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Emma Emma Emma Emma Pollitt Pollitt Pollitt Pollitt St. Gregory St. Gregory St. Gregory St. Gregory’ ’s Catholic Primary School s Catholic Primary School s Catholic Primary School s Catholic Primary School “Carnival of the Carnival of the Carnival of the Carnival of the Animals Animals Animals Animals”

Carnival of the Carnival of the AnimalsAnimals” ””” · ““““Carnival of the Carnival of the AnimalsAnimals” ... an exciting project based around an exciting project

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Page 1: Carnival of the Carnival of the AnimalsAnimals” ””” · ““““Carnival of the Carnival of the AnimalsAnimals” ... an exciting project based around an exciting project

Emma Emma Emma Emma PollittPollittPollittPollittSt. GregorySt. GregorySt. GregorySt. Gregory’’’’s Catholic Primary Schools Catholic Primary Schools Catholic Primary Schools Catholic Primary School

““““Carnival of the Carnival of the Carnival of the Carnival of the AnimalsAnimalsAnimalsAnimals””””

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Outline of ProjectOutline of ProjectOutline of ProjectOutline of Project…………

• We aimed to combine the Catholic Feast Day of St. Francis with We aimed to combine the Catholic Feast Day of St. Francis with We aimed to combine the Catholic Feast Day of St. Francis with We aimed to combine the Catholic Feast Day of St. Francis with an exciting project based around an exciting project based around an exciting project based around an exciting project based around ““““The Carnival of the Animals.The Carnival of the Animals.The Carnival of the Animals.The Carnival of the Animals.””””(29th September(29th September(29th September(29th September---- 10th October 2008)10th October 2008)10th October 2008)10th October 2008)

In our most recent inspection OFSTED stated that areas to develoIn our most recent inspection OFSTED stated that areas to develoIn our most recent inspection OFSTED stated that areas to develoIn our most recent inspection OFSTED stated that areas to develop p p p further as a school were::further as a school were::further as a school were::further as a school were::

• Develop more opportunities for pupils to learn about MultiDevelop more opportunities for pupils to learn about MultiDevelop more opportunities for pupils to learn about MultiDevelop more opportunities for pupils to learn about Multi----cultural cultural cultural cultural BritainBritainBritainBritain

• Strengthen links between subjects so that pupils can develop theStrengthen links between subjects so that pupils can develop theStrengthen links between subjects so that pupils can develop theStrengthen links between subjects so that pupils can develop their ir ir ir basic skills more effectivelybasic skills more effectivelybasic skills more effectivelybasic skills more effectively

• In our creative project we intended to link Language, In our creative project we intended to link Language, In our creative project we intended to link Language, In our creative project we intended to link Language, Communication and Literacy with Music and Art, culminating Communication and Literacy with Music and Art, culminating Communication and Literacy with Music and Art, culminating Communication and Literacy with Music and Art, culminating in a fantastic carnival open to parents, the parish and the widein a fantastic carnival open to parents, the parish and the widein a fantastic carnival open to parents, the parish and the widein a fantastic carnival open to parents, the parish and the wider r r r community.community.community.community.

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The artists we intended to work with were:The artists we intended to work with were:The artists we intended to work with were:The artists we intended to work with were:•Dannie DeeDannie DeeDannie DeeDannie Dee---- CantaloopCantaloopCantaloopCantaloop rapper to create rapper to create rapper to create rapper to create perfomanceperfomanceperfomanceperfomance poetry poetry poetry poetry linked to the animalslinked to the animalslinked to the animalslinked to the animals•VinataVinataVinataVinata GodboleGodboleGodboleGodbole---- linking linking linking linking BollywoodBollywoodBollywoodBollywood dance to the animalsdance to the animalsdance to the animalsdance to the animals•ZozoZozoZozoZozo ShuaibuShuaibuShuaibuShuaibu---- linking African rhythms and drumming linking African rhythms and drumming linking African rhythms and drumming linking African rhythms and drumming to animal theme to reto animal theme to reto animal theme to reto animal theme to re----tell and create traditional storiestell and create traditional storiestell and create traditional storiestell and create traditional stories•Lancashire Lancashire Lancashire Lancashire SinfoniettaSinfoniettaSinfoniettaSinfonietta---- two half day workshops to two half day workshops to two half day workshops to two half day workshops to complement work of Dannie Dee and complement work of Dannie Dee and complement work of Dannie Dee and complement work of Dannie Dee and VinataVinataVinataVinata GodboleGodboleGodboleGodbole. Also . Also . Also . Also one half day workshop to create carnival performanceone half day workshop to create carnival performanceone half day workshop to create carnival performanceone half day workshop to create carnival performance

In this project, we felt that we were addressing In this project, we felt that we were addressing In this project, we felt that we were addressing In this project, we felt that we were addressing OFSTEDOFSTEDOFSTEDOFSTED’’’’ssss two two two two areas of development for our school. Links would be areas of development for our school. Links would be areas of development for our school. Links would be areas of development for our school. Links would be strengthened through a whole school project and the artists strengthened through a whole school project and the artists strengthened through a whole school project and the artists strengthened through a whole school project and the artists used will reflect Multiused will reflect Multiused will reflect Multiused will reflect Multi----Cultural Britain, giving children a Cultural Britain, giving children a Cultural Britain, giving children a Cultural Britain, giving children a meaningful and exciting way of learning about other meaningful and exciting way of learning about other meaningful and exciting way of learning about other meaningful and exciting way of learning about other cultures and communities today through music and dance.cultures and communities today through music and dance.cultures and communities today through music and dance.cultures and communities today through music and dance.

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Objectives of the project…

The skills and attributes we hoped to improve and develop were:The skills and attributes we hoped to improve and develop were:The skills and attributes we hoped to improve and develop were:The skills and attributes we hoped to improve and develop were:• Strengthening pupils use of problem solving skillsStrengthening pupils use of problem solving skillsStrengthening pupils use of problem solving skillsStrengthening pupils use of problem solving skills• Fostering childrenFostering childrenFostering childrenFostering children’’’’s ability to think independently, flexibly s ability to think independently, flexibly s ability to think independently, flexibly s ability to think independently, flexibly

and creativelyand creativelyand creativelyand creatively• Build upon childrenBuild upon childrenBuild upon childrenBuild upon children’’’’s compositional skills to reflect ways in s compositional skills to reflect ways in s compositional skills to reflect ways in s compositional skills to reflect ways in

which animals movewhich animals movewhich animals movewhich animals move• Build upon childrenBuild upon childrenBuild upon childrenBuild upon children’’’’s dance skills to reflect ways in which s dance skills to reflect ways in which s dance skills to reflect ways in which s dance skills to reflect ways in which

the animals movethe animals movethe animals movethe animals move• Build upon the childrenBuild upon the childrenBuild upon the childrenBuild upon the children’’’’s Literacy skills to create s Literacy skills to create s Literacy skills to create s Literacy skills to create

performance poetry/ raps and traditional stories linked to performance poetry/ raps and traditional stories linked to performance poetry/ raps and traditional stories linked to performance poetry/ raps and traditional stories linked to the animalsthe animalsthe animalsthe animals

• Develop further childrenDevelop further childrenDevelop further childrenDevelop further children’’’’s knowledge and understanding of s knowledge and understanding of s knowledge and understanding of s knowledge and understanding of MultiMultiMultiMulti----cultural societycultural societycultural societycultural society

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Our Success CriteriaOur Success CriteriaOur Success CriteriaOur Success Criteria…………

Improvement of childrenImprovement of childrenImprovement of childrenImprovement of children’’’’s target skillss target skillss target skillss target skills----compared before and after project. Staff compared before and after project. Staff compared before and after project. Staff compared before and after project. Staff provided with assessment sheet per childprovided with assessment sheet per childprovided with assessment sheet per childprovided with assessment sheet per child---- asked to assess 6 children in class asked to assess 6 children in class asked to assess 6 children in class asked to assess 6 children in class using school code. Staff also asked to note levels of writing/ susing school code. Staff also asked to note levels of writing/ susing school code. Staff also asked to note levels of writing/ susing school code. Staff also asked to note levels of writing/ speaking and peaking and peaking and peaking and listening for Autumn assessment to measure progress.listening for Autumn assessment to measure progress.listening for Autumn assessment to measure progress.listening for Autumn assessment to measure progress.

• Are the children able to think independently?Are the children able to think independently?Are the children able to think independently?Are the children able to think independently?• Are the children able to apply a range of techniques to solve a Are the children able to apply a range of techniques to solve a Are the children able to apply a range of techniques to solve a Are the children able to apply a range of techniques to solve a problem? problem? problem? problem? • Are the children able to compose rhythms and dances tying in to Are the children able to compose rhythms and dances tying in to Are the children able to compose rhythms and dances tying in to Are the children able to compose rhythms and dances tying in to animal theme?animal theme?animal theme?animal theme?• Are the children showing an improvement in their speaking and Are the children showing an improvement in their speaking and Are the children showing an improvement in their speaking and Are the children showing an improvement in their speaking and

listening/writing skills? listening/writing skills? listening/writing skills? listening/writing skills? • Are the children showing a greater understanding of MultiAre the children showing a greater understanding of MultiAre the children showing a greater understanding of MultiAre the children showing a greater understanding of Multi----Cultural Britain?Cultural Britain?Cultural Britain?Cultural Britain?• Are the children demonstrating higher levels of engagement and eAre the children demonstrating higher levels of engagement and eAre the children demonstrating higher levels of engagement and eAre the children demonstrating higher levels of engagement and excitement xcitement xcitement xcitement

towards learning?towards learning?towards learning?towards learning?

Staff developmentStaff developmentStaff developmentStaff development…………Are the staff showing greater levels of confidence ad enthusiasmAre the staff showing greater levels of confidence ad enthusiasmAre the staff showing greater levels of confidence ad enthusiasmAre the staff showing greater levels of confidence ad enthusiasm towards creative towards creative towards creative towards creative

teaching and learning?teaching and learning?teaching and learning?teaching and learning?

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Organisation of the project…

• Whole staff INSET to launch new creative curriculum and Whole staff INSET to launch new creative curriculum and Whole staff INSET to launch new creative curriculum and Whole staff INSET to launch new creative curriculum and introduce Carnival introduce Carnival introduce Carnival introduce Carnival cdcdcdcd----romromromrom as a resource for cross curricular as a resource for cross curricular as a resource for cross curricular as a resource for cross curricular and creative learningand creative learningand creative learningand creative learning

• Discussed as staff the skills previously identified in which Discussed as staff the skills previously identified in which Discussed as staff the skills previously identified in which Discussed as staff the skills previously identified in which children needed to improve uponchildren needed to improve uponchildren needed to improve uponchildren needed to improve upon………… teachers then asked to teachers then asked to teachers then asked to teachers then asked to assess 6 target children per class at beginning of project.assess 6 target children per class at beginning of project.assess 6 target children per class at beginning of project.assess 6 target children per class at beginning of project.

• Teachers asked to plan specific activities within carnival Teachers asked to plan specific activities within carnival Teachers asked to plan specific activities within carnival Teachers asked to plan specific activities within carnival theme which would focus on target skills for a period of 4 theme which would focus on target skills for a period of 4 theme which would focus on target skills for a period of 4 theme which would focus on target skills for a period of 4 weeks.weeks.weeks.weeks.

• Staff meetingStaff meetingStaff meetingStaff meeting---- I modelled using skills to inform planning I modelled using skills to inform planning I modelled using skills to inform planning I modelled using skills to inform planning within a theme. Staff given time to trial new planning within a theme. Staff given time to trial new planning within a theme. Staff given time to trial new planning within a theme. Staff given time to trial new planning technique and feedback. All staff asked to trial new flexible technique and feedback. All staff asked to trial new flexible technique and feedback. All staff asked to trial new flexible technique and feedback. All staff asked to trial new flexible timetables and block work around theme where applicable. timetables and block work around theme where applicable. timetables and block work around theme where applicable. timetables and block work around theme where applicable.

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•Lancashire Lancashire Lancashire Lancashire SinfoniettaSinfoniettaSinfoniettaSinfonietta used to begin projectused to begin projectused to begin projectused to begin project---- whole school whole school whole school whole school

performance and focussed workshops with KS2. performance and focussed workshops with KS2. performance and focussed workshops with KS2. performance and focussed workshops with KS2.

•Used as a springboard to improve compositional skills Used as a springboard to improve compositional skills Used as a springboard to improve compositional skills Used as a springboard to improve compositional skills

and ability to think creatively/ independently.and ability to think creatively/ independently.and ability to think creatively/ independently.and ability to think creatively/ independently.

• Set tasks for children to work on over 4 week periodSet tasks for children to work on over 4 week periodSet tasks for children to work on over 4 week periodSet tasks for children to work on over 4 week period

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Organisation of the project…

• Vinata Godbole- visited in second week to focus on dance skills linked to animals-individual class workshops. Used as a springboard to develop children’s dance, compositional and thinking skills in P.E

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• ZoZo- 2 day workshop in final week of project… 1st

day worked in workshops with KS2 focusing on compositional skills and thinking skills

• Whole school story telling sessions- great to inspire children back in class

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Zozo in action!

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Carnival dayCarnival dayCarnival dayCarnival day…………• A:mA:mA:mA:m: Whole school performance for parents/ community: Whole school performance for parents/ community: Whole school performance for parents/ community: Whole school performance for parents/ community

Reception entering as lions!

Year One elephant dance.

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The tortoise dance turns into the Can- Can!

Year 6 performing own group dances…

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Years 3 and 4 performing the swan dance…

Children from KS2 performing raps, poems and reading animal themed stories…

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Showcasing our drumming for parents…

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P:M: Whole school carnival… a showcase and celebration of our work!!!

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Year One getting ready for the carnival…

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Welcome to the Infant Animal Kingdom…

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Carnival masks!Animal themed Book Week.

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Whole school personnel involvementWhole school personnel involvementWhole school personnel involvementWhole school personnel involvement…………

• SMTSMTSMTSMT---- met to plan overview of project and staff developmentmet to plan overview of project and staff developmentmet to plan overview of project and staff developmentmet to plan overview of project and staff development• GovernorsGovernorsGovernorsGovernors---- informed at meeting, invited into school informed at meeting, invited into school informed at meeting, invited into school informed at meeting, invited into school

throughout projectthroughout projectthroughout projectthroughout project• TeachersTeachersTeachersTeachers---- altered medium and short term planning to tie altered medium and short term planning to tie altered medium and short term planning to tie altered medium and short term planning to tie

into project. into project. into project. into project. TrialedTrialedTrialedTrialed new timetable to focus on key skills.new timetable to focus on key skills.new timetable to focus on key skills.new timetable to focus on key skills.• Subject LeadersSubject LeadersSubject LeadersSubject Leaders---- monitored standards of subject through monitored standards of subject through monitored standards of subject through monitored standards of subject through

using the carnival themeusing the carnival themeusing the carnival themeusing the carnival theme• Teaching AssistantsTeaching AssistantsTeaching AssistantsTeaching Assistants---- met to explain changes to the met to explain changes to the met to explain changes to the met to explain changes to the

curriculum, the reasoning behind and curriculum, the reasoning behind and curriculum, the reasoning behind and curriculum, the reasoning behind and crucuallycrucuallycrucuallycrucually the impact the impact the impact the impact they could have.they could have.they could have.they could have.

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Monitoring and Evaluation…

• HOW WE EVALUATED THE PROJECTHOW WE EVALUATED THE PROJECTHOW WE EVALUATED THE PROJECTHOW WE EVALUATED THE PROJECT• Staff Meeting: Staff asked to continue focusing on skills linkedStaff Meeting: Staff asked to continue focusing on skills linkedStaff Meeting: Staff asked to continue focusing on skills linkedStaff Meeting: Staff asked to continue focusing on skills linked to carnival for to carnival for to carnival for to carnival for

as long as the children are motivatedas long as the children are motivatedas long as the children are motivatedas long as the children are motivated………… tie in to Christmas play! Children tie in to Christmas play! Children tie in to Christmas play! Children tie in to Christmas play! Children therefore building upon skills previously learnt.therefore building upon skills previously learnt.therefore building upon skills previously learnt.therefore building upon skills previously learnt.

• Questionnaires sent to parents and children to measure impact ofQuestionnaires sent to parents and children to measure impact ofQuestionnaires sent to parents and children to measure impact ofQuestionnaires sent to parents and children to measure impact of the carnivalthe carnivalthe carnivalthe carnival• Discussions with childrenDiscussions with childrenDiscussions with childrenDiscussions with children---- impact on their basic skills and knowledge of multiimpact on their basic skills and knowledge of multiimpact on their basic skills and knowledge of multiimpact on their basic skills and knowledge of multi----

cultural Britaincultural Britaincultural Britaincultural Britain• Questionnaires with childrenQuestionnaires with childrenQuestionnaires with childrenQuestionnaires with children---- what they enjoyed etcwhat they enjoyed etcwhat they enjoyed etcwhat they enjoyed etc• KIDSCREATIVEKIDSCREATIVEKIDSCREATIVEKIDSCREATIVE---- our creative school councilour creative school councilour creative school councilour creative school council---- discussed the projectdiscussed the projectdiscussed the projectdiscussed the project• Observations of childrenObservations of childrenObservations of childrenObservations of children’’’’s engagement in learning/ work createds engagement in learning/ work createds engagement in learning/ work createds engagement in learning/ work created---- walkthroughs walkthroughs walkthroughs walkthroughs

by SMTby SMTby SMTby SMT• Observations of Carnival PerformanceObservations of Carnival PerformanceObservations of Carnival PerformanceObservations of Carnival Performance---- how have the childrenhow have the childrenhow have the childrenhow have the children’’’’s basic skills been s basic skills been s basic skills been s basic skills been

developed through crossdeveloped through crossdeveloped through crossdeveloped through cross----curricular approach?curricular approach?curricular approach?curricular approach?• Discussions with staffDiscussions with staffDiscussions with staffDiscussions with staff---- did they feel increasingly confident to deliver creativity did they feel increasingly confident to deliver creativity did they feel increasingly confident to deliver creativity did they feel increasingly confident to deliver creativity

and use creative approaches?and use creative approaches?and use creative approaches?and use creative approaches?• End of term assessment to measure improvement of skills for 6 taEnd of term assessment to measure improvement of skills for 6 taEnd of term assessment to measure improvement of skills for 6 taEnd of term assessment to measure improvement of skills for 6 target pupils per rget pupils per rget pupils per rget pupils per

classclassclassclass• Whole staff meeting/ SMT meeting to discuss progress madeWhole staff meeting/ SMT meeting to discuss progress madeWhole staff meeting/ SMT meeting to discuss progress madeWhole staff meeting/ SMT meeting to discuss progress made

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Impact of project…

• StandardsStandardsStandardsStandards---- Standards generally raised throughout the school due to Standards generally raised throughout the school due to Standards generally raised throughout the school due to Standards generally raised throughout the school due to higher level of engagement and cross curricular approach to learhigher level of engagement and cross curricular approach to learhigher level of engagement and cross curricular approach to learhigher level of engagement and cross curricular approach to learning. ning. ning. ning. Standards in music particularly highStandards in music particularly highStandards in music particularly highStandards in music particularly high---- more children learning to play more children learning to play more children learning to play more children learning to play a musical instrument.a musical instrument.a musical instrument.a musical instrument.

• AchievementAchievementAchievementAchievement---- Sample of children throughout school all showed Sample of children throughout school all showed Sample of children throughout school all showed Sample of children throughout school all showed significant improvements in relation to target skills.significant improvements in relation to target skills.significant improvements in relation to target skills.significant improvements in relation to target skills.

• Moderations showed a generally higher standard of writing in AutModerations showed a generally higher standard of writing in AutModerations showed a generally higher standard of writing in AutModerations showed a generally higher standard of writing in Autumn umn umn umn TermTermTermTerm

• Staff knowledgeStaff knowledgeStaff knowledgeStaff knowledge---- StaffStaffStaffStaff’’’’s knowledge of levels linked to different s knowledge of levels linked to different s knowledge of levels linked to different s knowledge of levels linked to different subjects across the curriculum raised, therefore raising standarsubjects across the curriculum raised, therefore raising standarsubjects across the curriculum raised, therefore raising standarsubjects across the curriculum raised, therefore raising standards of ds of ds of ds of learning. learning. learning. learning.

• StaffStaffStaffStaff’’’’s teaching skills strengthened by having the confidence to trials teaching skills strengthened by having the confidence to trials teaching skills strengthened by having the confidence to trials teaching skills strengthened by having the confidence to trialdifferent approachesdifferent approachesdifferent approachesdifferent approaches---- for example rolefor example rolefor example rolefor example role----play in KS2. Staffplay in KS2. Staffplay in KS2. Staffplay in KS2. Staff’’’’s s s s understanding of the impact creative teaching styles can have onunderstanding of the impact creative teaching styles can have onunderstanding of the impact creative teaching styles can have onunderstanding of the impact creative teaching styles can have on the the the the children raised.children raised.children raised.children raised.

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•Confidence and attitudes of childrenConfidence and attitudes of childrenConfidence and attitudes of childrenConfidence and attitudes of children---- greatly raised greatly raised greatly raised greatly raised throughout projectthroughout projectthroughout projectthroughout project•CurriculumCurriculumCurriculumCurriculum---- huge impacthuge impacthuge impacthuge impact---- led to redesign of whole led to redesign of whole led to redesign of whole led to redesign of whole school curriculum using skills based assessment school curriculum using skills based assessment school curriculum using skills based assessment school curriculum using skills based assessment and cross curricular approaches where applicableand cross curricular approaches where applicableand cross curricular approaches where applicableand cross curricular approaches where applicable•SMTSMTSMTSMT---- fully involved in changing the approach to fully involved in changing the approach to fully involved in changing the approach to fully involved in changing the approach to learning at St. Gregorylearning at St. Gregorylearning at St. Gregorylearning at St. Gregory’’’’ssss•GovernorsGovernorsGovernorsGovernors---- children presented to governors the children presented to governors the children presented to governors the children presented to governors the impact creative learning has had to pupils at St. impact creative learning has had to pupils at St. impact creative learning has had to pupils at St. impact creative learning has had to pupils at St. GregoryGregoryGregoryGregory’’’’ssss•ParentsParentsParentsParents---- noted higher levels of enthusiasm and noted higher levels of enthusiasm and noted higher levels of enthusiasm and noted higher levels of enthusiasm and engagement towards school and homework. Many engagement towards school and homework. Many engagement towards school and homework. Many engagement towards school and homework. Many volunteering skills and conducting workshopsvolunteering skills and conducting workshopsvolunteering skills and conducting workshopsvolunteering skills and conducting workshops---- for for for for example forensics, stained glass windowsexample forensics, stained glass windowsexample forensics, stained glass windowsexample forensics, stained glass windows•CommunityCommunityCommunityCommunity---- aware of continued creative learning aware of continued creative learning aware of continued creative learning aware of continued creative learning at at at at stststst. Gregory. Gregory. Gregory. Gregory’’’’s via parish newsletterss via parish newsletterss via parish newsletterss via parish newsletters

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Where has it led and what is next?Where has it led and what is next?Where has it led and what is next?Where has it led and what is next?

• Redesigned whole school curriculumRedesigned whole school curriculumRedesigned whole school curriculumRedesigned whole school curriculum---- staff appreciated the positive staff appreciated the positive staff appreciated the positive staff appreciated the positive impact of creativity.impact of creativity.impact of creativity.impact of creativity.

• Staff using Chris Quigley skills assessment to inform medium Staff using Chris Quigley skills assessment to inform medium Staff using Chris Quigley skills assessment to inform medium Staff using Chris Quigley skills assessment to inform medium and short term plansand short term plansand short term plansand short term plans

• ““““Learning to learnLearning to learnLearning to learnLearning to learn”””” skillsskillsskillsskills---- staff INSET looking at the importance of staff INSET looking at the importance of staff INSET looking at the importance of staff INSET looking at the importance of being reflective, resilient, resourceful, taking risks and maintbeing reflective, resilient, resourceful, taking risks and maintbeing reflective, resilient, resourceful, taking risks and maintbeing reflective, resilient, resourceful, taking risks and maintaining aining aining aining good relationshipsgood relationshipsgood relationshipsgood relationships

• Staff meetings dedicated to raise staffStaff meetings dedicated to raise staffStaff meetings dedicated to raise staffStaff meetings dedicated to raise staff’’’’s knowledge of levels within s knowledge of levels within s knowledge of levels within s knowledge of levels within subjectssubjectssubjectssubjects

• Long term/ medium and short term plans altered to cater for our Long term/ medium and short term plans altered to cater for our Long term/ medium and short term plans altered to cater for our Long term/ medium and short term plans altered to cater for our childrenchildrenchildrenchildren’’’’s interestss interestss interestss interests………… for example themed work on for example themed work on for example themed work on for example themed work on ““““the garagethe garagethe garagethe garage”””” in in in in Year 1Year 1Year 1Year 1

• Creative approaches trialled through project have been sustainedCreative approaches trialled through project have been sustainedCreative approaches trialled through project have been sustainedCreative approaches trialled through project have been sustained---- for for for for example roleexample roleexample roleexample role----play in KS2 and themed weeksplay in KS2 and themed weeksplay in KS2 and themed weeksplay in KS2 and themed weeks

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Next stepsNext stepsNext stepsNext steps…………• Summer Summer Summer Summer ““““singing through the decadessinging through the decadessinging through the decadessinging through the decades”””” showshowshowshow---- tying in tying in tying in tying in

History, Literacy and MusicHistory, Literacy and MusicHistory, Literacy and MusicHistory, Literacy and Music• SMT to plan themed weeks tying in different areas of SMT to plan themed weeks tying in different areas of SMT to plan themed weeks tying in different areas of SMT to plan themed weeks tying in different areas of

curriculumcurriculumcurriculumcurriculum----SMT to monitor impact creative curriculum is SMT to monitor impact creative curriculum is SMT to monitor impact creative curriculum is SMT to monitor impact creative curriculum is havinghavinghavinghaving………… are we continuing to raise standards of learning? are we continuing to raise standards of learning? are we continuing to raise standards of learning? are we continuing to raise standards of learning?

• Whole school focuses on specific Whole school focuses on specific Whole school focuses on specific Whole school focuses on specific ““““Learning to LearnLearning to LearnLearning to LearnLearning to Learn”””” skillsskillsskillsskills----children to highlight own targets. Staff INSET on creating children to highlight own targets. Staff INSET on creating children to highlight own targets. Staff INSET on creating children to highlight own targets. Staff INSET on creating different learning opportunities within class.different learning opportunities within class.different learning opportunities within class.different learning opportunities within class.

• Redefine schoolRedefine schoolRedefine schoolRedefine school’’’’s policy of learnings policy of learnings policy of learnings policy of learning• Monitor planning to ensure AFL is evidentMonitor planning to ensure AFL is evidentMonitor planning to ensure AFL is evidentMonitor planning to ensure AFL is evident• Continue to motivate staff by demonstrating good practiceContinue to motivate staff by demonstrating good practiceContinue to motivate staff by demonstrating good practiceContinue to motivate staff by demonstrating good practice

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Any changes I would makeAny changes I would makeAny changes I would makeAny changes I would make…………

• Allow more planning time with the artists to ensure high quality of sessions

• Allow more planning time with KS2 to focus on Literacy/NUmeracy cross-curricular links

• Plan follow up activities in more depth for staff