To use the Heritage environment as a stimulus for written composition. Eg. Stories, poems, descriptive accounts, recounts of heritage activities.Using the environment for performing plays, quiet reading.

Investigate and planning undertaken.

Labelling work to support Science and Art projects.

Tree stories, tree poems, tree passports.

• Excellent ideas developed.
• Need to feed more of these ideas into our long-term curriculum plans.

To use the Heritage site as a resource for first hand mathematical experience.

Investigation and planning undertaken in liaison with Junior School.

A Maths trail developed for use by Year 2 and Year 3 on Pennington Junior School site. Parents, staff and children involved.

To complement the Y2 / Y3 maths trail, parents worked with staff and children from Pennington Infants' School to develop a Maths Trail on the Infants' site.

• The trails have encouraged more independent learning opportunities.
• Excellent first hand experience. Parents involved.

To use the project as a vehicle to help children develop confidence and responsibility, making the most of their abilities.Using the concept 'Heritage' to focus on the active role of citizenship.

Investigation and planning undertaken.

School events linked to the Heritage theme. eg Picnics, School Fayre, Victorian Day, Heritage Day.

Use the PSHE aspect of the project to develop further our ideas for citizenship - past/present/future.Units of work piloted on the emotional aspect of our site: how it makes us feel; belonging; ownership; respect for our heritage.

• PSHE overview is crucial to how we see our Heritage and an important aspect of helping all young people see that they have a vital role to play in sustaining their local and wider environment.
• A feeling of belonging develops self-awareness and community spirit.

To investigate art activities linked to our local area / environment.

Investigation and planning undertaken.

Pilot activities with a focus on trees: tree day; collect leaves (printing, painting, collage); bark rubbings; tree paintings; art sculpture.

Heritage Day with Pennington Junior School.Develop art ideas, lined to science activities.Development of sculpture using the natural environment, materials, pebbles, twigs, branches, leaves etc.

• A very valuable aspect of our work, linking projects together.
• Excellent vehicle for creativity and further opportunities in art, craft and design.

Chronological understanding. Knowledge and understanding of events, people and changes in the past.

Research and collection of relevant materials.Visits to Priestlands to work with the archive material.Planning meetings.

Victorian workshop, drama - life in Victorian times, Victorian Christmas, Victorian Day (picnic / dressing up), school day as it used to be, playtime games.

Walk through Pennington with Mark Tomlinson (St Barbe Museum). Identification of buildings and spaces.

• A good start has been made to use our local environment from an historical aspect.
• It will be of great benefit to embed this work into our curriculum plan.
• Opportunities for continuity and progression with Pennington Junior School.
• Time to develop this year on year.

To set up a dedicated infant area on the Heritage web site.To outline our history.To write up projects.To incorporate unit plans and lesson ideas as appropriate.To enable ideas to be exchanged and shared.To enable work to reviewed and modified.

Setting up the website team.Looking at hardware and software and making decisions on what to buy.

Time to set up website, History written up, collections of plans and photos, DVDs produced to support our work, Heritage Day, Victorian Day.

Further development, incorporate ideas from various projects, bird box / webcam, video conference.

• Development of the website will have a great impact on the project.
• Useful way to update and refine the project material.
• Probably the most time consuming element so far. Difficult to delegate if we want staff and children to have ownership of the material.

To us the Heritage site as a resource for first hand scientific research, tree studies and related woodland work, environmental focus.

Meetings attended, cascade of information. Formation of working team for Heritage Science Group.

Mapping of trees, quadrat work / cross phas, "Woodlands Survey" unit plan drawn up, trees in the environment, environmental walks. Researching the environment with small groups of children: meet a tree; autumn leaves; bark/leaf rubbings; leaf guess; sounds; tree trails; plant pong; tree games. Begin to write up units of work. Listening walks, colour walks, tree walks, earth walks. Art Activity Day using trees as a focus. Heritage Earth Walk Day DVD.

Tree map of site, tree passports, earth walk, environmental activities, acorns / collect and grow, bird boxes / web cam, timber from site for bench / sculpture. Activities extended: view a leaf; textures around us; colour matching; minibeasts; sticky cards; bark rubbings. Units of work written, reviewed and developed. Y2/Y3 working together, Y1/R working together, visit by outside speaker from Forestry Commission.

• A really wonderful opportunity to look at our site from scientific and environmental point of view.
• Made us really use our local environment.
• Cross-phase liaison.
• Wealth of activities to incorporate and embed in the curriculum.
• Easy to sustain and develop as part of our curriculum plan.
• Time an issue as always. Staff moving on - small staff work load.

Developing, planning and communicating ideas.Working with ideas, tools, materials and components to make quality products.

Planning and discussion link to environmental ideas.Funding for equipment and materials.

Bird boxes made with the Forestry Commission. Birds' nests.

Year 2 - design school grounds project. Wood from Oak tree - ideas for its use - benches, sculptures, tree ring time line.

• We hope to use the timber for the projects we have outlined to enhance our environment.
• School grounds project will be expensive so small works and fund raising, but this will involved the parents more actively.