Which subject would use these images?Lifting The Lid PGCE/NQT Workshop GA Conference Guildford

Rachel Bowles, C.Geog

Which subject would use these images?

1 Geography2 Art

3 Science

4 Music

5 Modern ForeignLanguages

Did you guess right ? For all subjects could

And which subject would use these photographs ?

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

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

5

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

6

There are 6 booklets and 6 CD’s

7

                                              

      

                                   

                                                    

                                                    

                                                    

                                                    

                                                    

                                                    

Unit Two Inside Outside

                                        

      

                                        

      

                                        

      

12

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

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

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

This sheet is a framework for Drawing and putting thoughts down –These can then be used as a basis of discussion with the TA , parent helper or teacher

This develops thoughtful observation and prepares for the later lessons.

The activity sheets include templates and are not colouring sheets

                                           

         

17

18

19

Click on EY&Primary to go to The primary pages:-

Navigate the pages with the left hand menu

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/

23

‘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

24

What the box does for you 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

26

What the Box does for your children

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• 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

Available as a ,pdf on the CD

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

Place : some of the questions

Feelings What do we like about it ? What don't we like? What could we change? Can we improve it?

Use How do we use it? Has it always been like this? What was it like in the past? What will it be like in the future?

Senses Where are we? Can we draw where we are? How does it look from here/there? What does it sound like? What does it small like? What does it feel like?

Other places – are all countries like ours? Are they the same? How are they different? What weather do they have ? What food do they have? How can we get there?

Movement – How can we move in this place? How can we travel in and out? What could we change? Can we improve it?

People : some of the questionsVisitors Who visits us? Where do they come from?

Why do they come? What do they do? What can they tell us?

Opinions What do we think about? What do we care about? What’s important to other people?

Diversity How are we all the same? How do we change as we grow up? How do we change as we grow old? What do we all need?

Caring Who cares for us ? What do they do? Who matters to us? What can I do to care for them?

Other children What did children do long ago? What do children do in other places? How do we know?

Belonging Who else belongs here? Who belonged here in the past? How do we know?

Culture: some of the questionsLeisure What songs and games do we play? What

songs and games do other children play?Diversity What makes us the same? What makes us

different?Celebrations What celebrations do we have? What

celebrations do other cultures have? How are they the same?

Language What words do we use? What languages do we speak? What languages do other children speak? How can we communicate?

Clothes What do we wear? What do other children wear? What did children wear in the past?

Food What do we eat? What do other children eat?

Structures and materials: some of the questions

Sustainability How can we help look after the world? Why does it matter? How can we make it better

Fitness for purpose Which material is best for this purpose? What could we change? Can I make it even better?

Use What are buildings for? What are buildings made of ? Have they always been like this?

Manufacture What are things made of? What things can we make? What things can't we make?

Materials What can I make with this? What can I do with this? How can I change it?

Aesthetics What patterns can we see? What patterns can we make? What shapes do we see? What sizes are they?

Diversity Are buildings like this in other places? How are they the same? How are they different?

Senses: some of the questions

• What do we smell?

• How do I feel about this? How can I tell how others are feeling?

• What do we see? What images can we make? How can we change them?

• What do we like? What do we dislike?

• What do we hear? What sounds can we make? How can we change them?

• What do we know? How do we know?

35

36Track each subjectthrough the five units

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

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

39

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

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

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

Unit OneOur classroom

and school

People

Structures and Materials

Place

Culture

Add and adjust the questions to suit your own school and year group Colour code for subject use:Yellow En EnglishBlue Ma MathematicsOrange Sc ScienceGreen D&T Design and Technology Purple H HistoryBrown Gg GeographyICT, Art, Music and PE are expected to be involved in more than one activity.

Senses

Unit 3Our Wider

World

These are the places children experience with siblings, parents and relatives as well as on walks from school.

The senses are still the main collectors of evidence.

Connections and environmental change become more significant.

Art, Music and role play become essential parts of strategies to develop thinking.

Cross connections are too numerous to show all links

SensesObservation

Trails in selected places Street, Park, Cemetry, Open Spaces

Buildings:Shapes, uses

Sounds ; Natural, man made

Signs: clues, warnings information

PeopleSurveys

Connections:Cycling, walking, riding, train, bus People who help

us: where to find them ?Police, ambulance, fireman,

Who come here?What do they do ?Why do they come?What should they see?

CultureCommunication

Games; Street Music; Pictures/ Murals Languages Customs/Markets

PlaceMaps and mapping

Change

Structures and materials

Modelling and experiment

Environment

Sustrans http://www.saferoutestoschools.org.uk/

Living Streets http://www.livingstreets.

org.uk/

: Save Our Streetshttp://www.english-heritage.org.uk/server/show/conWebDoc.4399

How to reach us Who lives/has lived hereLandscape mappingStory Mapping

Places for working’/reading /worship/shopping/leisure/eating/meeting/playing/Are these always the same? Have they always been there?

Do you like what you see?What is the oldest /newest building like? What decorates the street?

Are some buildings more important than others? What are they made of? How are they spaced?

Spaces;Shapes, uses; greenness ; gardens; parking

44

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

45

Ways to use the PPB

• ‘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

46

Further Help

• If there are not enough handouts• If you would like a copy of the PPT (it extends

the CPD in the CD)• If you want information upon research topics • Contact : Rachel Bowles• Coordinator, Register of Research in Primary

Geography on

• rabowles@dial.pipex.com