DEPARTMENT
|
PROJECT OUTLINE
|
PROGRESS IN YEAR ONE
2001 / 2002 |
PROGRESS IN YEAR TWO
2002 / 2003 |
PROGRESS IN YEAR THREE
2003 / 2004 |
EVALUATION
|
English
|
To complete the build of the amphitheatre as part of
the landscape project; to produce shape poems, non-chronological reports,
use of reference text and tree poems as part of book week.
|
Amphitheatre plan incorporated into landscape project;
pupils working on different mediums of writing
|
Funding for amphitheatre finalised; story telling and
recording of Heritage Week activities; Book Week organised.
|
Amphitheatre build completed and opened for plays, assemblies
and lesson activities; arts and writing days for upper and lower school
with recording of all Heritage activities
|
|
Mathematics
|
To set up a Maths Trail to be undertaken by Y6 and Y7
pupils as a transition activity with Priestlands School.
|
See Priestlands' Maths.
|
See Priestlands' Maths.
|
See Priestlands' Maths.
|
|
PSHE / Citizenship
|
Developments of units of work in the lower school and
upper school on safety.
|
Pilot projects on 'Keeping Safe at School (lower school
Y3)' and 'Taking Responsibility for my own Safety (upper school Y6).
|
Pilot projects on 'Keeping Safe Outside School (lower
school Y4)' and 'Being Involved in my Community (upper school Y5)'.
|
Year One projects reviewed, refined and repeated.
|
|
Art
|
Arts Week; use of amphitheatre.
|
Development of units of work on drawing and printing
flowers and leaves; painting a Greek mural on the old swimming pool boiler
house.
|
'Take One Picture' activity, linking to Priestlands'
Noah's Ark sculpture; stones and colour in the environment; willow weaving;
tree painting; using the school grounds as inspiration for painting and
paper collage; drawing / textiles using the environment.
|
Drawing and printing flowers.
|
|
History
|
To develop upper school units of work to celebrate anniversaries.
|
Upper school topic, 'Britain since 1930s' developed.
|
150th Anniversary celebrations, including Victorian
Day (making sense of our past, Victorian costume, toys and school).
|
Upper school topic 'Britain since 1930s' reviewed, refined
and repeated.
|
|
Music
|
Development of lower school unit of work on painting
with sound.
|
Pilot project to develop unit of work.
|
|
Use of new amphitheatre for musical events.
|
|
Science
|
To plan Environmental Days leading units of work.
|
Meeting of Science specialists; planning of quadrat
survey; pilot project for writing poetry and non-chronological reports
linked to Science topics.
|
Heritage Week organised; pond-dipping, Earth walk, weather
activities, adopt a tree; development of pilot project in 'Moving and
Growing Habitats and Life Cycles'.
|
Heritage Week incorporated into Trail blazers initiative
and embedded into the curriculum across all four year groups.
|
|
Design & Technology
|
Development of cross-phase links and development of
arts and writing days.
|
|
Pilot activity in liaison with the Forestry Commission
to build bird boxes in the school grounds (Y5); development of unit of
work to create an environment collage for each class out of textiles.
|
Bird boxes installed in the school grounds and monitored
using video to be included on the website; development of upper school
unit of work on Dream Catchers and environmental sculptures created using
natural materials from the school grounds.
|
|
Geography
|
To produce an upper school unit of work on the use of
school grounds for creating "artificial" rivers; to produce
a lower school unit of work on an environmental issue.
|
Subject planning and investigation into units
of work.
|
Lower school unit of work piloted on weather around
the world.
|
Upper school unit of work on rivers piloted; lower school
unit of work 'Our Magical School Grounds' built around a sequence of environmental
issues, eg pollution; lower school unit of work 'Welcome to our Place
- Lymington' piloted.
|
|
PE
|
Development of an Adventure Trail for outdoor and adventurous
activities (Y3).
|
Adventure Trail investigated and piloted.
|
Adventure Trail reviewed, refined and repeated as an
activity.
|
Adventure Trail established as a unit of work.
|
|
RE
|
Development of upper and lower school units of work
on symbolism and community.
|
Lower school unit of work (Y3) on symbolism using trees
in the school grounds; development of upper school unit of work (Y6) on
community and belonging.
|
Development of upper school unit of work (Y5) on responses
to the natural world using the local environment as stimulus.
|
Year One projects reviewed, refined and repeated.
|
|