Which subject would use these images ?

1. Lifting The Lid PGCE/NQT Workshop GA Conference Guildford Which subject would use these images? Rachel Bowles, C.Geog

2. Which subject would use these images? 3 Science 1 Geography 2 Art 5 Modern Foreign Languages 4 Music Did you guess right ? For all subjects could

3. And which subject would use these photographs ? It is not always possible to collect one’s own significant illustrations ……..

4. And which subject would use these photographs ? 3. Modern Foreign Lang 2 Mathematics 1 History 6 Art 5 Religious Education 4 Science 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

9. Unit Two Inside Outside

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

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

14. 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 in two forms – .pdf i.e. permanent or Word.Doc which enables changes

15. 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

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

21. Navigate the pages with the left hand menu

22. What's New In My File 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 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. http://www.geography.org.uk/eyprimary/geographysubjectleaders/

23. 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

25. 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

27. 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

28. Available as a ,pdf on the CD

29. 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

30. 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?

31. People : some of the questions Visitors 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?

32. Culture: some of the questions Leisure 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?

33. 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?

34. 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?

36. Track each subject through the five units

37. 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

38. 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

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

40. 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 playand 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.

41. Art, Music ,PE,RE Aesthetic, and creative thinking and doing used by, between and within subject and theme areas HISTORY Common aspects of learning:: Enquiry,Problem solving, Information processing; reasoning, evaluation, communication GEOGRAPHY • Our World : Enquiry Questions into • Our Classroom World • Inside Outside World • Our Wider World • Our Changing World • Our Future World PRIMARY LANGUAGE DESIGN AND TECHNOLOGY SCIENCE ENGLISH MATHEMATICS ICT : tools for communicating, evaluating, modelling, creating, processing Personal aspects Self-awareness, managing feelings, motivation, empathy, social skills

42. Add and adjust the questions to suit your own school and year group Colour code for subject use: Yellow En English Blue Ma Mathematics Orange Sc Science Green D&T Design and Technology Purple H History Brown Gg Geography ICT, Art, Music and PE are expected to be involved in more than one activity. People Senses Unit One Our classroom and school Structures and Materials Culture Place

43. 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 Sustrans http://www.saferoutestoschools.org.uk/ Trails in selected places Street, Park, Cemetry, Open Spaces Connections: Cycling, walking, riding, train, bus Sounds ; Natural, man made People who help us: where to find them ? Police, ambulance, fireman, Signs: clues, warnings information People Surveys Senses Observation Who come here? What do they do ? Why do they come? What should they see? Buildings: Shapes, uses Unit 3 Our Wider World Spaces; Shapes, uses; greenness ; gardens; parking Culture Communication Games; Street Music; Pictures/ Murals Languages Customs/Markets Structures and materials Modelling and experiment Environment Are some buildings more important than others? What are they made of? How are they spaced? How to reach us Who lives/has lived here Landscape mapping Story Mapping Place Maps and mapping Change Do you like what you see? What is the oldest /newest building like? What decorates the street? : Save Our Streets http://www.english-heritage.org.uk/server/show/conWebDoc.4399 Places for working’/reading /worship/shopping/leisure/ eating/meeting/playing/ Are these always the same? Have they always been there? Living Streets http://www.livingstreets.org.uk/

44. 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

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

47. 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