A trip to Abington Park Hayley Gates, Helen Davies, Kirsty Cheshire, Lydia Nero

Hayley Gates, Helen Davies, Kirsty Cheshire, Lydia Nero

A trip to Abington Park


Who, what, where, when and why?

• Who? Year 3/4 – Dickens Class.

• What? Secret Garden topic, School field trip.

• Where? Abington Park, Northampton.

• When? Tuesday 6th May 2014.


Why……….

• Learning outside the classroom develops

social skills (DfES, 2006).

• Children learn best through real life

experiences (Beams etal, 2012).

• Children need to put their understanding into

a context that is relevant to them

(Hargreaves, 1994).


Logistics• 30 children will attend this trip, they

will be accompanied by a minimum of 6 adults. Therefore, this gives a ratio of 1 :5.

• The day will consist of three activities including P.E, Art and a Museum visit.

• The children will be split into three groups of 10 and will rotate around the activities.


Timetable of the day 8:30am – Early met at school – collect medications from office, register,

toilet opportunity and organise children into groups (1, 2 and 3) with their

adults.

9:00am – Coach to depart.

9:45am – Arrive at Abington Park and chn to get into groups.

10:00 – 11:00am – Session 3.

11:00 – 11:30am – Break time.

11:30 – 12:30pm – Session 2.

12:30 – 1:15pm – Lunch time.

1:15 – 2:15pm – Session 3.

2:30pm – Meet back at Coach.

3:15pm – Arrive back at school.

3:30pm – Parents to collect from coach.


Session timetable

Times P.E Art Museum

10:00am – 11:00am

1 2 3

11:30am – 12:30pm

3 1 2

1:15pm –2:15pm

2 3 1


Activity 1: P.E – Navigation and map skills


Activity 1: P.E – Navigation and map skills

• Provide the children with a set of images, clues, a compass and a map of Abington Park.

• Children to interpret clues and use the map and compass to locate the letter.

• Once all letters have been retrieved, they will spell out the word ‘Yorkshire’.


Teaching and learning benefits

• This activity will enhance the children’s

learning in PHSE through team work, co-

operation and communication skills.

• Consolidates children’s mathematical

learning of; co-ordinates, maps, using a

compass, directions and development in

efficiency of best route.


Activity 2: Art – Sketching


Activity 2: Art – Sketching • Sketching surroundings using a range of resources.

• Class teacher to decide optimum location for multiple

drawing opportunities. Children to chose a spot within the

space for their drawings.

• Accurate drawings of the surroundings.

• Resources to include; Sugar paper, plain paper, coloured

paper, black paper, acetate, OHP pens, biros, sketching

pencils, coloured pencil, chalk and charcoal.

• Children to collect items off the floor e.g. leaves, twigs

and use the iPads to photograph different textures, ready

for week 4’s Art lesson.



• Children develop awareness of perspective. • Using the natural environment as a

stimulus.• Awareness and appreciation for their local

area. • Consideration for direction of light and

shadows. • Ability to convey 3D objects, through use of

tone. • Consider how to show different textures

using materials.


Activity 3: Museum


Activity 3: Museum • Interactive session on life in the early 20th

century. • Speaker from the museum to run the session

and children to participate. • Session involves: washing of clothes, displays

to view, dressing up in clothes from the time period.

• Opportunities for outreach museum workers to contribute, later in unit.



• Awareness of living life in a different era.

• Engaging the children through interactive

participation.

• Developing confidence to participate.

• Exposure to items and objects from the time period.

• Develop social skills.

• Behaviour – being positive representatives of

themselves and the school.


Additional activity for children

• Each group to have a sheet with the

alphabet on.

• Throughout the day children to write down

things that relate to each letter. For

example, shapes or objects they see.

• Groups to interpret as they wish.

• Prize for team that finds the most letters.


ReferencesBeames, S., Higgins, P. and Nicole, R (2012) Learning outside the

classroom: Theory and Guidelines for Practice. Oxon: Routledge.

DfES (2006) Learning outside the classroom manifesto. Nottingham:

Department for Education and Skills.

Hargreaves, D. (1994) Coherence and Manageability: Reflections on

the national curriculum and cross-curricular provisions. In: Pollard, A.

and Bourne, J. (eds) Teaching and Learning in the Primary School.

Oxon: Routledge, pp.184-187).

Documents

A trip to Abington Park Hayley Gates, Helen Davies, Kirsty Cheshire, Lydia Nero