Rothes P1/Nursery joint science project

The progress in science at Rothes Primary School has been based around developments in Curriculum for Excellence.

In line with associated schools group (ASG) developments and input from the Science Co-ordinator, staff felt it would be beneficial to work with stage partners on mini science projects linked to the new draft science outcomes. The time limit set for each project was four weeks.

It was felt that this exercise would encourage joint working and planning, facilitate active learning and motivation, enhance links between sectors and lead to a better understanding of the purpose of play.

Classes were assigned according to Curriculum for Excellence levels.

• Nursery/P1 - Early level 
• P2/P3/P4 - First level 
• P5/P6/P7 - Second level 

The activities involved differentiated materials to cater for individuals at different levels of ability.

This case study focuses on Primary 1 pupils working together with children from the nursery.

Early level science outcome

The science outcome addressed by the Nursery/Primary 1 project was Planet Earth (Biodiversity) Early Level:

'I have observed living things around me over a period of time and recorded information on them. I can demonstrate my curiosity about living things and their environment.' (SCN 002B)

N.B. The outcome referred to is a draft outcome. The equivalent outcome from the final framework is:

'I have observed living things in the environment over time and am becoming aware of how they depend on each other.' (SCN 0-01a)

Most of the activities took place outside, where the children learned through play while being involved in planning and cultivating a vegetable garden in which they grew potatoes, cress and onions. The children were also active at harvest time, collecting their vegetables and taking them into the school.

The produce from the garden was later used in a maths and enterprise exercise where the children had to decide how much of the crop to keep or to sell on to others. Some of the vegetables were used to make a soup which the children ate at snack time. They quickly realised that they had too much produce to keep and that realistic prices had to be applied to their vegetables.

The Primary 1 and nursery class met three times a week on a Tuesday, Wednesday and Thursday morning from 9.20 am to 11.20 am. The children completed a variety of activities based upon ‘learning through play’ and ‘active learning’ methodologies. These included organised walks as a group, sometimes with the local ranger. The pupils used binoculars and magnifying glasses to look for minibeasts and saved small items on nature palettes. On other occasions pupils used percussion instruments and movement to make sounds and mimic movements of minibeasts. They made giant models of their specimens using a selection of junk materials. This allowed the children to express ideas and feelings in response to music, movement and art.

They also planted crops such as potatoes, onions and cress and at all times were encouraged to tidy up at the end of activities. They learned through this activity to co-operate with peers, develop fine motor skills and be safe in using tools.

Through these activities pupils were able to:

• discuss and describe items they had discovered
• exhibit care and interest in the environment
• sort items into sets before producing lists and charts to record their information.
• use expressive arts to convey feelings and attitudes to others.

Each day, three activities were planned and a member of staff was allocated to each one: class teacher, senior nursery nurse, or classroom assistant. They each had different roles relevant to their position in the school, acting as a facilitator for learning, creating and managing meaningful learning experiences and stimulating pupils’ thinking.

The children moved around these activities in social groupings, spending an allotted time at each one to help them develop perseverance at a task. Children were motivated to explore, investigate and learn through play. These activities took place outside, and the children were prepared for all weather conditions by wearing all-in-one waterproof suits. Once the activities were completed by the children they had their snack together, helping to develop social skills.

This exercise with children working in partnership has also enhanced the transition from nursery to Primary 1 with practitioners accumulating knowledge of the children and their abilities, and pupils becoming accustomed to working with their future teachers.