Learning Excellence Award

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26th November 14
Trail : home / Case Studies / Curriculum Development : Cross-Curricular
Posted: 16th Jan 2014 Rishton Revisited : Adobe Acrobat file (82.9k)

St Peter and St Paul's C.E. Primary School - Good Practice Award

  • We held a Locality Week in school where each class chose a different aspect of local history to focus on.
  • The week was launched by inviting members of the local community into school to answer children's questions, before each class spent time out in the locality and welcoming visitors into class.
  • Each class produced informative displays of their findings and the week ended with visitors coming back into school to see what the children had learned.
  • The positive response to the project was evident through the enthusiasm of the children and staff during the week's activities and many commented that they did not realise that we had so much history on our doorstep!

Staff are now much more positive about using the local environment in their on-going topics and the local community are eagerly awaiting our next project that they can be involved in.

Posted: 16th Jan 2014 Little Me Cluster : Adobe Acrobat file (94.8k)

Rosegrove Nursery School, Basnett Street Nursery School, Rockwood Nursery School, Taywood Nursery School - Innovative Practice Award

  • The cluster formed a small working party of local Nursery Schools to look at how to address equalities and community cohesion with Nursery age children. With support from the EMA/GRT achievement service, they chose to use a simple figure 'Little Me' to support their work.
  • Each child made their own, self-representation 'Little Me' figure and used them in all areas of continuous provision within the different nurseries. They were used in transition and as a way of developing parental engagement through a home/school 'Little Me Adventure Book' or through discussions or conversations.

It was evident that through the use of 'Little Me', children's personal, social and emotional development was supported and communication between home and school was enhanced.

Posted: 6th Jun 2013 Promoting healthy eating   : Adobe Acrobat file (67.8k)

St Mary's RC Primary School - Good Practice Award

Our cookery club is an ongoing activity and is now in its third year. We have used funding from 'Let's Get Cooking' to buy the equipment and resources we required. Our club runs each term and is targeted at year 4 children. They learn safe chopping skills and food safety alongside how to prepare healthy meals. The children learn a different skill each week and eat their prepared meal together. The final session of the 6 week course is a restaurant to which the children each invite three guests. They prepare and serve a three course meal and receive feedback from their customers. This showcase highlights the ease in preparing healthy meals for the family. The children receive a recipe folder so that they can continue to cook healthily at home.
Cookery club has used their skills to make cakes to fundraise for a Macmillan coffee morning and hosting and African café for Todonyang.
Our weekly shopping has formed part of life skill lessons for some of children with additional needs in school.
Our recipes and reosurces now form part of our school's practise.
 

 

Aughton Town Green Primary School - Good Practice Award

  •  Our project to produce a new creative ICT scheme that would have a positive impact on the     children's learning has been very successful.
     
  • Although we felt the use of ICT in school was good, we could see that our children were becoming more aware and skilled at using the latest technologies. Our old scheme didn't allow for the creative use of ICT and therefore wasn’t having a huge impact on learning.
     
  • Following several visits to schools with outstanding ICT, it was clear that we needed to completely renew our scheme with a clear focus of using ICT creatively. Initially we implemented the new scheme in Year 3 and 4. Unlike previously, we began a team approach to our planning which meant that all members of staff were involved. With a focus on creativity, it was clear that the new plans would provide the pupils with the opportunity to use ICT in a way that hadn't done before - e.g. creating animations for Year 6 revision, producing their own weather reports using sound and video equipment.
     
  • After piloting the new approach for two terms in the lower juniors we then involved the remaining year groups. This process has continued for the past two years with a new creative ICT curriculum now in place. It is clear through the work being produced that the children have benefited greatly as a result of these changes and are enjoying these new opportunities. 
     
Posted: 6th Feb 2013 Literacy book making project : Adobe Acrobat file (72.7k)

Aughton Christ Church Primary - Innovative Practice Award

Promoting writing though the creative curriculum, involving parents in their children's learning, developing links with experts and outside agencies to enhance experiences for the children and enthusing boys about writing are key focuses of our school. Our project involved us holding a joint parent/child workshop at the local art gallery for the (34) year 5 children. At this two hour workshop, they were shown different ways of creating a book, defined as a way of encasing and holding their work. All children were then given a differentiated brief to write a story, using their learnt narrative skills.

Through clear differentiation and individual targets, all children were challenged at their own level, especially GAT children who were given the brief of designing sub plots and flashbacks that would thread throughout their story. The chosen theme of 'Adventure in the Rainforest' linked into our wider curriculum and ensured motivation of the boys who thrived in the four week homework project.

Each child independently produced an outstanding story that, with parent support, is superbly presented in the form of a book. They currently form part of our class library and the children are enjoying reading each other's stories – real writing for purpose.

 

... to enthuse and motivate all pupils and raise achievement

St Leonard's Church of England Primary School - Best Practice Award

Our project has been to develop the use of our outdoor areas to enhance learning across the curriculum. We aimed to engage and motivate all learners particularly boys and to have an impact on standards of achievement particularly in writing.

Through training and support the staff have developed the skills needed to plan creatively using the outdoor areas, throughout the school year, in all kinds of weather. All staff now plan and implement ways to include exciting outdoor activities through their cross curricular topics and themes.

The children have access to a wide range of outdoor facilities including an outdoor learning area with sensory garden, vegetable plots, small orchard and an extensive woodland area which have been developed over time. Staff now make regular use of these areas across the curriculum and plan creatively for their use throughout the year to provide stimulating learning experiences for all pupils.

The children are now engaged in active learning outdoors which has had a positive impact on attitudes to learning and standards of achievement. Pupils thoroughly enjoy the outdoor practical learning experiences which are now embedded throughout the school. 

 

Posted: 2nd Feb 2012 Coaching and Mentoring throughout the School : Adobe Acrobat file (71.6k)

Crawshawbooth Primary School - Good Practice Award

The outcome of our project is to disseminate outstanding practice through coaching and mentoring of all teachers, teaching assistants and staff in order to raise the teaching from 'good' to 'good with outstanding features'.

The ethos of the school is one of team work with an atmosphere of staff learning from each other with good self-evaluation skills.

We achieved the Good Practice Award in 2010 for AfL and the Creative Curriculum and we wanted to build on this by developing the Coaching project throughout the school in order to raise attainment in teaching, particularly in Literacy.

All staff received Coaching training from the adviser. This has been followed up by regular staff meetings to focus on coaching linked to the Boys' Writing Project and AfL (our school improvement priorities). Performance management targets are linked tightly to the above SIP priorities

Staff paired up with each other and teachers and teaching assistants to develop coaching with a view to raising the quality of teaching from 'good' to 'good with outstanding features'. Shared lesson observations and self evaluation discussions took place.

After only half a term there has already been a noticeable improvement of the quality of teaching observed during lesson observations.

Posted: 31st Jan 2012 Developing a thematic skills-based curriculum : Adobe Acrobat file (88.6k)

Waddington and West Bradford CE (VA) Primary School - Good Practice Award

The ethos for our creative curriculum was to develop a skills-based thematic approach throughout the school in which learning and thinking skills, personal and emotional skills and social skills as well as transferable literacy, numeracy and ICT skills would be as important as traditional 'subject' knowledge.
We felt that adopting a more creative curriculum, which would better meet the needs and interests of the children and allow teachers more autonomy, would be an integral part of achieving the school's targets of addressing 'whole-child' skills and of improving writing standards across the school.
By embedding cross-curricular links within themes it was hoped that children would engage more with learning and develop personal skills transferrable across lessons and useful in wider life.

Clifton Primary School (Good Practice Award)

Over the last 3 years we have developed a more creative approach to teaching and have enhanced this with more opportunities for children to explore learning outside the classroom in all aspects of the curriculum to raise enjoyment and standards in all year groups and for all subjects.

Reedley Real Life : Adobe Acrobat file (96.2k)

Reedley Primary School (Innovative Practice)

We wanted to give the children a 'real life' experience to assist their economic education and encourage their aspirations.

The main focus was to select and apply for a job, go to work for a day, get paid and organise finances just like we do in the real world! We wanted the children to understand why it was important to work for a living.

Monday – Job Application
Over 20 jobs were advertised. KS2 children applied for a job.

Tuesday – Interviews
Successful candidates attended a 'real' interview. Unsuccessful children had circle time to discuss feelings of rejection. They were then given the opportunity to sign up for night school – a chance to improve.

Wednesday – Work
Children went to work or night school!

Thursday – Pay Day
All workers received their wage. Night school attendees were given a grant and the rest collected a small amount from the government!

The children had to pay for everything - playtime cost 5 Reedley pounds! There were opportunities to spend money on luxury activities i.e. Cinema, Cyber Café.

Friday – Reflections
The children had time to reflect, celebrate and aspire by dressing up in 'career clothes'!

The project had a huge impact on children and staff alike. The children learnt so much about the world of work; it introduced them to new feelings and emotions and gave plenty of enjoyment.

Aughton Christ Church C.E. School (Innovative Practice)

Our school has always tried to encourage children to be aware of other cultures and faiths. Children have been taken on visits to Hindu Temples, mosques, synagogues etc. but as a school in an all white affluent area of the County we realised that we were not giving our children opportunities to really understand the world in which we live. The children were not aware that there are many children who are much less fortunate than themselves and don't have the life chances that they have. The children became aware of this when one of our parents brought into school pictures of a school in Gambia; they were genuinely shocked as to the conditions in the school. We also realised that many of the children were very unaware of the multicultural society that we live in. We felt that although we are situated both close to Liverpool and Preston, our children were not aware of the diverse communities that exist in both of these cities. This all linked together with a link we established four years ago with the Pearl of Africa choir, which has now visited the school three times and somechildren have established links with children in the school in Uganda.

Posted: 11th Apr 2008 To enhance writing across all curriculum areas : Adobe Acrobat file (139.7k)

Lordsgate Township C.E Primary School

Lordsgate C.E Primary School

Our Self -Evaluation Booklet came about after analysis of standards. It revealed a weakness in the transference of writing skills to tasks set outside the Literacy Hour – specifically, poor knowledge retention of the features of different genres. Staff felt that the children needed a useful tool by which they could self-evaluate their work and which would also provide a reference guide to help them with their writing. This resulted in the development of our Self-Evaluation Booklet which was designed by staff and then trialled by both staff and children.  

The booklet aimed to encourage children to become confident, enthusiastic and accurate in the self-evaluation of their writing, particularly with regards to writing in different genres. We felt that if they achieved this, they would become more aware and take ownership of their areas of strength and weakness.

As a result of the implementation of the booklet, our children display a renewed interest in writing and evaluating, not just their own, but other pupils' work. They are aware of their targets and use their books confidently across all curriculum areas. It has become a valuable assessment tool and reference guide for all staff.

Posted: 7th Feb 2011 Growing Together for Health and Leisure : Adobe Acrobat file (79.1k)

Bleasdale House School (Good Practice)

  • The school has extensive outdoor areas which we identified as being underused. As part of our Healthy Schools work to further extend the area of ‘be active, eat healthy’ we decided to develop a community garden.
  • The pupils, parents and staff were consulted about the different types of produce they thought we should grow.
  • We collected Tesco and Morrison’s Vouchers so we could buy more gardening equipment.
  • When our produce started to grow we were able to plant seedlings into garden beds in the grounds and larger pots in the conservatory.  Any surplus plants were sold to staff.
  • As our scheme progressed we decided to enter the project for the annual Chairman’s Challenge, everyone was delighted when we came 2nd.
  • Towards the end of the summer term we held a ‘Soup Kitchen’.  We were able to use the produce which we had grown.   We invited people from our local community who had helped our project be so successful.
  • All the pupils have benefitted greatly from participating in this project.  They have had more opportunities to use the outside environment on a regular basis as well as being more involved and proactive in growing their own vegetables, which has provided a choice for their lunch.

Red Marsh School (Innovative Practice)

In autumn 08 the creative curriculum was firmly established in KS 1. The first stage in the process was to introduce the creative curriculum into KS 2 and KS 3.  The next part was to create a central theme, with each key stage learning about a different aspect.  At the end of the term the learning would be celebrated by an event, a visitor or a school journey.
The impact on pupils' learning has been tremendous in terms of real enjoyment, enthusiasm and interest in the different ways the learning has been delivered e.g. Global Awareness Week, Arts Week, Italian Day, Pirate Week.  This has impacted on the children's attitude and behaviour.  The pupil's communication and vocabulary is increasing and these impact on their ability to understand the concepts being delivered and therefore make connections between areas of learning.
As a result of this work, there is a real enthusiasm and interest amongst the staff.  The curriculum mapping has been updated, with staff from all key stages actively discussing curriculum content together, to generate ideas which enhance pupil learning.  There are now in-depth informal discussions and formal meetings between staff in all key stages where they plan together the aspects of learning to be covered by each class (key stage).

Posted: 4th Jun 2009 Year 6 World of Work : Adobe Acrobat file (81.8k)

St John's C.E. Primary School (Innovative Practice Award)

The last Pupil Attitude Questionnaire (PAQ) identified Economic Well-Being (EWB) as an area in need of greater focus in our school. The project revised the PSHE scheme for Year 6  to include a new section on EWB and included the planning and running of a World of Work Week, to broaden the understanding of Year 6 pupils re: job options, preparation for employment, and possible future careers.  This included a consideration of needed skills, training and experience. 

Considerable effort was made to cross gender expectations by the selection of male and female speakers working in various job roles e.g. a male pharmacist, a male chef, a male teacher and a female job centre advisor. The children undertook a range of activities and simulations to encourage them to a better understanding of each job role and the requirements of the person undertaking them.

Following successful completion of the scheme/week, the children's self-assessment revealed a significant improvement in their understanding of employment, the range of job roles, and the links between skills, education and job applications.  Following evaluation and slight adjustment this approach will be included as a standard part of Year 6 PSHE.

Posted: 4th Jun 2009 Creative Learning Experiences to Enthuse & .... : Adobe Acrobat file (84.5k)

....Engage Children In Learning

Brockholes Wood Community Primary School (Good Practice Award)

  • The project was developed to engage and enthuse children in their learning in order to raise standards of achievement. To do this we re-designed the curriculum and developed a creative, skills-based curriculum with active learning playing a key role throughout. Each topic had to include a visit or visitor to the school so that the children had an experience to draw on. The curriculum also had an outcome for the pupils to work towards e.g. assembly, theme day, exhibition, PowerPoint presentation.
  • The curriculum was re-designed to ensure coverage of the National Curriculum, but also to include elements that interested the children. Each pupil is now given a chance to contribute to topics and direct their own research by asking questions and adding them to their Learning Trees in class.
  • Pupil and parent feedback has shown children are enjoying lessons more and are motivated to learn. Writing portfolios show that there are many more opportunities for cross-curricular writing throughout the school. Standards in writing have improved, particularly in Y6.

...learning environment in the Early Years

Balshaw Lane Primary School (Good Practice)

With the introduction of the revised Early Years Foundation Stage document and as a teacher new to the Reception class, I felt that this was an ideal opportunity to develop the outdoor learning provision in the Foundation Stage. 
I enrolled on a TDA course to support my outdoors project. I began my action research by attending an Early Years conference on outdoor play. I left with a list of basic resources, a 'wish list' to enhance learning and enjoyment further, and ideas on how the outdoors could be organised and planned for.  
I carried out an audit of our outdoor space in terms of:

  1. The physicaI Environment: space, access for all R children, safety and supervison,  shade/shelter and storage.
  2. Current Practice: organisation, planning, resources, staff training, links to indoor and all weather access. 


We ordered resources from specialist outdoor suppliers, ensuring that all areas of learning had been covered. We improved the outdoor storage and organised the continuous provision to allow children to select resources independently. I attended an Early Years planning course and developed a new format for planning for indoor and outdoor learning across all areas of learning.
Outdoor learning in the EYS has improved greatly in our school. The children have all-day access to quality play experiences that have a clear purpose, and the staff have a renewed enthusiasm for the outdoors. They truly value the outdoors as a unique learning environment.        

Posted: 6th Feb 2009 To show the impacts of Learning Outside ...  : Adobe Acrobat file (96k)

...the Classroom on the teaching and learning within school.

Lytham Hall Park Primary school (Good Practice)

We have looked at the impacts of 'Learning Outside the Classroom' on the teaching and learning of all children in school. We made the most of opportunities to use resources  from the world outside to enhance the children's understanding of the curriculum, making it more meaningful and relevent to children within school.

Posted: 5th Feb 2009 The international "Peace" Project : Adobe Acrobat file (104.4k)

Moor End C.P. School (Innovative Practice)

At Moor End Community Primary School we have been seeking to develop links with the community and the wider world. Following a trip to Canada by the Headteacher last year, where links were established between our school and Goodfellows Public School in Barrie near Toronto, we recognised an opportunity for Y6 work across the continents using a virtual classroom environment. Another school in Sierra Leonne was also involved.The book "A Little Peace" was used as a starting point for discussion and development of the childrens ideas and images of peace. Using Moor End's constantly improving ICT resources and expertise, we planned to use the project to develop many curricular areas too. As the project had a book as a starting point the links with literacy, speaking and listening, reading and developing writing were strong. The project also involved geography ie the expansion of the children's knowledge of other cultures and aspects of PSHE ie the peace theme. We used the ‘Taking it Global’ web site and the safe, password protected environment enabled the children to upload photos and captions based on the theme of ‘peace’ around us. The ICT club proved very popular with children queuing up to join. The results are shared images and written work about concepts of peace between Goodfellows and Moor End via the virtual classroom. The project is ongoing as the possibilities of video making and online chats are planned. This project is an example of community cohesion.

Posted: 5th Feb 2009 Developing Local Democracy : Adobe Acrobat file (79k)

Barnacre Road Primary School (Innovative Practice)

The development of local democracy, by involving pupils from a number of pupil councils in the Longridge Primary School Cluster Democracy Day. To  involve directly a variety of councillors from the surrounding community to raise awaremess and empower children in the democratic process.

Posted: 5th Feb 2009 Raising Motivation and achievement through ... : Adobe Acrobat file (102.6k)

...a cross-curricular, skillls-based approach

Coates Lane Primary School (Innovative Practice)

The staff felt that teaching QCA units as a 'stand-alone' had become stale and wanted a fresh approach. A number of children were disengaged from their learning, which was making behaviour management more difficult. The fragmentation of the curriculum was the aspect that staff wanted to change. We decided to adopt a thematic approach, as recommended in 'Excellence and Enjoyment', as we felt this would benefit staff and pupils. The staff felt enthusiastic about adopting such an approach and we felt that this would filter down to pupils. In January 2007, we began to plan a 'new' curriculum, to be implemented in September 2007.
Throughout the first year, we monitored the successes of the approach and developed areas of weakness. At the time, teachers were implementing the Renewed Framework for English and commented that the holistic approach would be enriched if the English curriculum was developed in a thematic way as well. In July 2008, staff evaluated the curriculum and worked as a whole school to refine where necessary to ensure continuity and progression . We also linked all the Units of work in English to our themes, which is proving to be very successful.

Posted: 2nd Jun 2008 Developing creativity across the curriculum ... : Adobe Acrobat file (85.1k)

... to enrich the learning of all our pupils.

Coppull St John's C.E. Primary School

The SMT and school staff identified the need to further develop creativity within the
curriculum, to empower staff to have more flexibility in planning and delivering a curriculum that meets and exceeds the needs of all our children while working within the excellent and enjoyment framework. They wanted a rewarding and inspiring curriculum that further developed the good practice within the school and allowed the school to inspire and motivate all children in a variety of learning situations. providing enriching, deeper and wider experiences that would allow the more able to work independently and creatively. To engage all types of learners in experiences that would be rewarding and purposeful.
The impact has been that the children of all abilities are making good progress, standards have improved. Children are well motivated and teachers and support staff have more control on what is being learnt, how it is being taught and when. Lessons are more useful and meaningful for all our children.

Posted: 2nd Jun 2008 An Eco- Creative Approach to Broadening ... : Adobe Acrobat file (82.4k)

... and enhancing the curriculum.

Clifton Primary School

  • Our project focussed on two priorities - raising standards and attitudes of pupils and the development of a better understanding of the positive effect everyone can have on the environment.
  • All stakeholders have been involved with this project but it has been led by the children under the direction of a Teaching Assistant.
  • The project started out looking at the outside environment and the redevelopment of playground areas, leading to our discovering the need for further, more extensive work on the whole outside environment. This really enthused the children, parents,
    governors and staff to make a firm commitment to the environment; looking after it and developing it further.
  • All children and staff are involved in the upkeep of the school grounds as part of the ongoing Creative Curriculum and we are now working closely with other Community Groups to develop practical projects beyond the school's boundary.
  • Our recycling initiatives have raised awareness throughout the community and the school is continually looking at further ways in which we can 'Save the Planet'.
  • This project has led to raised standards, not only in positive attitude, but also in the curriculum, through a better, more frequent use of the 'outside classroom'.
Posted: 2nd Jun 2008 Leading in Learning : Adobe Acrobat file (81.4k)

Parklands High School

  • The Leading in Learning programme is a cross-curricular approach to teaching and learning that focuses on improving pupils' thinking skills by stressing that learning is an active, social process; it builds independence through interaction, intervention, stimulation and collaboration. The programme involves three teachers from three separate departments who teach a series of three lessons to the same group, three times a year, using the same thinking skills. The aim of the programme is to meet the needs of individual learners and to maximise their achievement by engaging and motivating them.
  • At Parklands, the English, Science, Geography and Maths departments have been involved over a period of eighteen months, having completed their four cycles of cross curricular thinking skills with two year 7 classes.
    The plan for the future is to involve more departments as well as staff who are less kinaesthetic in their teaching. The provision would also continue with Year 8 and then roll into Year 9.
  • We have noticed that all pupils appear to enjoy these activities and are very focused during the lessons. We have also found that retention of information has improved, this having a positive impact on achievement.
Posted: 22nd Feb 2007 Excellence and Enjoyment 'Walking on Sunshine' : Adobe Acrobat file (64.2k)

St. Mary's CE Primary School, Eccleston

Arts week provided our children with a broad and balanced curriculum, to explore and enjoy the freedom of creativity that this approach facilitated. The children are proud of their created work and can remember with great clarity what they have learned through the projects. The whole school created a "Walking on Sunshine”, textile design banner, for the hall and an "Every Child Matters" tile design for our entrance hall. Key Stage 1 designed and painted "Sea-creature" murals for our outdoor play area.  Parents, Grandparents, teachers, pupils and members of the local community were involved in contributing to these projects. We are also piloting the wider opportunities programme for Lancashire, as part of the Government Music manifesto. Year 4 treated us to a performance in a special assembly.  During the week, our infants performed a "Jungle" themed dance, under the tuition of a local Dance Academy. "Vital Connections," soothed and calmed us with their relaxation exercises and Runshaw College students performed "Robin Hood" and excited the juniors by using stage make-up on Key-stage 2 children, transforming them into wounded soldiers! A celebration assembly and a portfolio of work is a lovely reminder of our exciting week!

Posted: 2nd Jun 2008 Developing the Creative Curriculum : Adobe Acrobat file (96.4k)

Ormskirk Asmall Primary School

• Asmall Primary has long been committed to creative approaches to learning. However staff felt that creativity had diminished in recent years. We decided to put enjoyment back at the core of our work and consequently revised the curriculum. We wanted our school to 'shout' creativity and for children's learning to be enjoyable and relevant. Our aim was to link curriculum areas, adopt a topic approach where possible, and promote creative thinking in all areas. Teachers were given the freedom to plan using a more cross curricular approach and greater use was made of visits and outside agencies.
• The results have exceeded our expectations. The school is much more vibrant; the impact evident as visitors walk through the front door. High quality art work gives a hint of what is to come. Collaborative projects are displayed throughout the school and children are keen to discuss their work. Teachers' plans provide a springboard for development, with topics evolving as the term progresses. Careful cross referencing with the strategies ensures logical progression and adherence to the curriculum map. Children are enthusiastic, knowing that their input is valued, and teachers appreciate the freedom to adapt to unexpected situations.

Posted: 24th Jul 2008 Working towards a Healthy School- Healthy Eating : Adobe Acrobat file (83.3k)

West Lancashire Community High School

  • At West Lancs. Community High School we have been working towards becoming a more healthy school over a number of years as part of the Lancashire Healthy Schools Programme. We have achieved Lancashire Healthy School Status and National Healthy Schools Status (2006), being awarded Quality Mark Level in seven standards. Our most recently achieved standard was for Healthy Eating achieved in October 2007.
  • This project permeates every aspect of school life and involved the whole school community - teachers, pupils, parents, support staff, and outside partners. The initiative supports the links between health, behaviour and achievement and helps to reduce the health inequalities of our children and young people. Working with colleagues from health promotion, the process involved identifying needs, target setting, policy development, curriculum planning and working with outside agencies. It gives pupils a voice, addresses the school culture and environment and records and celebrates achievement.
  • Our evidence on the project as a whole has been submitted in a variety of forms -for the Healthy Eating Standard we chose a scrapbook as this gave the pupils more opportunities to contribute. Our scrapbook was scrutinised by the local programme providers in a rigorous assurance framework. We were delighted to be told we had been awarded the standard at Quality Mark level and that our scrapbook was to be retained as an example of good practice.

... and Enthuses Teachers and Pupils

St Thomas the Martyr C.E. Primary School

• Led by our newly-appointed headteacher and his vision for taking the school forward, our aim was to develop a broader, balanced and more creative curriculum which enabled the children to make connections between the different aspects of their learning and empowered the teaching staff to take ownership of the curriculum.
• We decided on a more thematic approach as outlined in Excellence and Enjoyment and began with a whole staff curriculum audit to identify priority stand alone subjects and those subjects that could be combined with a more thematic approach.  The senior management team developed a framework for the new curriculum. The school then split into key stages and worked together to establish thematic links, supported by two experienced Foundation Stage teachers who had already implemented creative skills-based curricula. The senior management team designed the format of the thematic approach - combined unit plans - CUPs.
• The pace of teaching and learning has increased because the timetable and daily schedule has changed to accommodate CUPs. Children are enthusiastic and engaged in their learning by relating to the linked areas of the curriculum. Teachers developed greater self confidence to meet the needs of the children through the greater flexibility offered by CUPs. An improved learner-friendly environment is evident around the school as children’s work is displayed demonstrating the improvement in standards of work produced.
The project continues to develop.

Posted: 2nd Jun 2008 To Introduce thematic learning in KS1, KS2 ... : Adobe Acrobat file (89.7k)

... and assess the impact on pupil's attitude to learning

Pear Tree School

• In October 06 the Assistant Head attended a one day course called 'Creativity in the Curriculum'.  In November this was followed by a staff meeting where the main components of the Creative Curriculum were outlined e.g. joining subjects with strong links. In January 07 Pear Tree Creative Curriculum was launched with a whole school theme based on the books of Roald Dahl.  Each class took a different title and where possible linked their Curriculum subjects into the planning.
• Each subsequent term the curriculum has been delivered either as a whole school theme covering such topics as The Great Fire of London and The Sea or individual class themes on Space, Colour and Earthquakes and Volcanoes.  With each theme more areas of learning are being included. 
• In autumn 07 phonics and sensory phonics was linked to the theme, so too were the swimming lessons in the form of the Aquatic Curriculum.
The impact of the children's learning is significant in terms of behaviour and attitude.  There is a real enjoyment in learning through the different ways the information is being presented, e.g. Aquatic Curriculum, Pirate Week, and drama with a local high school.  The pupil's vocabulary is increasing; this impacts on their ability to understand the concepts being delivered and therefore make connections between areas of learning.

Posted: 6th Feb 2013 Whole School Olympic Project : Adobe Acrobat file (75.1k)

Shakespeare Primary School - Innovative Practice

We planned a whole school project based around the Olympics to involve our parents in the children's learning. This followed on from a similar, very successful, project on the history of our town the previous year that won us a regional and national award given by PTA-UK for parental involvement.

We held 4, two hour 'Secret' meetings for the parents. At these meetings the parents planned and prepared all the custumes, music, banners, flags etc. for an opening ceremony just like the real Olympic Games. To launch the project in school the parents re-enacted an opening ceremony using the props they had prepared. The Olympic torch was lit and the work began with each class in school being given an Olympic nation to research. This involved aspects of history, geography, art, DT and the learning and recording of a song in the different countries' languages. These were compiled into a CD for parents to purchase.

The parents loved being involved with their children's work in school and after the initial launch came into classrooms to work alongside the children. The children's attention was grabbed by the hook of the opening ceremony and they were very enthusiastic about the whole project and the fact that parents were so interested in what they were doing in school. They had given up their time to create an exciting topic hook for them.