Westhoughton primary School

Literacy Project

Further down the page is a detailed summary and evaluation of the outcomes.

Description

Year 6 pupils at Westhoughton Primary School worked with artist Graham Marsden creating dens and habitats as part of an exciting cross-curricular project which focussed on Bolton Museum’s Natural History collection. 

The project provided an inspirational springboard for literacy, leading to spoken dramatic and written work.  As part of their drama presentations, pupils created scenarios and used their imaginations to show what different animals would be doing in the habitats. 

Pupils observed and discussed specimens in the Museum’s Botany collection with Patricia Francis, Curator of Natural History.  They were fascinated by the story of the 18th century collector, Edward Jacobs, who was a child when he first collected plant specimens in 1724.  Pupils were captivated by the large flower press in the Botany store and asked if they could press flowers when they returned to school.

During their visit to the Museum, pupils worked in groups with Graham creating large structures from small units.  They developed their knowledge of construction and engineering, learning about the strength and stability of joining different geometric shapes. 

Pupils created dens in a variety of environments, including the school hall, the museum, and the outdoors.  Pupils were very enthusiastic, expressing their enjoyment and commenting on the fun they were having during the den making sessions.  They worked well together developing their co-operative skills during the project.  As their confidence grew during the four sessions, they became more adventurous and ambitious in the structures which they built.

Teachers were delighted with the cross-curricular nature of the project and its suitability for all types of learners.  They felt that it brought out the best from the children, some even volunteering to help tidy up!

Summary of aims and outcomes

Team working skills

• Pupils improved their co-operative skills through working in groups work to build their habitats and dens.  
• During the visit to the Museum, they worked as a team creating large structures from small units.
• They organised themselves in groups when creating the Drama Improvisations, allocating roles and devising a narrative.

Speaking and listening skills

• Pupils listened attentively to Graham’s instructions when he explained how to join and secure the poles with masking tape.  
• When describing what they had made, they gave clear descriptions while the other pupils listened.  

Styles of learning:

Visual:

• The pupils observed and made drawings of specimens and exhibits in the museum.

Auditory:

• Pupils listened to Graham’s instructions and to the dramatic presentations of the other groups.  

Kinaesthetic:

• The project required active, physical and practical learning when the pupils built the dens.

Cross-curricular links - areas of study:     

Literacy:

• The project provided an inspirational springboard for literacy, leading to spoken dramatic and written work.
• Pupils used ‘how’, ‘what’, ‘when’, ‘where’, ‘why’ and ‘wow’ words.  
• Pupils used the punctuation pyramid and thought about descriptive words.
• Pupils extended their vocabulary, learning words such as ‘carrion’ and ‘chlorophyll’.

Living things and habitats made from plants:

• Pupils observed and discussed specimens in the Botany collection at the Museum.  The children were captivated by the story of Edward Jacobs, who was a child when he first collected specimens.  
• The children were fascinated when the Curator of Botany showed them the large flower press in the Botany store.  The boys said that they wanted to press flowers and asked if they could do so when they returned to school.

DT – Design a Shelter:

• Pupils developed their knowledge of construction and engineering during the project.  They learned about the strength and stability of creating and joining a variety of geometric shapes, such as triangles and hexagons.  
• They learned how to use small units to create a larger structure.  
• Pupils created their dens in a variety of environments, including the school hall, the museum, and the outdoors.

Development of practical, creative and intellectual skills

Practical skills:

• Pupils learned how to join poles and sticks together using masking tape.  They learned that it is not the quantity of tape, but how it is used that is important.
• Children gained accuracy when using pea-sticks on a smaller scale.  Their practical skills and speed improved over the course of the 4 sessions.

Creative skills:

• Pupils used their imaginations to build dens and create their drama presentations. They created a variety of scenarios and used their imagination to show what the animals would be doing in their habitats.  
• Pupils developed drawing skills when observing plants and animals in the Museum displays.

Intellectual skills:

• Pupils realised that accuracy was important in joining tessellations to create structures.  
• They studied living things in science and used information books to do research on green plants.

Enjoyment

• Pupils commented on the fun they were having during the den making sessions.  When they worked outdoors in a ‘back to nature’ environment, the children didn’t want the activity to finish.  
• They enjoyed visiting the museum, as few pupils had been on a trip to the museum with their parents. The Botany stores of the Museum captured their interest, and the children found the displays in the Wildlife on Your Doorstep Gallery fascinating.  
• They enjoyed the drama sessions, both participating and watching the other presentations.

Raising self-esteem

• Drama gave the children confidence and encouraged them all to participate.  Some children, who were not natural leaders, felt empowered to take the initiative.