1. Lifting the Lid upon the
GA/HA Conference 2008
The 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 teacher
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 Rachel Bowles C.Geog 1

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?
Science
1 Geography
Art
5 Modern Foreign
Languages
4 Music
Any surprises? These are taken from each subject gallery connected with each teaching unit
Did 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 Mathematics
3. Modern Foreign Lang
1 History
6 Art
5 Religious Education
Again – 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 Science
All 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 links
for each unit - so when mixing and matching for your own needs
the resources are in one place
Clicking on any unit produces a menu like the next slide

7. But with the following instruction
Unit Two Inside Outside
But with the following instruction
There 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 A4
They can be downloaded as a Powerpoint file and then added to with your own or the children's photographs
This then is a resource for using with an interactive whiteboard to develop discussion, debate and all other aspects of speaking and listening, PSHE
Printed and laminated they can make displays for prompting , revising and reinforcing concepts on a learning journey
Each subject has relevant images which
will be added to on their own subject websites
Together 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 hyperlink
your images - this is the final screen.

10. The activity sheets are given for several reasons :
Unit Two Inside Outside
A selection of the activity sheets
Geography : our school world
How can we
make it better?
Landscapes
Buildings ( 1 of 4)
Local feature cards
– Traffic features 1
The activity sheets are given for several reasons :
To provide information
To provide a template for organising observations and writing
To provide a frame work for expressing opinions, emotions and clarifying drawings
To develop subject vocabularies and word banks
To develop questioning
They are for using, not for colouring .
The activity sheets are in two forms –
.pdf i.e. permanent
or 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 guide
video 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 leader
Navigate 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 together
in your subject leaders file.
Leading Geography -
This section contains information and resources on your role
and responsibilities, exemplar policy and ideas for teaching CPD. Including End of year review of geography unit
A questionnaire designed to help the geography co-ordinator
make improvements to the subject work for the following year.
Fieldwork
Getting Started
All you want to know about fieldwork
progression in local fieldwork,
health and safety, school grounds,
local and residential learning ideas.
This section includes a staged plan
for taking over geography and getting
a feel for what's going on in the subject.
Inspire Me
What to do as a geography subject leader – which may help for other subjects too
Resources & ICT
The material in this section
comprises a growing bank
of teachers' planning examples
and pupils' learning activities.
Key information on the best resource
providers, key websites,
ICT published tools, schemes,
storybooks and much more.

14. These pages give the philosophy behind the activities14

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 concepts
Practising skills
Assisting memory
Opportunities for application
Opportunities for recognition and development of key aspects of learning
Excellence and enjoyment
The 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 friendly
is reinforced to national curriculum statements for ease of planning
is written by professionals for professionals – all the research has been done for you
includes many extension activities across the curriculum
brings the curriculum to life by embedding learning in real experiences
ensures every child experiences success
encourages independent learning and develops learning skills across the curriculum
units can each be a broad and balanced curriculum meal
starts from where you are now and helps you to reach out to our future world
responds to the current initiatives – the Frameworks et al
is fully reinforced with high quality materials
for 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 success
encourages independent learning and develops learning skills across the curriculum
units can each be a broad and balanced curriculum meal
starts from where you are now and helps you to reach out to our future world
responds to the current initiatives – the Frameworks and future curriculum changes
is fully reinforced with high quality materials

18. And the philosophy for children18

19. What the Box does for your children 1
It enables them to -
utilise all their senses
reach out from a firm base by beginning from the familiar
look at their surroundings with new eyes
have rich stimulating experiences
become more observant
Again 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 box
refine their questioning skills
engage in the learning process
develop their creativity
enjoy working across the curriculum areas
…have fun and have ownership

22. Structures and materials
Themes and Questions
There are five themes :
People
Place
Senses
Structures and materials
Culture
With 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 plans
Subject strand – follow progression through one subject through all five units and look for easy links to other subjects where appropriate
Begin with theme or questions and use activities in each unit which support these……..
Single unit
Whole 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 ever 24

25. The lesson format 1
Each lesson description follows the same format over four pages
Learning intentions: Page 1
Previous experience
Before you start
Getting ready
A suggested timing
Setting up the learning environment
Vocabulary
National Curriculum
KS1 Subject PoS references
PSHE Guidlines
These 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 starters
Main activity – organisation and development with main outcomes
Other activities
Finishing off- involving other groups, classes,
Differentiation – challenges and support
Responses and assessment – expectations at three levels
Involvement of Parents/carers
Extension activities across the curriculum
Resources- stories, information sources including web sites
The 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 question
e.g. What games do we play ?
What games did children play?
What games do other children play?
EN, Hi, PE, PL
Another way to use the themes and activities Each question box has the relevant subjects to provide the information and skills to answer the question 27

28. Or translate it to your usual MTP format
English
Develop questions and vocabulary
Writing : description lists, vocabulary , organise and explain create story,poems , titles
Speaking – tell, discuss, express views, create characters and role play ;question;persuade, describe, present
Listening – story, tape recorder, video, presentation
ICT Process collected data, annotate, research and create
Geography
Ask geographical questions;use geographical vocabulary
Express views; use fieldwork skills; make maps
Use observations to make study of local and other areas;communiucate in different ways including ICT
Begin to understand values and attitudes
Understand about other peoples lives
Recognise how things have changed and are changing and could be improved and sustained
History
Ask historical questions and use historical vocabulary; express views
Use evidence; consider changes and continuities in material things
Begin to understand values and attitudes
Understand about people’s lives;
Develop empathy in comparison
Develop enquiry through interrogation and interpretation and communicate in different ways including ICT
Science
Describe and sort using criteria
Use scientific questions and vocabulary
Recognise different materials
Recognise different are suitable for different uses and purposes Compare different materials and test with water, heat and wind
Collaborate with models in D&T
Recognise differences in living things and environments
Recognise different needs and universal needs e.g. water.
D&T
Design, model, test and evaluate
Talk, plan, communicate
Use a variety of methods including drawing, making models
Use a variety of materials along with and besides those used by Science
Test and evaluate with concern for changing needs, uses, and future possibilities.
Our World
Inside
Outside
Wider
Changing
Future
Our World
Inside
Outside
Wider
Changing
Future
Primary Languages
Look at languages spoken at home, in school, in the neighbourhood, other places
Vocabury – develop questions and subject vocabulary in another language
Use context and clues to interpret meaning
Customs – consider an equivalent culture and notice clothes, food, customs, buildings activities and work with authentic materials
Consider continuity and change in the above if possible through other peoples experience
Consider future needs
RE Link with PL. Hist and Geog, to consider festivals and religious customs
Link 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 future
Use 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 making
Use different processes including digital, to illustrate elements of work in other subjects.
Mathematics
Use mathematical vocabulary to describe position and movement.
Work with whole, half and quarter turns
Name 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 World
Inside Outside World
Our Wider World
Our Changing World
Our Future World
Art, Music ,PE,RE
Aesthetic, and creative thinking and doing used by, between and within subject and theme areas
Common aspects of learning::
Enquiry,Problem solving, Information processing; reasoning, evaluation, communication
Personal aspects
Self-awareness, managing feelings, motivation, empathy, social skills
HISTORY
GEOGRAPHY
DESIGN AND TECHNOLOGY
SCIENCE
MATHEMATICS
ENGLISH
PRIMARY
LANGUAGE
ICT : tools for communicating, evaluating, modelling,
creating, processing
Create your own spider gram
Each box reflects the questions and intentions for a particular subject – and connections are made between subjects
Each Oval has common elements e.g. ICT, SEAL, Common aspects of learning e.g. Enquiry
and Creative thinking and doing

30. Each booklet gives specific detail for the lesson sequence.
OUR FUTURE WORLD
Learning intentions
Art – How much do we care? Consider use of materials
Geography – A better place to live Share opinions and plans
Maths :Homes for the future Make 2D and 3D models
History How will they see us? Think about evidence
Science Recycle reuse and respect Know that some resources and materials are finite
English Dear Mother Earth Reflect, consider, talk, compose a pledge
Primary Lang. Let’s look ahead. Develop a positive attitude to languages
Each 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 talented
Each booklet gives specific detail for the lesson sequence. 30