Rothes P1/Nursery joint science project

The project centred on the four capacities, with planning involving the principles for curriculum design and learning through the ethos and life of the school, curriculum areas and subjects, interdisciplinary projects and opportunities for personal achievement. These areas were pursued through the following activities, which were planned collaboratively by P1 teaching staff and nursery practitioners. This was done in an open and friendly manner which promoted a strong team spirit and proved invaluable to the smooth and efficient running of the project.

Stronger links were created between the nursery and Primary 1 and there was an increase in social interaction between the different age groups. Links to the community were strengthened through the involvement of a variety of community members helping with outdoor visits and sharing their interests with the children.

Visiting speakers from local business and wildlife agencies shared their knowledge and expertise with the children.

All of the above highlighted the very positive ethos and life of the school.

The main curriculum areas included in the project were science, language, particularly listening and talking, and art.

Science was seen as the main focus of the project with children from both nursery and Primary 1 investigating, observing, comparing and recording their findings. These areas were developed through active learning experiences including multi-sensory learning approaches. A number of links were made across the curriculum and themes such as enterprise and creativity were also included.

These curriculum areas also featured as part of an interdisciplinary study.

Opportunities for personal achievement were developed through the mini topic and boosted self-confidence, self-esteem and social skills.

Principles for curriculum design

The project involved challenge and enjoyment. The challenges for staff included the collaborative planning and working of nursery and primary staff and the teaching of nursery and primary children together using differentiated materials and approaches. Challenge for the children lay in working together successfully despite differences in age, experience and maturity. Enjoyment permeated the whole learning and teaching experience with active learning to the fore and outdoor education as the norm.

Personalisation and choice was illustrated by the children choosing areas for cultivation, crops to be grown and the activities in which to be involved. Relevance was evident in the choice of activity in an area where agriculture is one of the main sources of employment. Coherence was demonstrated by addressing subject areas in an interdisciplinary way.

The fact that nursery and primary staff worked together and had developed agreed criteria meant that both could plan for and recognise progression in learning.

Depth and breadth were achieved through curriculum flexibility, allowing staff to ensure deep meaningful learning across a range of subject areas, albeit the main curricular thrust was in science.

The four capacities

Successful learners

Children became confident enough to try new activities and to work with children previously unknown to them.

Staff recognised the value of the social nature of learning and found that what the children learned in co-operation with older peers they were able to manage on their own later.

Confident individuals

Children felt safe and secure, were able to develop self-confidence and self-esteem and were able to explore their environment without concern.

Staff members were aware that confidence and learning could be further developed through the technique of teacher and peer support. This was evident from the comments the children made and the enjoyment Primary 1 children gained from working with and helping the nursery children.

Responsible citizens

Children took responsibility for their own and their peers’ learning while developing communication, collaboration and problem solving skills, thus becoming active learners. The children were encouraged to show respect for each other and for the adults involved. The children could see responsible citizenship in action through the involvement of parent helpers and by the visits from those working in the community such as local rangers.

Effective contributors

Children learned to communicate effectively with a variety of different adults and pupils and worked in partnership with each other.

Their ideas and thoughts were taken into consideration at all levels of the project.