Case Studies

Introduction

This case study aims to discuss the impact of the Residential Trip on pupils in Year 6. This four-day trip takes place at the Aylmerton Field Study Centre in Norfolk. The holistic benefits to the children and how their experience of the world was affected as a result of this visit will be discussed.

Preparing Children for the Experience

Children look forward to this trip for years; for a significant number of our children, this was their first holiday, meaning it was highly anticipated. To ensure that children were involved in the planning process, they began fundraising for the trip in Year 5. Children made the decision to raise money for their trip by holding a weekly ice lolly sale during the Summer Term. Pupils were motivated to work on the lolly stand and were excited to reap the rewards of their hard work when going on the trip. This was key in ensuring that the concept of working hard to achieve what they want was embedded within the children.

The children had also been prepared for this through listening to the experiences of previous Year 6 pupils, who had organised an assembly outlining the day-to-day activities that would be taking place. It was important for our pupils to hear the details of the trip from previous Year 6 children, as they were able to convey the information in a child-friendly way. The teachers had also held a meeting with parents/carers and children to discuss the visit, ensuring that any questions which the children or their parents/carers had been answered.

Following this, a few days before the trip, we discussed packing a suitcase with the children. This involved preparing a suitcase and showing the children how to pack it. This ensured that any questions the children may have had about packing were answered, ensuring all their questions were answered and needs were met. This also alleviated some of the stresses on children, as they had mentioned that they were concerned about not packing what they need. As children had been attending Forest School for the entirety of their time at primary school, managing the risks for the trip was straightforward. After discussing the four-day itinerary, children were able to identify possible risks that they may meet and could discuss how to manage them, improving their ability to manage their own risks further.

Travelling to Aylmerton

Many of the children explained that the coach journey to Aylmerton was one of their favourite parts of the experience. For many children, this was the furthest they had been from home. To travel around Norfolk during the four-day visit, we used the same coach. As the children had been used to the coach and the coach driver, there were no stresses involving this. The children had clear expectations of how they would travel and who they would be travelling with.

Introduction to Aylmerton

Upon arrival at Aylmerton Field Study Centre, pupils were greeted by the team who would be with the children for the duration of the visit. This team included the leaders of the activities, as well as the staff working at the Study Centre. They introduced themselves, outlined the agenda for the remainder of the day and gave the children a tour of the Study Centre. This immediately alleviated some of the stresses on the children, as they immediately felt settled and knew who they could ask if they had any questions. The children were then escorted to their dorms, to allow them to settle in, change and make their beds. This reduced any anxiety children may have had about where their belongings would be and where they would sleep, preparing them for the remainder of the day.

The Experience

At Aylmerton, the children took part in a wide variety of activities. This included: learning about coastal erosion and searching for semi-precious stones on Cromer Beach; completing a group orienteering activity through the Felbrigg Woods; a boat journey to see the seals of Norfolk; a mud walk through the Norfolk mudflats; team-building activities at the residential centre; swimming in the local leisure centre; a twilight journey to visit ancient ruins and immersion in ancient myths by listening to a storyteller.

Through these experiences, pupils had opportunities to engage in experiences which they have never experienced before, whilst also improving their teamwork skills and increasing their determination. They showed a willingness to try new things and were proud of themselves for doing so. As there was a range of activities taking place, each child left the visit with a new interest, whether it be collecting rocks and crystals or learning more about fossils. Having professional tour guides who supported us with completing our activities was extremely beneficial, as it meant that the children were able to ask any questions around any topics which interested them. All pupils were engaged and fascinated by the information given by the guides, and it proved to be invaluable. Upon returning, the children were able to discuss what piqued their interest the most and were keen to continue learning about this.

One of the most memorable parts of the visit for a lot of the children was the mealtimes. The children enjoyed eating a variety of different meals every day, giving them an opportunity to venture out of their comfort zone to try a variety of new foods. During meals, there was a designated ‘helper’ who was responsible for setting the table, supporting in delivering the meals and cleaning up after their meals. Not only did this gave the children an opportunity to have increased responsibilities, but it also allowed them to continue learning and practising mealtime etiquette, as they do daily at school.

Conclusion

As this visit took place at the start of the academic year, it had a positive impact on children’s growing confidence and teamwork skills, which supported them throughout the remainder of Year 6. We noticed a significant difference in the determination, positive mindset and leadership skills of the children, as well as their willingness to engage in new experiences. This visit made every child a more confident and curious learner.

Pupil Voice

When the children returned to school, they wrote letters to thank the wonderful staff at Aylmerton for everything they did to make their stay so fantastic. The children used this as a mindful opportunity to reflect on their experiences and what they learnt from the stay. Below are some quotes from the children:

“One evening we were visited by a magical storyteller who played us some amazing music and told some traditional tales. It was the perfect end to a busy day!”

 

“My favourite part of the trip was the boat visit to see the seals at Blakeney Point. I had never seen one before! I can’t wait to tell my family about it.”

 

“I loved learning all about orienteering during the Monster Trail. I want to try it when we go to Forest School.”

 

“On our coastal walks, we learnt about the way the coastline has changed over many years. I want to continue learning about fossils and become the next Mary Anning!”

 

“I will never forget this holiday.”

Introduction  

This case study aims to show the benefits of the Year 6 Production of Bugsy Malone. Children benefitted from this production in many different ways, including building on their confidence, increasing spoken language skills and developing skills in lightening, sound and music technology. These skills will be carried with them into their next stage of their education. 

Preparing Children for the Experience 

Prior to the production of Bugsy Malone, the children in Year 6 learnt about North America within History, Geography and English lessons (which is part of the Year 6 National Curriculum). As Bugsy Malone is based in New York, we believed it would be beneficial for the children to know more about the country (United States of America) and the continent (North America) as this would help with their understanding of the characters and set.

Before May Half Term, the children watched the film Bugsy Malone, this allowed them to understand the plot and then after watching the film, they auditioned for individual roles. Once auditioned, the teachers and Performing Arts Teacher chose the roles suited to each pupil and the children were told their characters or technical roles.

The children spent 8 weeks rehearsing and setting the performance. They began by reading through the whole script (focussing on accents and pronunciation of unfamiliar vocabulary) and then began to set the production in the main hall. The children who were not involved in the acting side of the performance began making props and parts of the set with our Artist in Residence. The children involved in the technical team were very professional and used their Art and DT skills to make the props and set come to life.

On the week of the production of Bugsy Malone, the children went over to Drapers’ Academy (the place where the production was showcased) and rehearsed on the stage. The children had two dress runs which they performed to two different audience (Year 3, 5 and Year 6 of Pyrgo Primary School), this prepared them well for their performance on Wednesday 17^th July.

Travelling to the performance

The children rehearsed for the production mainly in the school hall and when performing the dress rehearsals they walked over Drapers’ Academy (across the plaza).

Introduction to the performance

Rehearsals took place every Monday and Tuesday and the children were made aware of this prior to the rehearsals beginning. The children in the technical team worked outside with the Artist in Residence on the playground on in the AiR shed. When the production was approaching, the children were given time to perform in costumes and use the set so they could become familiar with this (this helped with nerves and anxieties for the day of the production as they were used to this type of performing already).

The experience 

On the day of Bugsy Malone, the children went over to Drapers’ Academy and rehearsed throughout the day. The evening performance started at 6pm so the children had time to go home after school, eat dinner and prepare for the performance that evening. When the children arrived for the evening performance, they changed into their costumes, had a mic check and got themselves in their starting positions ready to begin the show.

The performance of Bugsy Malone was a real success. Every single child put on a fantastic show and the audience were amazed. The cast sung amazingly as a chorus, acted in ways that really portrayed the different characters and even made the audience laugh during comical scenes. It was extremely successful and a very memorable evening.

Conclusion

The performance of Bugsy Malone was extremely successful, and the children enjoyed every moment of the rehearsal process and production itself. Some of our audience members commented:

‘What an amazing show, you would not have thought the children were in Year 6.’

‘The show was extremely professional.’

‘Every single child did an amazing job at portraying the characters.’

‘The set design was very creative.’

The skills the children learnt throughout the process of rehearsals and during the production will be taken on with them to the next step of their learning. They learnt to stay resilient during challenging moments, develop spoken language and presentation skills, improve their singing and take on a role of a fictional character. It was an extremely memorable experience and one the children won’t forget.

Pupil Voice 

‘I loved rehearsing for Bugsy Malone and learning about a new play.’

‘It was really fun to learn about a new musical.’

‘I loved it when we sung the chorus songs as a whole group.’

‘I can’t wait to take what I have learnt during Bugsy Malone to Secondary School.’

‘I would encourage all children to audition for their Year 6 musical because the memories were so enjoyable.’

Introduction

This case study aims to demonstrate the benefits of new and exciting experience for children in the Early Years and the impact this can have on their learning.

Preparing Children for the Experience

Prior to the visit, children were introduced to language and stories related to beach visits and what they could expect. A social story, with visuals from the previous year, were delivered to prepare the children and prompt questioning. The Sand and Water Areas were enhanced with shells, stones and marine animal for the children to explore. A couple of Year 1 children who had previously attended this trip were encouraged to share their experiences and answered questions asked by Reception children. We talked to the children about keeping safe, following guidance from our Forest School sessions. They created a list of what could happen (getting lost, hurting themselves etc) and ran through scenarios of how this could be avoided or managed. During class discussions, children were able to share their own experiences of visiting a beach and what they were most looking forward to.

The excitement begins the second we step onto the coach that takes us to Chalkwell Beach. Many of the children have never experienced travelling on a coach and love sitting beside their friends, singing songs and spotting familiar signs and places along the way. The coach parks directly beside the walkway from the car park to the beach, where the children walk with their group and adult to our designated spot.

Our trip to Chalkwell Beach is one that we have made since first opening our school. We are familiar with the area and have some wonderful volunteers who get there first thing in the morning to make sure we have our favourite spot, that is close to the toilets and sectioned by sea wall, creating clear visual boundaries for the children.

We begin the day by walking the children around the boundary and talking about how they can manage their own risk to stay safe. During this walk, the adult in each group will point out exciting items and things that the children might like to explore during the visit.

Once we run through the itinerary of the day, the children are free to go with their adult to explore the beach and have fun!

Extra adults, who are not supporting a group, monitor the children as a whole and those who have been identified as anxious or in need of additional support. The children are usually so immersed in the experience that their only worry is when they will get to eat lunch! Gazebos are erected to provide shade and a place to rest or recover from over-stimulation.

We plan our trips to coincide with low tide and the children love to explore the many rock pools on the beach. They love to collect beautiful shells and stones to take back to school, adding them to the sand and water area or using them in craft activities. The children are taught how to carefully handle baby crabs and the importance of putting them safely back in a rock pool. As well as crabs, there are thousands of snails covering the sea walls, sea glass and seaweed to explore!

One of the absolute highlights of our trip has got to be when our fish and chips is delivered by the local chip shop! The children can choose fish, sausage or vegetarian sausage a few weeks before the trip and their excitement does not stop until they are tucking into the delicious food. As a school, this is one of our favourite things to watch...children sitting on the sand, tucking into their chippy!

After the hunger has been satisfied, children are each given a bucket, spades and sand mould packs. They rush off to find the perfect spot to build their models and castles, with adults supporting them to go to the sea to collect water to help the sand to stick together. If the tide has come in, the children take off their socks and wellies to paddle and jump the waves at the water's edge.

The children always have an amazing adventure and talk about the trip for weeks afterwards. This is a fantastic influence on their eagerness to write about the experience using phonic knowledge, talk about it during class discussions or with family and importantly, have a memory that will last a lifetime.

Pupil Voice:

‘I loved making a sandcastle and eating my fish and chips!’ EG

‘This was the best day of my life! I found 5 crabs...and lots of shells’. CD

Introduction

This case study aims to create a sense of awe and wonder within the children and to introduce our topic of Dragonology in a magical way.

Preparing Children for the Experience

We prepared the children for the experience by explaining to them that Mrs Burton had been for a walk in the woods that morning and had found something very unusual. The children discussed what it could be. Mrs Burton then appeared, telling the children that they needed to come with her to see what she had found. We told them that we would be going into the woods so we all put our wellies and coats on an reminded them of the rusks that we may encounter on the way as well as when we were in there.

Travelling to the woods

Because the woods were at the bottom of the school field, we didn’t have far to go. During the journey the staff spread themselves out amongst the children and asked questions about what they thought they might find. They themselves were excited about the discovery which in turn caused excitement amongst the children.

Introduction to Dragonology

We entered the wood carefully and quietly. Mrs Burton stopped the children prior to finding the dragon eggs and dragon breath and asked them if they could spot anything unusual. The discovery sight was in view and lots of children spotted the book that had been left as well as colourful strands of ‘Dragon’s breath’.  Adults were spread out and supported any children that may have been feeling anxious or overwhelmed. Some children were given some extra information to support their needs.

The Experience

As the children edged nearer they could see that there was a book laying on top of a large pile of branches and twigs. Around it were various coloured strands of wool. Mrs Burton explained that the children could look a little closer but were not to touch anything. Upon closer inspection some of the children spotted some little nests with eggs in and became really excited. We asked them what they think had been at the site and a range of answers were given. The children were bought back together and Mrs Burton and Mrs Vingoe explained that these were in fact dragon eggs. They then went on to explain that the coloured strads were what is known as Dragon’s breath. The children were enraptured and couldn’t believe it. We explained that no dragon had been sighted so she must be off hunting and that we would need to keep the eggs safe until she returned in case they were eaten by woodland animals. Before we returned to school, the children were allowed to collect some dragon breath which they turn into bracelets that would bring them luck.

Conclusion

The children were really excited about this experience. A few had been a bit sceptical but were drawn in the longer they were involved into the experience. It was a fantastic start to our ‘Dragonology’ project and we plan to deliver the eggs back to the woods once we have completed our work.

Pupil Voice

What did you think of the experience?

I really loved going into the woods and finding the dragon eggs.

It was so exciting when Mrs Burton came to tell us that she had found something!

I couldn’t believe that a dragon had left so much dragon breath in the woods.

What was the highlight for you?

I loved making a bracelet out of the dragon’s breath.

The eggs were so cool and were in tiny little nests. I enjoyed drawing them.

The book that we found was really nice and I liked reading it.

What did you learn?

We learnt that all about dragon’s from the book that we found. There were some amazing facts all about them.

The children were excited to tell other children and adults about the experience and, when asked if they would recommend it to others, they all said that they would.

Introduction

This case study aims to discuss the impact of attending a workshop and orchestral concert at the Drapers’ Hall in London. What was the impact of this unique experience and did it lead to developing further aspirations linked to music?

Preparing Children for the Experience

Children who were chosen for this event had been working with our Performing Arts teacher for the past year. These children had already chosen to develop their skills by joining the choir group or taking music lessons. Building up to the evening of events were three workshops led by an outside provider ‘ProCorda’ (https://procorda.com). These workshops included children from two other locals schools and over the course of the workshops children mixed and worked together to explore different talents. They worked with two lead musicians to develop a ‘four seasons’ improvised musical pieces. Each piece involved instruments and voices. Children were asked to explore new experiences by trying out different instruments and working alongside the musicians. During the last workshop children went into their final groups to develop their piece of music. Children chose how to arrange themselves within the group with guidance from the adults. This was then mapped out ready for the event.

Before attending the event the children came together and we shared photographs of the Hall so the children new what to expect. We discussed expectations of when in the Hall and how the history of the Drapers’ links to our school. The children were keen to know more about the Drapers’ and how our school crest links us with the Drapers’ family.

Travelling to Drapers’ Hall London

Children explained that the coach journey into London had been enjoyable because they had been able to spot some of the sites of London which they had learnt about and are hoping to visit. The journey allowed for conversation between different year groups and children from different schools. Sitting on a double decker bus at the top was very exciting!

We shared coach rules and expectations with all children before leaving school so everyone was clear with how to conduct themselves.

Introduction to Drapers’ Hall

On the way into the main building children noticed the crest on the main gates and door and excitedly linked this to their school jumpers. We were met by officials to the Hall who spoke and welcomed the children. It was explained where they were and the importance of the hall. We were shown up into one of the main drawing rooms where the children spent time looking at the ceilings and the décor, an experience most of which had never seen before.

Bringing the children together we explained the itinerary for the afternoon and evening and went over the expectations whilst in the Hall. In small groups we then walked the children around the main areas they would be using throughout their time here (toilets, main hall and main entrance/exit).

Children were very excited so we decided that a Performing Arts session would bring everyone something to focus on and ready for the rehearsal. Adults checked in with individuals to make sure they felt comfortable and checked those with instruments had everything they required ahead of the final rehearsal. Children who needed to warm up instruments did this independently.

The experience Drapers’ Hall

Andrew from Pro Corda who had led the previous workshops greeted the children and gave an explanation of what to expect from the evening of events. We then all led our way into the main hall, Children were given time to look around the space and ask questions.

Children sorted themselves into their seasons and took to the stage one at a time for a rehearsal spot. The children noticed how different the music sounded in the hall space.

During this time other musicians begun to arrive and the children were keen to ask about different instruments, they particularly enjoyed hearing the harp being played whilst getting ready for the evening. It was lovely to see how the older musicians spoke to the children about their instruments and the music they would be playing.

Before the concert children had the experience of sitting and being served refreshments, many sandwich fillings they had never tried before!

Once seated and parents and carers had been waved to the concert got underway. The children were generally taken aback by the level of volume and how dramatic some of the pieces of music were. The drum set and saxophones were a big hit! 

Our section took place in the middle and the children behaved in such a professional manor, organising themselves around instruments on stage and readying themselves. The children took great pride in performing and afterwards the parents and carers spoke about their own pride and what an extraordinary experience to perform in such a prestigious setting. Something they would never forget and were greatly appreciative of. This was shared by the children and the parents and carers who attended the evening performance.

Conclusion…

The children reflect on the success of the experience for children and what further learning could come from it.

Pupil Voice

‘The Drapers’ Hall is magnificent, it’s like being in a place and the Queen has been here.’

‘The drums were really cool and loud but I liked the saxophone the best, maybe I can learn that.’

‘I was nervous but excited and my mum and dad said they were very proud of me.’

‘It was nice to be with the others schools and hear the different instruments, it sounded amazing in the hall.’

‘I tried smoked salmon and cheese sandwiches and they were the best!’

‘Being in London was really good and we got to be in the Drapers’ Hall which is really posh.’

‘My highlight was singing in the Hall.’

‘My highlight was being I the hall and having my mum there.’

The children gained experience of being in a venue such as the Drapers’ Hall as well as listening to experienced musicians play. Children experienced instruments they had never seen before such as the saxophone and harp.

The children developed a new appreciation for classical music and instruments as well as experiencing different genres of music from chamber music to jazz. They enjoyed working alongside other children from different settings, developing communication skills and confidence.

On return to school the children shared their experience with their peers as well as on social media. This experience also led to having a wider representation of music and instruments during Music week later on in the year.

Introduction

This case study aims to highlight the importance of having animals in the school as it provides a unique experience and valuable benefits for children's development. Children visit and take care of the ducks and rabbits throughout the school.

Preparing Children for the Experience

Children are introduced to the ducks and rabbits through classroom discussions focusing on their habits, needs, and behaviours. During these class discussions, children understand and are involved in the process of creating and setting expectations. As one of our school values is ‘respect’ children are taught to show respect for the community, the environment and one another in attitude and action including animals. Additionally, children are taught about hygiene and understand the importance of washing their hands before and after touching the animals.  

Travelling to …

Both the rabbits and ducks are kept on site of the school. The ducks live in the ‘science garden’ where there is space for other animals in the bug hotels and hedgehog houses, which some children created themselves. The science garden also has an outdoor classroom where the children can sit and learn alongside the ducks.

The experience...

Research has shown that having animals within the school setting can have many benefits for children. We have noticed this at Drapers Maylands through caring for the ducks and rabbits children understand the importance of understanding animals needs and how to work as collaboratively to care for them. Making sure they are regularly fed, have fresh water and a safe place to sleep. Therefore, helping embed their scientific knowledge of animal's needs. This has helped to develop their social skills while working in a team to care for the animals and providing a sense of community within the school.

Children also enjoy spending time with these animals saying it helps them to relax and feel calm. Furthermore, it stimulates their curiosity about animals and the world around them, encouraging them to ask questions and find out more, helping to develop their critical thinking and inquiry skills.

Conclusion

These animals teach students empathy and responsibility through daily care and interaction. Engaging with ducks and rabbits enhances their social skills, encouraging teamwork and a sense of community as children work together to meet the animals' needs. The ducks and rabbits also create a more engaging and memorable learning experience for children when learning things such as learning about animals in science.

Pupil Voice

The children enjoy being able to see the ducks and rabbits at school and being able to regularly visit them. It is also providing valuable and memorable learning experiences for children.

‘We have ducks and rabbits. They help us with feeling peaceful’

‘When I pet the rabbits, they are so soft they make me feel calm’

‘I love going to visit the ducks’

‘I enjoy looking after the rabbits making sure they have fresh water’

‘Just watching the rabbits play makes me smile’

‘A rabbit needs fresh water, food, shelter and air’

Introduction

This case study aims to talk about the importance of children having an impact on their local environment both in school and outside of school. As part of the wider school life curriculum at Maylands, the children in the Eco-Committee had the opportunity to speak in front of a panel of Dragons’ Den judges about their passions towards the environment. They learnt important skills throughout the process of their experience.

Preparing Children for the Experience

Prior to the Dragons’ Den event, the Eco-Committee planned and worked as a team thinking of how they might reduce the fast food litter in the local area. They were passionate that this was their aim because they saw on their way to forest school and when out in the local community how much fast food litter affected the wildlife (including deer) and plants. This (as they explained during meetings) upset them and they wanted to do something about it. Therefore, the Eco-Committee held a fundraising event where they sold hot chocolate at a cost of £1. The Eco-Committee asked their customers to bring their own reusable mugs to lessen the amount of plastic used on the fundraising day. Overall, they raised £140, which was enough to buy the litter picking kits. The children in the Eco-Committee put together the litter picking kits and thought of an idea to sell them to other schools in the borough. They wanted to do this to encourage other schools to also help with the fast food problem.

Prior to the Dragons’ Den competition, the Eco-Committee presented their pitch and presentation to the whole school (as a practice run). The Eco-Committee explained their idea thoroughly and answered questions at the end of their presentation.

Travelling to Dragon's Den

The children travelled to the Dragons’ Den venue (Romford Cinema) by school mini bus. As there were only six of them, it was the perfect way to travel.

Introduction to Dragon's Den

The children had regular meetings with Social Enterprise prior to the Dragons’ Den visit. One of the meetings included a business mentoring activity, where the children were spoken to about how to pitch an idea and ways to engage the panel of dragons.

Another meeting the children attended was a meeting arranged by Social Enterprise to help the children come up with a group name, an idea and enterprise ideas. This helped the children to think about their ideas and they were able to have support from business specialists.

The experience

On the day of the Dragons’ Den, the children arrived feeling nervous but also excited. They watched a few other schools pitch their ideas first and then it was their time to give their presentation. Each child in the Eco-Committee had rehearsed so well that they remembered their lines and were able to speak in front of the judges clearly. The children spoke in front of the judges and audience for a total of 8 minutes, explaining their pitch and what they had done prior to the Dragons’ Den competition and what they were wanting to do to continue their project.

After the Eco-Committee’s presentation, the children were asked questions based on their pitch. Each child in the Eco-Committee answered the questions extremely well and clearly. They were so knowledgeable and familiar with all of the content that they gave in their presentation.

At the end of the Dragons’ Den experience, the Dragons went off to deliberate who would win the awards. When the Dragons came back, they announced the groups that had won the awards. Drapers’ Maylands were awarded an award for ‘Community Champions’; this was for their hard work in reaching out to the community to help reduce the fast food litter.

Conclusion…

The Eco-Committee thoroughly enjoyed their trip to Dragons’ Den (Social Enterprise) and felt it was a success. They were proud of the award because they knew they had worked hard to involve the community in their project as much as possible. The Eco-Committee will continue with their project and ensure that each school in the local area has a litter picking kit. They are also going to hold a big litter-picking event in June and involve other schools.

Pupil Voice

What was your highlight?

‘At the end when we could see who the winners were and I felt proud our achievements.’

‘Working as a group to come up with our pitch.’

‘Knowing the dragons were actually interested in our ideas!’

What did you learn?

‘I learnt that even if you have really good pitch, you won’t always be first in everything.’

‘I learnt about profit  by understanding more about business from the dragons.’

‘I learnt how to speak confidently in front of an audience.’

‘I learnt how to work as a team when planning our pitch idea.’

Has this had an impact on you as global citizens / would you engage in a similar experience in the future?

‘Probably, because I think it was a really good way to help me with my career choice and learn about this.’

‘Yes I would love to do it again because I enjoyed seeing other schools pitches.’

How would you recommend this experience to others?

‘I would say try and be as serious as you can and confident.’

‘Rehearse and learn your lines!’

Introduction

This case study aims to highlight the importance of global citizenship and diversity linked to music. The children were able to link up with schools around Europe to see their class, musical ideas and language.

Preparing Children for the Experience

Children who took part in writing a unique song about their school were able to practice singing it and record it in a studio. As part of the Eurovision for schools, they were also able to create a music video to send to the other countries, ready to vote on.

The children in each class were shown all the Eurovision entries from all the countries and asked to vote based on the music, uniqueness, video and language.

The experience…

After all the votes were in, points were given to the countries LIVE via zoom with each country doing the same. The winner was then announced. The experience of watching each country’s song, discussing what we saw – environment, costume, age of children and language, generated an interesting conversation on the education across Europe.

Seeing all these countries come together with a shared love of music was truly wonderful. Visit School Eurovision Content Website.

Conclusion

The children were able to express what they liked about each country’s song, as well as the diversity in their surroundings, which generated great discussion.

Countries that took part were England, Turkey, Ukraine, Romania, Poland, Slovakia, Malta and Lithuania.

Pupil Voice

I enjoyed and learnt how different countries communicate. It would be nice if all schools wrote subtitles in English so that children can understand the song and meaning behind it.

This case study aims to showcase Year 1s experience with Exotic Explorers, a local mobile animal zoo specialising in animal education. The visit had a great and lasting impact on children, both their wellbeing and learning, and highlights the many substantial benefits of Learning Beyond the Classroom experiences.

In the Autumn term, Year 1 began their ‘Animals’ unit in Science, building upon their prior knowledge and learning of farmland and baby animals in Early Years. As part of this unit, we studied animal classification and groups, their physical features and characteristics, and the differences between herbivore, carnivore and omnivore diets. The children were highly engaged with this learning, able to link it with animals well known and familiar to them, but found it difficult to relate and extend their learning to exotic animals from across the world.

Children were well prepared for the visit, taught respect and care towards animals as part of our embedded school culture, with ducks and rabbits on the school site, and deer in our local woodlands that children access regularly as part of Forest School. Prior to the visit, we recapped how to stay safe around animals, and children themselves were involved in this risk assessment, discussing important reminders such as washing our hands before and after and remaining still and gentle so as to not alert or hurt the animal.

We communicated with the organisation to outline the agenda for the visit and choose from the different animals available. Before the visit, teachers explained to children what was going to happen and exactly how the morning would run. Expectations were clearly outlined and any questions or concerns were welcomed from children to be addressed. The visit was also included on the class visual timetable which children frequently refer to, and a social story was written for an individual who finds these useful in preparing for new experiences.

Upon entering the school hall where the visit was to take place, Year 1 children were immediately captured and intrigued by the set up of the animal cages and enclosures. Their excitement was evident, and they listened attentively to find out what was going to happen next. Three staff from the organisation were there to organise the visit, with one member of staff introducing and sharing interesting facts about the animals, whilst the other two members of staff helped to support moving the animals around the room for the children to hold and touch. They loved listening to different trivia about each animal and shared their surprise at the facts, able to recall many of these in their later learning. Being able to hold and touch the animals helped children to physically feel the different features and characteristics we had discussed previously, such as the scaly reptilian bearded dragon and the slimy amphibian salamander. They were also able to watch the animals being fed, observing how the animals moved and hunted their prey, and discussed whether they would fit into the omnivore, carnivore or herbivore group. At the end, the speaker held a quiz to see how much of the information children were able to retain. They particularly enjoyed this, remembering many of the facts shared and talking confidently about these.

The visit was a great success and paved the way for many future learning opportunities. Children demonstrated an enhanced knowledge of animal groups, particularly for more exotic animals in the reptile and amphibian groups. They showed an improved understanding of physical features and characteristics, having been given the opportunity to observe and feel these in reality. Children showed an increased engagement with follow up Science learning and reflected back on their Exotic Explorers visit across the remainder of their time in Year 1, talking excitedly about this experience and using it to make links with new learning. They also wrote letters to recount their Exotic Explorers experience.

The visit was a great success, with significant impact on children’s scientific knowledge and ability to talk confidently about their learning, and has been booked for the next academic year.

Pupil Voice

"My favourite animal was the snake, I didn’t know it would really be that big”

“My favourite animal was the owl because it flew across the room to get its food”

“The owl flew over our heads!”

 “The lizards felt spikey!”

“The skunk was fluffy and soft”

“I could feel the lizard’s scales”

“The lizard can change the colour of his chin to black when he’s angry”

“Owls see 8 times further than humans”

Introduction

This case study aims to demonstrate the importance of children being able to care for themselves and others, both in school and at home. As part of their Maylands journey, children have two opportunities to become First Aiders. They learn important skills from a qualified professional.

Preparing Children for the Experience

The training provider used has visited our school previously. We were provided with an information pack for each child, which they took home. Pre-teaching consisted of basic skills and a reflection, considering the steps taken if they have needed First Aid before.

Travelling to the DT Room

The event took place in one of our rooms in school. The children transitioned from their classroom to the DT Room following our usual routine.

Introduction to Flat Stan First Aid Training

The First Aid trainer introduced himself on arrival and explained what would be happening during the session. He explained the expectations and benefits of the training. Both the class teacher and teaching assistant joined the children with their training and were therefore able to assist with Behaviour Managment and differentiation.

The experience

The children were able to listen to a range of techniques from the specialist, before trying them out. They worked individually, in pairs or small groups (depending on the scenario) and were always able to have a turn each. They used bandages for bleeds and a model for CPR. The children also discussed the use of an ice pack for bumps and running water for burns. All resources were provided by the trainers and adults supported the learning throughout the session, giving verbal feedback.

Conclusion

The children learnt some valuable skills which will enable them to feel more confident when dealing with a First Aid related incident. They will have the opportunity to practise their skills further, which they are looking forward to. They were set some Home Learning, to be able to recite their full address, for emergency purposed. The children took a certificate home, to share with their parents/carers.

Pupil Voice

‘It was so much fun learning about how to help people.’

‘Calling 999, 112, 111 and 101 can help us. They’re the emergency services numbers.’

‘If you have a nosebleed, pinch your nose for 10 minutes and tip your head forward.’

‘Run a burn under water for 20 minutes. If it’s bad, you’ll need to go to hospital so they can check it.’

‘At school, teachers and friends can help us. At home, the people you live with can help you.’

Forest School at Drapers’ Maylands Primary School

Location: On Site / Duck Wood / Hatter’s Wood

Learning Beyond at Forest School

Ms Spillane (Principle)

Forest School is an inspirational process that offers all learners regular opportunities to achieve and develop confidence and self-esteem through hands-on learning experience in a natural woodland environment. It has been included as part of our school curriculum since opening in September 2015.

It is a child-centred approach which extends beyond forest School sessions, and we believe that it has had a significant impact on attitudes to learning in every class, across the school.

School staff are trained as Forest School leaders over a period of a year. They attend in-forest training and complete a portfolio in order to achieve the award. We are fortunate that the woodland is a few minutes’ walk from the school building in a local nature reserve of Dagnam Park (The Manor). We have negotiated an area dedicated to Forest School with local organisations and the Forestry Commission. Forest School enables children to learn more about looking after natural areas, respecting wildlife and developing a life-long interest in conservation and enjoyment of being in a natural environment.

Forest School allows all children to develop a sense of freedom where sessions include opportunities to build positive relationships with one another, by working collaboratively, sharing ideas and supporting one another through challenges. The role of the adult in Forest School sessions is to facilitate which enables confident exploration and develops critical thinking through an environment, which is less restrictive than the classroom.

Benefits to being outside, enjoying the natural world has been celebrated through the pandemic and over the national restrictions. As part of the school plan for recovery, Forest school sessions were increased so that each class had an opportunity to visit the woodland more often. The benefits are reflected in behaviour for learning through improved well-being, self-esteem, and confidence.

The benefits of Forest School are many:

• the natural environment offers opportunities to establish deep thought processes which are needed to develop the strength and resilience needed to cope with emotional difficulties
•  through the activities, it enables stronger bonds to emerge between children, resulting in greater support for one another, understanding and communication
• physical challenges and extended movement opportunities develop strong bones and muscles as part of a healthy lifestyle
• the woodland environment is rich, varied and ever changing; it provides development of learning through senses, at different levels of challenge
• children learn to take responsibility for themselves and their actions, and for others, as well as developing their sense of risk assessment

At Maylands, we have chosen to offer forest School because its ethos creates learning communities where deep-level learning and progression are the norm. This is reflected in the vision and values of the school; learning and development are interconnected, there is a child-centred approach, and the environment plays an important role in teaching and learning.

Introduction

This case study aims to showcase the effects of our participation in the Eat Them to Defeat Them campaign, going beyond the National Curriculum and making life-long impacts on the wider development of the Reception and Year One children.

Preparing Children for the Experience

The holistic development of children is core to Drapers’ Maylands Primary School. We believe that healthy eating plays a vital role in supporting the well-being and education of our pupils. The School Food Plan research found only 1% of packed lunches meet the nutritional standards applied to school food. Current government information has also warned of over one of third of children joining Secondary School already obese. We have therefore adopted an approach of pedagogical dining in which staff and children dine together at lunch on healthy cooked meals. These meals are carefully planned to meet the nutritional requirements for Primary children.

From the very beginning of Reception children enjoy collaborative lunchtimes, being encouraged by adults to broaden their palates and consume a balanced meal supporting their personal, social, physical and academic progress. Children are rewarded for being healthy eaters and adults support them in understanding the important of eating a balanced diet. As a result children try vegetables in a variety of common forms as part of daily school meals.

Our children’s nutritional health from these meals is also supported by an understanding of food groups, hygiene and origins of our food through our Food Technology curriculum and enrichment activities such as Eat them to Defeat Them, gardening and Maylands MasterChef.

In Year One, prior to Eat Them to Defeat Them, children experienced a unit of learning about the Past and Present during Spring 1. As part of this unit we explored where people get their food from, visiting the local shops, and the ability to purchase ready meals now in comparison to the past. As a result of easy access to fast food and ready meals many children join Reception without a broad knowledge of where their food comes from. We spoke about the growing of raw ingredients and planted our own herbs in class.

Introduction to Eat Them to Defeat Them

Based on our knowledge of the children currently in Reception and Year One, and the Eat Them to Defeat Them campaign resources we organised weekly activities suited to our school. In Reception we chose to focus on the core vegetables from Eat Them to Defeat Them and the origin of the vegetables. In Year One children built upon the foundational knowledge from Reception trying the same vegetables in different forms and trying a variety of typical Costa Rican vegetables in traditional dishes as part of their Near and Far unit of learning.

We began with an in class assembly using videos from the scheme to introduce the term Eat Them to Defeat Them and challenge of eating the vegetables before they take over. We  began to use the terminology within school alongside our existing reward systems and policies to encourage healthy eating.

In order to promote engagement at home packs with sticker charts were sent home to parents alongside a leaflet explaining what Eat Them to Defeat Them was. The scheme and our activities in school were also shared with parents on our blogs, social media pages and class dojo account.

The experience of Eat Them to Defeat Them

In Early Years the children tried the vegetables as part of the Eat Them to Defeat Them scheme: carrots, peppers, broccoli, tomatoes and peas each week, encouraging one another to be healthy eaters and broaden their palate of vegetables. For some this was the first time they had tried some of these vegetables. Children loved receiving stickers for the vegetables tried. They were particularly fascinated by exploring where there vegetables came from, planting sweet peas and radishes. They watched these grow throughout the rest of the year, enjoying taste testing the fruits of their labour.

In Year One the children had experience of trying the vegetables in regular boiled form and enjoyed expanding their knowledge of how these vegetables can be cooked. They tried peppers within a dip, tomatoes in a salsa and stir-fried broccoli. As part of their learning about Costa Rica they enjoyed learning about and seeing new vegetables they had not heard of before: sweet potatoes, plantain, yucca, squash and chayote, making Sweet Potato cakes, Yucca fries and fried plantain. In groups they took turns cooking with both the Eat Them to Defeat Them vegetables and Costa Rican vegetables, proudly sharing the dishes they created with the rest of Year 1.

Conclusion

As a result of Eat Them to Defeat Them in Year One the following benefits were observed:

• Children became more interested in eating fruit and vegetables during lunch and snack time with more children willing to try them and more children finishing their portions.
• Children encourage their peers to eat healthily and defeat their vegetables at lunchtimes, creating a positive dialogue around eating a balance diet.
• Children who are reluctant to eat vegetables tried vegetables they usually wouldn’t and surprised themselves by enjoying them in new recipes.
• Children enjoyed the variety of vegetables and recipes eaten, discovering new favourite ways of eating vegetables that they asked for second portions of and expressed an interest in eating again.
• Children broadened their understanding of where food comes from, fostering a positive relationship with food and understanding of the nutritional value of fruit and vegetables.
• Children enjoyed using raw ingredients to cook food, discovering how some dishes they enjoy are made and providing them with confidence and a desire to recreate these simple recipes at home.
• Children shared photographs and spoke of cooking with the vegetables explored in school at home.
• Children broadened their palate to include vegetables from other cultures, experiencing traditional dishes from Costa Rica.
• Parents shared a positive impact of children talking about their experiences at home and wanting to eat their vegetables during dinner.

Following on from our learning as part of this enrichment opportunity:

• Both Year 1 and Reception planted and grew strawberries, caring for the plants. They then harvested the crop once ripe and Reception created smoothies and frozen yoghurt which they shared with Year One.
• During the Maylands MasterChef competition Reception and Year 1 children spoke confidently about the where the vegetables within their recipes came from and demonstrated excellent skill when cooking safely with them to produce delicious and nutritious recipes.

Pupil Voice

"My favourite was the red pepper dip because I helped to make it” Rebecca 

“I liked the red pepper dip because I got to dip tortilla dips” Patrick 

“I loved the broccoli, it was crunchy” Tabita 

“Now I’m going to try lots of new vegetables” Daniel

Introduction

This case study aims to demonstrate the importance of sharing learning with parents/carers. It also highlights the variety of types of learning that takes place- external providers, DT projects, Food Technology etc.

Preparing Children for the Experience

Our Roman Showcase celebrated the Unit of Work: Romans. The children prepared for the experience by gathering the information they had gained throughout the term. As parents/carers were invited to the Showcase, the Office Team supported Safeguarding when allowing them onsite. The Site Team supported the physical set up of the hall.

Travelling to the hall

Our Showcase took place in our hall, so we travelled down the corridor as usual.

Introduction to our Roman Showcase

The children were made aware of the intentions at the start of the term. They had a good understanding of the expectations and created their Showcase material over several weeks. 

The experience

The children confidently demonstrated their understanding of the topic by presenting to their parents/carers. They set up tables in the hall and created a pathway for them to follow. They shared their facts and experiences.

Conclusion

The children learnt lots about Romans and were able to celebrate this with their parents/carers.

Pupil Voice

'Getting everything ready for our Showcase was amazing!’

‘Our DT project was the best!’

‘The Trunk Theatre was such a great experience.’

‘I loved the role play because it made me remember what happened.’

‘I enjoyed seeing my mum and getting to talk to other parents.’

‘We were able to take cards with us, to remind us of what to say. I added information to mine at home.’

Introduction

This case study aims to ignite a sense of wonder and curiosity about space and astronomy in our children. This experience was designed to complement our classroom lessons on the Earth and space, encouraging hands-on learning and providing a tangible connection to the concepts we have been exploring.

Preparing Children for the Experience

In preparation for our visit to the Royal Observatory of Greenwich and the Planetarium, a series of engaging and educational activities were conducted to build a solid foundation of knowledge and excitement among the students.

1. Learning About the Moon Landing: The students learned about the historic Apollo moon landings through stories, videos, and discussions.
2. During our annual Science Week, the theme was Earth and Space. This thematic focus allowed for a week-long immersion in topics related to astronomy, creating a rich context for the upcoming visit. The children participated in a creative activity where they "travelled to the moon in a rocket." This imaginative play involved simulating a space journey. This activity fostered excitement and curiosity, helping students visualize and emotionally connect with the idea of space travel. To give the children a taste of a real astronaut's experience, they tried space food, such as freeze-dried ice cream and other space-friendly snacks. This sensory experience made the concept of space travel more tangible and memorable. The classroom was transformed with displays of space-related objects, including astronaut gloves, moon rocks (replicas), and a model rocket. Students had the opportunity to handle and examine these objects, providing a tactile learning experience that deepened their understanding of space exploration.

To the Moon and Mars’ Workshop: Students participated in a workshop titled ‘To the Moon and Mars,’ where they engaged in interactive activities related to space travel and exploration. This workshop provided hands-on learning and further prepared the students for the concepts they would encounter during the field trip.

Travelling to Greenwich

The children travelled to the venue by bus. Before boarding the bus, children were given a brief orientation about the day's itinerary. This included a discussion about the importance of the Royal Observatory and what they would be seeing and learning. The anticipation of the trip helped build excitement and curiosity among the students, making them more eager and engaged.

Introduction to the Royal Observatory Greenwich

Travelling to the Royal Observatory of Greenwich and the Planetarium was designed to be an integral part of the overall educational experience. Briefly describing each activity, such as visiting the micro gallery, watching the planetarium show, seeing the Prime Meridian Line, exploring the Royal Observatory, and observing London from the viewing point. We ensured all activities were accessible to every child and adjustments were made as needed to accommodate individual needs. Breaks were built into the schedule to allow children time to relax and process what they had experienced. A quiet space was identified for any child needing a moment away from the group to manage overstimulation or anxiety.

The Experience

Children walked through a micro gallery filled with photos of Earth and space. They had the unique opportunity to touch a 4.5 billion-year-old meteorite, the oldest object they will ever touch. Inside the Planetarium, we watched "Ted's Space Adventure," a child-friendly show that taught about the planets in our Solar System. he immersive environment was prepared for by explaining what to expect, such as dimming lights and loud sounds, to prevent any surprises. Children were seated with their buddies and teachers to provide comfort.

Year 2 students spotted the Prime Meridian Line, learning that it separates the eastern hemisphere from the western hemisphere and realising they were standing in both at the same time. Walking through the Royal Observatory, children saw different telescopes used by astronomers and glimpsed Flamsteed House, where Astronomers Royal lived and worked. They saw interesting artifacts and historical clocks.

Finally, at the viewing point, children observed London from a distance, spotting landmarks like the Queen’s House, the O2, and the River Thames. Teachers used this opportunity to connect the view with the geography lessons taught in class, making the experience relevant and educational.

Conclusion

The visit to the Royal Observatory of Greenwich and the Planetarium was an enriching educational experience that provided our students with a deeper understanding of space and astronomy. The hands-on, interactive learning environment, combined with the awe-inspiring planetarium show, not only reinforced their classroom lessons but also inspired a lasting curiosity and enthusiasm for science. This field trip significantly impacted their perception of the world and the universe, fostering a lifelong love for learning and exploration.

Pupil Voice

“My favourite part of the day was trying the space food; it was very and tasty but strange.”

“I enjoyed designing my own space rover and chose to make it out of metal and plastic materials.” 

‘’The planetarium was huge, and I liked that you can lie down to see the universe’’.

‘’It was so much fun. I liked touching the rock (meteorite) because it’s the oldest object I’ve ever going to touch!’’

‘’There was lots of telescopes and in the Octogonal Room you could look through one of them and I saw Saturn with the rings’’.

‘’I learnt that there are so many stars in the sky and planets and the sun it’s so hot’’.