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Eccleston

Eccleston. Primary. School. Creativity Project 2007/08. Creativity Project 2007/08. The creativity project involved both Key Stage 1 and Key Stage 2 children and all staff.

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Eccleston

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  1. Eccleston Primary School Creativity Project 2007/08

  2. Creativity Project 2007/08 • The creativity project involved both Key Stage 1 and Key Stage 2 children and all staff. • The objectives for the project were to raise standards in writing across the curriculum, and the development of key attributes and skills. • The project was initially going to be for one term. • Due to its success, we now use this cross curricular approach to planning each term, encompassing as many curriculum areas as is feasible without forging tenuous links.

  3. Creativity Project 2007/08 Wider resources Throughout the project we used loans and drew on the expertise from the museum and library services. These services have to be planned to be used in a way which is both sustainable and replicable.

  4. Creativity Project 2007/08 Core and Foundation Subject Focus Key Stage 1- Toys project, linking Science, Design Technology and History Key Stage 2- Egyptian project, linking Literacy, History and Art

  5. Creativity Project 2007/08 Key Skills and Attributes Key Stage 1Key Stage 2 Creative Thinking Enquiry Information Processing Problem Solving Reasoning Self Awareness Motivation Motivation Social skills

  6. Numeracy • Shape.space & measure • Make kites- measure string, use different shapes • Make pop-up puppets • Nets • Number • partitioning into tens & units • counting objects from toy shop • History • What do children already know about old toys? • Comparison of Modern toys to old toys • Describe artefacts • Questioning skills • Big book “Toys” & artefacts from museum service loan • Sort toys into old/new- chronological order • Role play- dolls house /furniture • Oral source- visitor- question about the past • Trip to judges lodgings - report in Newsletter • Science • Forces & Movement • Pushes & Pulls • Sorting toys • Pushes/pulls can make objects speed up, slow down, change direction • Investigations • Measure distances travelled in appropriate standard/non-standard units • Suggest questions about measurement • Prediction • Draw conclusions- what happened? Why? TOYS • PE- Dance • Toyshop- toys come to life when shopkeeper leaves • Tambour- Tchaikovsky Nutcracker Suite • Use different body parts/shapes singly and in a combinations • Sequencing a dance • Literacy • Instructions for various sets of using toys • How to make a kite booklet • Checklists for instructions • eg bossy verbs, sequencing • Report of visitor’s visit to school • Recount of trip to judges lodgings • DT • QCA unit- Winding Up • Examples of toys with pulleys/winders • How toys move- museum loan and visit museum curator • Draw & label winding toys • Look at and make models from kits • Use nursery rhymes as focus for making own model using winding mechanism • Finished products • Report in Newsletter

  7. History • Chronological understanding of Ancient Egypt • Observe artefacts and make inference & deductions • Record information • Classify information in various ways • Questioning skills • Life in Ancient Egypt • Research & record information • Jigsaw (talk for writing) • Literacy • Stories with historical settings • Character descriptions • Speaking & listening- telling stories • Review chosen book • Produce story mountain & write own version of the story • Instructions- mummification EGYPT Display Art and Design • Clay • Investigate artefacts • Draw containers/models • Look at shapes/design/materials • Design own object/container • Manipulate clay to form object • Printing • Investigate artefacts/ materials • Objects • Look at pattern, shape • Design own border patterns • Construct geometric pattern • Print border pattern • Jewellery • Investigate Egyptian jewellery • Colours • Shape • Questioning skills- how did they make colours? • Design jewellery with evidence from above • Make jewellery

  8. Science • Electricity • Common appliances in the home • Circuits • Sorting and using materials • Materials within the home, eg bricks, glass, plastics • Investigations, fair testing • History • Questioning skills- historical artefacts, museum loan • Investigating artefacts eg dolly tubs, carpet beaters • Role play- posser, other artefacts • Compare and contrast homes now and then • Identify similarities and differences • Describing own home • Field visit into local area, age of buildings • Newsletter • Geography • Mapping skills • Journeys • Field visit into local area- routes, road layout, street furniture • Types of houses Homes Class assembly Display • Literacy • Poetry • Nonsense verse • Individual, group and class poem based on Jeremy Joe • Adjectives • Speaking to an audience • Poems from personal experience • Wrote poems about different types of homes eg. castles, house boats, cottage • DT • Design and make a house • Skills- cutting windows, hinges, tabs, shell structures • Evaluation of finished product • PSHE • Safety in the home • Road safety

  9. Creativity Project 2007/08 Evaluation of the Project • Plans and work have been scrutinised, and show evidence of cross curricular links and a focus on the development of skills. Children are given more opportunities for cross curricular writing. • Moderation of writing and tracking evidence show an increase in standards of writing. Written work shows evidence of children’s improved enquiry skills, and there is an increased use of a range of sources of information. • Discussions with children show evidence of some improvement in questioning skills- this will be an ongoing focus for school improvement. Children stated how they have enjoyed being able to handle and work with a range of artefacts. They have a greater awareness of links between subject areas, and are able to use skills in a range of contexts. • All staff have been involved in monitoring the success of the project. Practice is becoming more embedded, particularly in Key Stage 1. Staff plan together, producing mind maps showing cross curricular links and identifying opportunities for cross curricular writing. This has developed staff confidence. • Parents have been involved in the project from the outset, supporting work at home, coming to class assemblies, enjoying work in books and on display throughout school, and reading about the project in a our weekly newsletter.

  10. Creativity Project 2007/08 Issues • Whole school curriculum planning needs to be reviewed so that links between subjects are strong, not tenuous, to make the project worthwhile and real for children. • Introduction of the project would have been more manageable in one Key Stage or one year group initially.

  11. Creativity Project 2007/08 What Next? • We will continue to use this approach to planning of a skill based curriculum • Continued use of the museum and library services • Links with other organisations, providing visitors into school and visits into the community to support work in school • Further development of cross curricular writing

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