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Lifting the Lid upon the

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

GA/HA Conference 2008

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Which subject would use these images?

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Which subject would use these images?

1 Geography2 Art

3 Science

4 Music

5 Modern ForeignLanguages

Did you guess right ? For all subjects could

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And which subject would use these photographs ?

It is not always possible to collect one’s own significant illustrations ……..

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And which subject would use these photographs ?

1 History 2 Mathematics 3. Modern Foreign Lang

4 Science5 Religious Education 6 Art

All chosen by teachers for teachers – beats Google images – which could bear

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Unit Two Inside Outside

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Each subject has relevant images which will be added to on their own subject websitesTogether they make a powerful gallery.

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In the Teachers Unit there is a useful Powerpoint showing you how to hyperlink your images - this is the final screen.

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Unit Two Inside Outside

Geography : our school world

A selection of the activity sheets

Buildings ( 1 of 4) How can we make it better?

Landscapes

Local feature cards – Traffic features 1

The activity sheets are in two forms – .pdf i.e. permanentor Word.Doc which enables changes

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12Navigate the pages with the left hand menu

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What's New

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 unitA questionnaire designed to help the geography co-ordinator

make improvements to the subject work for the following year.

Fieldwork

In My File

Inspire Me Resources & ICT

The latest activities, advice, planning documents,

Getting Started This section includes a staged plan for taking over geography and getting a feel for what's going on in the subject.

All you want to know about fieldwork -progression in local fieldwork, -health and safety, school grounds, -local and residential learning ideas.

The material in this section comprises a growing bank of teachers' planning examples and pupils' learning activities.

Working documents to collect and keep together in your subject leaders file.

Key information on the best resource providers, key websites, ICT published tools, schemes, storybooks and much more.

http://www.geography.org.uk/eyprimary/geographysubjectleaders/

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‘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

Working across the curriculum Five good reasons

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What the box does for you 1It –• 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

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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

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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

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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

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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

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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

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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

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Lesson Format 2The Lesson P2 & 3, 4Introduction – questions and style of

startersMain activity – organisation and

development with main outcomes Other activities Finishing 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 sites

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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

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Our WorldInside

OutsideWider

ChangingFuture

EnglishDevelop questions and vocabulary Writing : description lists, vocabulary , organise and explain create story,poems , titlesSpeaking – 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

GeographyAsk geographical questions;use geographical vocabulary Express views; use fieldwork skills; make mapsUse observations to make study of local and other areas;communiucate in different ways including ICT Begin to understand values and attitudesUnderstand about other peoples livesRecognise how things have changed and are changing and could be improved and sustained

HistoryAsk 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 ICT

ScienceDescribe and sort using criteriaUse 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&TDesign, model, test and evaluateTalk, plan, communicate Use a variety of methods including drawing, making modelsUse a variety of materials along with and besides those used by Science Test and evaluate with concern for changing needs, uses, and future possibilities.

Primary LanguagesLook at languages spoken at home, in school, in the neighbourhood, other places Vocabury – 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 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.

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.

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 makingUse different processes including digital, to illustrate elements of work in other subjects.

Our WorldInside

OutsideWider

ChangingFuture

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Our World : Enquiry Questions into1Our Classroom World

2Inside Outside World3Our Wider World4Our Changing World5Our Future World

Art, Music ,PE,REAesthetic, 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 aspectsSelf-awareness, managing feelings, motivation, empathy, social skills

HISTORY

GEOGRAPHY

DESIGN AND TECHNOLOGY

SCIENCE

MATHEMATICS

ENGLISH

PRIMARYLANGUAGE

ICT : tools for communicating, evaluating, modelling,creating, processing

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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

Learning intentionsOUR FUTURE WORLD