – develop questions and subject vocabulary in another languageUse context and clues to interpret meaningCustoms – consider an equivalent culture and notice clothes, food, customs, buildings activities and work with authentic materialsConsider continuity and change in the above if possible through other peoples experienceConsider future needsRE Link with PL. Hist and Geog, to consider festivals and religious customsLink with maths , Science and D&T to consider shapes and ideas connected to different religions.Music & Drama and PE : role play and re-enactment both now , in the past and for the futureUse stories, poems, songs, from now, the past and other places.Use these to explore how sounds are made in different ways and can be used for different purposes.Art : complement mapping skills ( grids for plans and body maps)Explore and create different materials to use with modelling and map makingUse different processes including digital, to illustrate elements of work in other subjects.MathematicsUse mathematical vocabulary to describe position and movement.Work with whole, half and quarter turnsName and describe common 2D and 3D shapes;Solve problems relating to shape.Use measures and ask and answer questions relating to ‘real-life’ shapes, .Collect, sort, classify and organise data in order to solve problems.Use a turtle to support measures, maps and models in other subject areas.Or translate it to your usual MTP format
29 Our World : Enquiry Questions into Our Classroom WorldInside Outside WorldOur Wider WorldOur Changing WorldOur Future WorldArt, Music ,PE,REAesthetic, and creative thinking and doing used by, between and within subject and theme areasCommon aspects of learning::Enquiry,Problem solving, Information processing; reasoning, evaluation, communicationPersonal aspectsSelf-awareness, managing feelings, motivation, empathy, social skillsHISTORYGEOGRAPHYDESIGN AND TECHNOLOGYSCIENCEMATHEMATICSENGLISHPRIMARYLANGUAGEICT : tools for communicating, evaluating, modelling,creating, processingCreate your own spider gramEach box reflects the questions and intentions for a particular subject – and connections are made between subjectsEach Oval has common elements e.g. ICT, SEAL, Common aspects of learning e.g. Enquiryand Creative thinking and doing
30 Each booklet gives specific detail for the lesson sequence. OUR FUTURE WORLDLearning intentionsArt – How much do we care? Consider use of materialsGeography – A better place to live Share opinions and plansMaths :Homes for the future Make 2D and 3D modelsHistory How will they see us? Think about evidenceScience Recycle reuse and respect Know that some resources and materials are finiteEnglish Dear Mother Earth Reflect, consider, talk, compose a pledgePrimary Lang. Let’s look ahead. Develop a positive attitude to languagesEach Unit diagram has a distinctive set of questions which progress from from the local present to the global future . Note these questions could well be echoed by KS2 children – but the activities will need to be tailored to their different needs to ensure their progression in skills and in understanding – not forgetting the Gifted and talentedEach booklet gives specific detail for the lesson sequence.30