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Mia Wood

on 19 December 2013

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Transcript of Eureka

The Foundation Subjects

Deliver a broad and balanced curriculum
Personalised learning and inclusion
Individual needs incl. SEN
Behaviour management
Adult to child ratio and safe guarding
Health & safety and liability
Assessing children's progress
Eureka! is a National Children's Museum located in Halifax, West Yorkshire

It is interactive and educational

There is a focus on learning through play

Children can have an enjoyable day experiencing creative activities and broadening their knowledge whatever the weather
Our rationale for Eureka!
Play allows children to use their


(Shonkoff, J.P, Phillips, D.A, 2000)

Children can develop their imagination, dexterity, physical, cognitive and emotional strength

(Shonkoff, J.P, Phillips, D.A, 2000)

Through play children can engage and interact in the world around them

(Hurwitz, SC. 2002/2003)

Play allows children to conquer their fears while practicing adult roles, sometimes in conjunction with other children or adult caregivers/practitioners
(Tsao L. 2002)
The importance of play?
The new Primary National Curriculum content:
~Locational knowledge ~ Place knowledge ~Geographical skills and fieldwork ~Human and physical geography
Including vocabulary to refer to weather, physical features (beach, forest, ocean etc.) and also key human features (town, shop, city etc.)
What are the barriers to learning we face with school trips?

To ensure successful learning takes place, children need the opportunity to develop skills independently use and apply their knowledge in new contexts and situations.
Hayes, D.

Values in PSHE
Design &
Encourage children to be willing to take responsibility for the sustainable care of the planet, through local and wider action.
Giving knowledge to children about the areas around them as well as distant surroundings and knowledge of names of places and countries.
Understand the physical and human characteristics of places.
Hidden curriculum
Personal development

Social and communication skills

Sense of community

Cultural/social identity

What are the opportunities for learning?
Links to the Primary National Curriculum
Diverse interactive environments
Exhibits for all learning styles: Visual, Auditory and Kinaethetic (VAKs)
Guides can lead a tour of the museum
You can book gallery workshops and programmes

Teachers responsibilities:
~Children's emotional, mental and physical health concerns
~Financial and support issues for families and parents
~Personal, family or care issues

Summary of Ofsted's Report (RE: Learning Outside the Classroom (2008)
This type of learning raises standards and improves children’s holistic development.

It is most effective to closely link classroom activities to the outdoor learning.

Consideration must be given to alternative ways of financing school visits.

It is essential to evaluate the effectiveness of the learning, inclusiveness and value for money of such activities.

Recognise choices they make and the difference between right and wrong/developing morals.
Share and explain their opinions and views as well as listening and valuing other peoples views too.
Develops and forms part of an individual’s identity and positive interaction with music which can improve and develop further on pupils’ competence as learners and increase their self-esteem.
Schellenberg (2003) relates music education to a wide range of cognitive skills. Children who had participated in music education for one year had increases in general intelligence. Schellenberg (2003) thought this increase was related to periods of focused attention, memorisation, and the concentration involved in listening to and making music.
Learning outside of the classroom
Whole child
Nurture creativity and imagination
Build confidence
and independence
Develops their ideas, creativity and independence and allows them to collaborate with others and share ideas.
Follow rules for safety in the working environment and how to use the appropriate equipment correctly.
opportunities and
Putting learning
concepts into real
Enhance natural curiosity to explore
Teaching the foundation subjects
Be creative
Pimley (2013) outlines:

Is there a
natural overlap
between the linked subjects?

Can children
see why they are making the link

links clearly explicit
to children?

Do the links
extend children’s understanding

Do the links
make learning more motivating

Do the links
warrant appropriate coverage and progression in the subjects involved

Does the medium-term planning
(MTP) merge learning between the subjects effectively

Effective primary practice includes a
discrete subject teaching
equally effective cross-curricular links

Pimley (2013)
Inspire pupils curiosity and fascination about the world and its people, and to equip them with the knowledge about the world around them.
Music is a universal language that embodies one of the highest forms of creativity.
Pupils develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.

The new Primary National Curriculum content:
~Perform, listen, evaluate a range of music ~Learn to sing and compose ~Have the opportunity to learn a musical instrument ~Understand and explore how music is created and communicated, including through the inter-related dimensions.

Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.
The new Primary National Curriculum content:
~Design, make and evaluate ~Technical knowledge ~Cooking and nutrition

The new Primary National Curriculum states:
2.5 All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice.
Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
Child centered approach
Equal opportunities
Inclusive to all learners
Safe and stimulating environment
Personalise learning
Positive teacher influence
Interactive and interesting lessons
Learning is shared, relevant and purposeful.
Plan for each child's strengths and tailor to suit learning styles/needs.
Building on prior knowledge
Making connections
Exploration and discovery
Class activity
For each room, think about...
Why these items are in this room?
What do we use this room for?
Design your house
Write a list of the materials you think your furniture is made out of.

Where do you think these materials might have come from?
What things could you do in this house to save energy or to be kinder to the planet?
Check list:

How to teach Foundation Subjects effectively and cross-curricular?
Experiential Learning
'Us and our surroundings'
Unit of work by:
Mia Wood
Shakira Banton
Natalia Trotter
Lucy Watkins
Full transcript