To Introduce Thematic Learning in KS1, KS2 and KS3 and Assess the Impact on Pupils' Attitude to Learning

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1 Case Study Establishment name: Lancashire no. 04/133 Contact name: Pear Tree School Louise Jackson Telephone no Award granted: Project title: Good Practice To Introduce Thematic Learning in KS1, KS2 and KS3 and Assess the Impact on Pupils' Attitude to Learning Project summary 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. Specific aspect of practice to be accredited? To foster a joy for learning, raise achievement and develop PSHCE skills through joined-up teaching and learning within the creative curriculum Aspect of Every Child Matters addressed: Be healthy Stay Safe Enjoy and achieve Make a positive contribution Achieve economic well-being

2 What were you hoping to achieve? To review the curriculum in the light of Excellence and Enjoyment. To work closely with classes to ensure that future planning was thematic. To create a whole school plan. To introduce flexible timetabling. To link subjects together where there are strong connections. To incorporate non-fiction literacy skills into other curriculum areas where appropriate. To establish either class presentations, a visit or visitors at the end of the theme outlining the learning that has taken place either to the whole school or individual classes. To assess the impact on pupil's learning in terms of their PSHCE skills. To enthuse staff to deliver a curriculum with passion. How did you identify the need for this practice? The curriculum had been established for a number of years and hadn't been reviewed in the light of Excellence and Enjoyment. There was a feeling of 'sameness' amongst the children and staff towards their teaching and learning. It was felt that a fresh look was needed taking the knowledge from a subject based curriculum to a personalised one and therefore improve the children's attitude to learning. What did you do? Summer 06 Assistant Head and teacher attended a day course with other special schools on Creativity in the Curriculum. October 06 Assistant Head attended a Creative Curriculum course followed by a whole school staff meeting cascading the knowledge in November 06. It was decided to have a whole school theme on the books of Roald Dahl. Spring term 07 all classes took a Roald Dahl book and linked it to other curriculum areas in their planning cycle. The Assistant Head worked with class teachers. The culmination was a whole school visit to Blackpool Grand to see 'Danny Champion of the World', individual class presentations on World Book Day and the school's artists in residence working with the KS1,2,3 and 4 to create a large scale BFG. In the summer term the planning for each class was put into a grid format, class teachers worked with Assistant Head to link subjects together where there were strong links for school based theme on The Great Fire of London. Staff from all the classes formed a working party lead by the history leader to plan a history week on that theme. A specific day was allocated when all the staff and children dressed as Stuarts or in 'fire' colours. Staff from the working party planned activities linked with the time for children to take part in. An historical actor role-played aspects of The Great Fire. The literacy leader held class drama workshops for each class. The aim was to demonstrate to class teachers and support staff how to incorporate literacy Page 2 of 5

3 into history as well as the planning progression of shared reading, drama and finally guided writing. The story delivered to the children was sensory based using PowerPoint and switches. This was followed by making props e.g. bread oven, burning timbers and then acting out the story using the drama techniques: - conscience alley, thought-tracking and soundscapes. The children then wrote about the story using emergent writing and the computer. In Spring 07 the Assistant Head contributed to a thematic aquatic curriculum along with teachers from another special school. The Assistant Head, P.E. teacher and two TA 2s attended a special school staff meeting with two other special schools to launch it. Key Stage 3 piloted an aspect of Aquatic Curriculum. They extended their teaching and learning on floating and sinking from the classroom to the swimming pool. In autumn 07 Key Stage 3's cross-curricular theme was Volcanoes and Earthquakes. They were joined by a group of students from a local high school to compose a dance together using a volcano poem as a stimulus, on a weekly basis. This was followed by a lesson learning about the geographical side. In literacy the students composed their own volcano poem. In Key Stage 2 the literacy leader and class teacher worked together to link the new 'Letters and Sounds' to the cross-curricular theme of 'Space'. The children learnt the sounds linked to space e.g. 'r' for rocket by singing and dancing to alliteration songs and composing alliteration sentences. The literacy text was a space story ( What Ever Next by Jill Murphy) this was acted out in class and in the swimming pool. There was also a role-play 'space ship' in the classroom. In Spring 08, the whole school theme was on The Sea. KS1 learnt about the Victorian Seaside with a call and response poem about going to the beach. The children painted a beach scene as well as a Punch and Judy. In phonics they learnt the phonemes s,a,t,d, p and corresponding seaside vocabulary e.g. paddling, picnic, seagull, apple, donkey. In sensory phonics they learnt about the sounds linked to a donkey ride and a visit to the beach. In KS2 the pupils learnt about Sea Animals. The literacy text was the poem 'Commotion in the Ocean'. In science they investigated a real crab, octopus and fish, which corresponded to the creatures in the poem. The class visited the Sea Life Centre to link their learning to the animal s habitat. DT and art were also linked into the theme. The class S.E.A.L. assembly to parents was all about their theme of Sea Animals. KS3's theme was Water Everywhere. The literacy text was The Tempest and the sensory phonics represented the sounds of the storm. A group of students from a local high school worked with the students to produce a dance about the Tsumasi. The students also learnt about coastal erosion. They linked their learning about the sea to their S.E.A.L. assembly. A whole school Pirate Week took place during the week of World Book Day. The school's artists in residence held workshops over two days making a pirate, pirate flag, and skull and cross bones and pirate jewellery with the pupils. A visiting pirate came for the day and worked with the pupils - loading a canon, firing a musket and role-playing being a pirate. Page 3 of 5

4 On World Book Day the whole school dressed up as pirates and performed their literacy text to the rest of the school. KS4 and FE joined in, performing pirate poems, the Pirates of the Caribbean and The Rime of the Ancient Mariner. There was a whole school treasure hunt and a pirate dinner at lunch time. The week finished with a group of 'real' pirates capturing the head, deputy and assistant head and making them walk the plank!!. Which members of the establishment and/or wider community have been involved and what was their role? All teachers, TA3s and TA2s - teaching and learning, history actor- role-playing, artists in residence- creating sculptures and artefacts How has the practice been modified or improved during development? Planning is now thematic, using a subject overview that has been adapted from the Foundation Stage six areas of learning. Subjects with strong links have been worked together and delivered as joined-up learning. The thematic curriculum is now extending into swimming lessons using aquatic curriculum. Timetabling is now more flexible. What has been the impact of the project on pupils learning, achievement or enjoyment and how has this been measured? The pupils are excited and full of enthusiasm to learn. Pupil s behaviour and attitude to learning has improved e.g. now engaged and interested in structured learning opportunities, students are able to work independently for brief periods of time or in small groups. What are the next stages in the development process? To create a broad, balanced, thematic curriculum for a two to three year cycle for KS1, KS2 & KS3. Incorporate opportunities for children to put forward their ideas on what they would like to learn. The P.E. teacher to liaise with class teachers to link classroom planning to the aquatic curriculum now the new swimming pool lights and sound system have been fitted. What aspects of this practice may be useful for other establishments to consider? Begin with a whole school theme that generates interest and enthusiasm from children and staff alike. Encourage year group planning with all staff. Take it slowly and be prepared to make modifications over a number of years. Chart the subjects for each class to ensure a balance. Use a subject overview based on the Foundation Stages six areas of learning to generate ideas and show the focus of the theme. Establish that some subject areas are nonnegotiable e.g. daily literacy and maths, weekly P.E., R.E. and music. Link together two-three subjects that have strong links, all subjects that don t fit in with the theme are taught as discrete subjects according to the original Page 4 of 5

5 class curriculum plan. Literacy is to percolate throughout the theme. Genres to be linked appropriately to the area of study e.g. plays, poetry, myths, biography. Incorporate literacy links between subjects e.g. writing instructions in science based theme. Establish opportunities for children to share their work and celebrate their success. Introduce flexible timetabling that has a different format every half term e.g. Numeracy Challenge Week, depending on the theme. Actively incorporate the S.E.A.L. attributes of self awareness, managing feelings, motivation, empathy and social-skills and the cognitive skills of problem solving, enquiry, creative thinking, information processing, reasoning and evaluating. Begin with an introductory session establishing what the pupils know already and what they would like to find out. Finish the theme with an event, a visitor or a visit and where possible, the children creating their own overview to demonstrate the learning they have achieved. Any Other Comments: The introduction of the thematic curriculum has a tremendous effect on staff and pupil's enthusiasm for teaching and learning. There is a real excitement when the lessons are cross-curricular. The enthusiasm is infectious. Page 5 of 5