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| English |
Sample activity |
| En1 |
Speaking |
Focus on main points
Describe events and experiences
Speaking to different people
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Tell others about tour or workshop
Conduct own tour of Abbey
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| Listening |
Sustain concentration
Remember specific points of interest
Make relevant comments
Listen to others' reactions
Ask questions to clarify understanding
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Participation in tour or workshop
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| Group Discussion |
Take turns in speaking
Relate own contribution to what has gone before
Take different views into account
Extend own ideas in light of discussion
Give reasons for opinion and actions
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Extension of particular theme, e.g., Baptism
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| Interaction |
Making plans
Investigating
Sharing ideas and experiences
Commenting and reporting
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Co-operative working in groups, e.g., moving a large block of "stone"
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| Drama |
Telling a story through tableaux or using a narrator
Working in role
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Re-enactment, e.g., Birinus baptising Cynegils
Interpretation e.g., scene from stained glass window or Bible story
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| En3 |
Writing |
Sequence events and recount them in appropriate detail
Put ideas into sentences
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Numerous activities either at the Abbey or as follow up
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| Maths |
Sample activity |
| Ma2 |
Problem Solving |
Trying different approaches
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Measure girth of a pillar, width of Romanesque wall
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| Communicating and Reasoning |
Make decisions about which strategies to use
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Working as a group to move a block of "stone"
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| Ma3 |
Shape and Space |
Identifying common 2D and 3D shapes
Reflective symmetry, translation , rotation
Right angles
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Observation in Abbey
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| Measure |
Non-standard and standard units of measure
Angles as a measure of turn
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Measure length of Abbey, width of wall
Use ground plan of Abbey to plan measured route to favourite parts
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| Science |
(possibly in conjunction with Hurst Water Meadow) |
| |
Sample activity |
| Sc1 |
Scientific Enquiry |
Explore using senses of sight, hearing, smell and touch and make &
record observations and measurements
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Opportunities for comparison between Abbey and Hurst water Meadow
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| Sc2 |
Life Processes and Living Things |
Animals move, feed, grow, use their senses, reproduce and excrete
Green plants: conditions for growth; recognise and name parts of flowering plant;
seeds grow into flowering plants
Living things in their environment
Identify similarities and differences between local environments and ways in
which these affect animals and plants there
Care for environment
|
Relate life processes to animals and plants found on the Hurst
Find examples growing on the Hurst or in Abbey grounds
Relate different species of plants and animals to their habitat – Hurst
or Abbey
Compare animals and plants found on the Hurst with those found
in, e.g., school environment
Country Code
Rules on the Hurst
Hurst Water Meadow Trust formed to purchase and protect environment
|
| Sc3 |
Materials and their properties |
Grouping materials: use senses to explore and recognise similarities and
differences between materials; sort into groups on basis of simple material
properties; recognise and name common types of material and recognise
that some are found naturally; find out about the uses of a variety
of materials and how these are chosen on the basis of their specific
properties
|
Investigate fabric of the Abbey and its contents
Comprehension of 'old' and 'new' materials, e.g., wooden nails in
Cloister Gallery
Handle Abbey building materials
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| Sc4 |
Physical processes |
Forces and motion
|
Identification of forces and stresses and ways the Abbey building
has been adapted to handle these
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| History |
Sample activity |
| Chronological understanding |
Place events in chronological order
Use common words and phrases relating to the passing of time
|
Fit building of the Abbey and the main events in its history on
a time line of known events
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| Knowledge and understanding of events, people and changes in the past |
Why people did things; what happened as a result
Identify differences between different ways of life at different times
|
Use events in history of the Abbey to illustrate cause and effect
(via role play)
Use continuous settlement of locality (from Iron Age) to
illustrate differences or main events of the history of the Abbey or
major changes in social history affecting village, e.g., closing of
monastery, coaching routes
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| Historical interpretation |
Identification of different ways in which the past is represented
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Use landscape, village buildings, the Abbey, the museum
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| Historical enquiry |
How to find out about the past from a range of sources of information
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As above
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| Organisation and communication of knowledge |
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Report findings to others
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| Geography |
Sample activity |
| Geographical enquiry and skills |
Ask geographical questions. What is it like to live in this place?
Observe and record
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Explore the village, identify shops, services, transport. Discuss advantages and disadvantages
E.g., traffic count. Old/new buildings
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| Knowledge and understanding of places |
Identify and describe what places are like
Identify where places are
Recognise how places have become the way they are and how they are
changing
Recognise how places compare with other places
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Use village, wider environment, Hurst Water Meadow, the Abbey
Discover location of Roman roads, crossing point of River Thame,
coaching routes
Continuous settlement from Iron Age, reintroduction of Christianity
and history of Abbey, coaching route, decline in agriculture, desirable
village
Dorchester formerly more important than Oxford and Winchester
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| Knowledge and understanding of environmental change and sustainable development |
Recognise changes in environment
Recognise how environment may be improved and sustained
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E.g., traffic pollution – bypass reducing volume of traffic in village
Policy of Hurst water Meadow
Find out about public transport
|
| Art |
Sample activity |
| Exploring and developing ideas |
Record from first hand observation, experience & imagination and
explore ideas
Visual and tactile elements including colour, pattern and texture,
line and tone, shape, form and space
Differences and similarities in work of craftspeople at different times
|
Use the Abbey and village buildings as a stimulus e.g., make own Jesse
Window figure
Touch stones in Gallery display
Make rubbings
Observe how space is created in the Abbey
Examine stained glass
Use the Abbey and village properties to compare with modern buildings
Thatching: an old craft continuing
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| PSHE & Citizenship |
Sample activity |
| Knowledge, Skills and Understanding |
Developing confidence and responsibility and making most of abilities |
Recognise what like and dislike
Share opinions on things that matter and explain views
Recognise, name and deal with feelings in a positive way
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| Preparing to play an active role as citizens |
Take part in discussions
Take part in a simple debate about topical issues
Recognise choices that can be made
Realise that people have needs and that they have responsibilities to
meet them
Understand how rules help them
Understand that they belong to various groups and communities
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| Breadth of opportunities |
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Take part in discussions
Meet and talk with people
Consider social and moral dilemmas come across in everyday life
Ask for help
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