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Tynemouth Priory

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Thomas Rea

on 8 March 2015

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Transcript of Tynemouth Priory

Outdoor Learning
"Every young person should experience
the world beyond the classroom as an essential part of learning and personal development, whatever their age, ability or circumstances".
Department for Education, 2006

For the purpose of this presentation, we have chosen to focus our educational visit upon the thematic topic of Castles. In doing so, we have chosen to consider how Tynemouth Priory could be used to both further and deepen the knowledge and understanding of a class of children in Key Stage 1.
English & Drama
Humanities & Science
A Outdoor Learning Experience for KS1
Tynemouth Priory
The children would visit the educational 'learning room' with Tynemouth Priory to begin, investigating several of the historical figures upon the displays.
They would then plan a fictional narrative to later develop in class, imagining that they have traveled back in time and ended up in Tynemouth Priory and Castle. The children should consider what they see, who they meet etc. drawing upon their surroundings for inspiration.
The children will perform their plans in small groups in order to further develop and order their ideas. They may use movement and sounds to further their performance skills.
Drama in KS1 Curriculum
Gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role.
Role-play and other drama techniques can help pupils to identify with and explore characters, extend their understanding of what they read and have opportunities to try out the language they have listened to.
They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theater performances.
KS1 Science
identify and name a variety of different materials including wood, glass, rock etc.
identify and compare suitability of a variety of everyday materials
distinguish between an object and the material from which it is made.
Maths in KS1 curriculum
Able to measure and record length and heights, and use appropriate units to estimate
Recognize and name common 2D and 3D shapes
Construct simple tally charts, block diagrams and simple tables
Describe position, direction and movement using appropriate language, which can describe 'turn' by applying rotations in practical context (pupils themselves moving in turns, and giving instructions)
Tasks at the priory
Look at the history of the priory. Why was it built? Location? Why was it built from stone?
Begin to look at maps, what symbols mean etc.
Research different castles, find out what kind of materials they are made out of. Why are those materials used?
'Feely' bag activity, what does the material feel like? is it a strong/ hard material or soft.
Role play attacking the castle. Would the castle have been hard to attack?
Are the materials strong enough, are they suitable?
Take pictures of anything that has changed in the castle and surrounding area since it was built.
Take pictures of erosion and assess suitability of materials.

create rubbings of the brickwork, sketching areas of interest with a view finder, etc.
notice the patterns of shapes in floor designs and brick work, including repeating patterns and symmetry
identify how shapes can be layered and positioned to create patterns in windows
use shapes to design a flag for their own castle
estimate size of key features in the priory and then measure, using appropriate tools, eg size of rooms, cannons, windows, grave stones. And record this data.
in pairs or small groups create a treasure trail, directing your partner to the treasure using only language of direction, angles and turns applying rotations, eg right angles, half turns, forwards backwards.
Using aerial photos, make a map of the castle, identifying the surrounding geographical features.
Make castles from cardboard boxes. Where would you build your castle. Why is your castle hard to attack?
Encourage children to question the suitability of the materials. Are they strong enough? test to find out if it is waterproof/ strong enough.
Use pictures taken. What had changed in the priory and castle? Sort pictures into categories eg. Old and modern.
Pre course task
pick a focus for measuring in the priory, and decide on what equipment is needed to take eg, tape measure, rulers... practice with measuring items in school, eg doors, windows, floor space.
practice language for position direction and motion with programming robot activities such as beat bots with right angles
make sure children are able to recognize shape related to everyday objects
introduction looking at art work in religious building including stained glass windows historically telling stories from the bible
learn different drawing techniques such as rubbings, sketching,
experiment with colour, pattern, texture, line, shape & form
Post visit tasks
make the flags that they designed using different materials
construct own stained glass window by using an array of geometric shapes
personalising both with techniques learned at Castle such as rubbing against different surfaces to create patterns
display measuring data in classroom using tables, graphs or charts.
English in KS1 Curriculum
Listen to, discuss and express views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently.
Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say.
Write narratives about personal experiences and those of others (real and fictional)
Drama and role-play can contribute to the quality of pupils’ writing by providing opportunities for pupils to develop and order their ideas through playing roles and improvising scenes in various settings.
The thematic topic of ‘castles’ lends itself to a number of curriculum areas, several of which appear to link well together. With this in mind, we have provided several examples, grouping together; English and Drama, Humanities and Science and Maths & Art. With the range of curriculum areas covered by our visit, we believe that a ‘carousel’ delivery system, in which children would be split into three groups cycling each activity, would offer the most beneficial structure to the visit. In order to gain the most from this outdoor educational visit, we have devised a number of activities that would be completed by the children. These activities have been split into 3 categories in order to ensure that each child would find the visit a valuable learning experience:

Post Visit
The class teacher will initiate a hot seat activity, in which one child will take the role of one of the historical figures investigated during the visit, i.e. Prior Simon, whilst the other pupils ask several questions before making a guess as to who the student is.
The children will develop their plans before ultimately creating a completed fictional narrative.
Pre Visit
Before the visit the class would have been focusing on one particular fictional narrative surrounding the theme of castles.
They would engage in a whole class discussion considering what it would be like to visit, live or work in a castle before recording their ideas in a mind map activity.
KS1 History Curriculum
know and understand the history of these islands as a coherent, chronological narrative.
understand historical concepts such as continuity and change, cause and consequence etc.
Local history

KS1 Geography Curriculum
interpret a range of sources of geographical information, including maps, aerial photographs etc.
use basic geographical vocabulary to refer to key physical and human features.
use aerial photographs to recognise landmarks and basic human and physical features; devise a simple map and construct basic symbols in a key
Outdoor Learning
Health and Safety
As is the case with any educational visit, child safety is of paramount importance. Tynemouth Priory has a number of identifiable risks and as such, it is appears vital to carry out a risk assessment of the site prior to the visit. This would allow the class teacher to identify issues within the surrounding area such as:
Steep cliffs surrounding the area
Steep winding steps within the castle.
Lots of walking/climbing: Children with asthma must have access to their inhalers at all times.
Or those dependent of the weather:
rain making surfaces slippery-children must wear appropriate footwear.
chance of bees and wasps-children allergic to stings must carry treatment at all time.
As well as finally identifying the importance of appropriate adult supervision throughout the day as the site is open to members of the public.
Maths & Art
Outdoor educational visits can be a vital tool in advancing children's learning, giving them a chance to experience topics they have been learning about in a classroom first hand. They can be used in a variety of ways and cover numerous aspects of the National Curriculum, as this presentation has demonstrated in regard to the thematic topic of Castles. Furthermore, this exploration has certified that Tynemouth Priory would provide the opportunity for teachers to establish numerous cross-curricular links and in turn would make an excellent site for an educational visit.
to use the environment to support and inform the topic
The r
Use a range of materials creatively to design and make products
To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
To develop a wide range of art and design techniques using colour, pattern, texture, line, shape, form and space
To look at a wide range of artists and craft makers and identify similarities of differences and make links to their own work.
Art in KS1 curriculum
Mid-term planning
Mid-term planning
Mid-term planning
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