KS1 English Introduction

Learning Outside the Classroom KS1 English

IntroductionAbout this packLearning Outside the Classroom (LOtC) is an approach to learning that makes use of places other than the classroom for teaching and learning. This ranges from the space directly outside the classroom or a visit to the local shopping centre, to planned visits to specialist venues or even expeditions overseas. There are many reasons for taking learning outside the classroom and many benefits for pupils and staff alike - resulting in raised attainment, improved behaviour and the re motivation of children who may not learn well in the classroom environment.

This is one of twelve packs covering the Early Years Foundation Stage to Key Stage 5. Each pack focuses either on English or Science and Mathematics and contains the following:

• An introduction to LOtC including information about the pack

• A case study

• 6 lesson ideas

Each case study captures one school’s experience of a particular venue or activity. Whilst each is site specific, they demonstrate a range of learning outside the classroom opportunities and should inspire you to think about what you might do with your pupils.

Each lesson idea has the information needed to develop your own lesson plans - you may decide to use the idea exactly as outlined, or adjust it to fit your particular requirements. As you explore the ideas, change them and build on them to suit your pupils. We hope they will just be the starting point for you to take more teaching beyond the classroom walls, right across the curriculum.

This pack includes activities for use by those who are new to taking lessons outside the classroom as well as ideas for those with more experience who wish to try something new. It aims to help you, the teacher, plan LOtC across the English curriculum in Key Stage 1. Some ideas will take a few minutes within a lesson and can be carried out with minimal equipment and planning, whilst others might extend over a number of lessons, or be part of a range of activities undertaken on a particular theme or during a visit to a specific venue.

Written and produced by the Council for Learning Outside the Classroom www.lotc.org.uk and www.lotcqualitybadge.org.uk in partnership with Learning through Landscapes www.ltl.org.uk

Learning Outside the Classroom Introduction

Some key tips for teaching outside the classroom

Preparation is key - have everything ready as it will take time to go back inside to collect resources and equipment, and it may be impossible if you are off site.

If you are going off site, liaise with the venue beforehand and visit if at all possible. Collaborating with the venue’s staff in planning will help to ensure things go smoothly. Look for the LOtC Quality Badge to identify venues offering good quality educational experiences and managing risk effectively. Follow any school, local authority and national guidance carefully and use www.lotc.org.uk for tips on planning visits.

Above all make sure pupils understand that these learning activities are no less important simply because you are not in a classroom.

What about health and safety?

In 2011 the Department for Education published new health and safety guidance for schools. Summarising existing health and safety law relevant to schools and other concerned bodies, it covers all aspects of LOtC. This document can be found on the DfE website www.dfe.gov.uk

In addition, the Health and Safety Executive (www.hse.gov.uk) has produced a document entitled ‘School trips and outdoor learning activities: Tackling the health and safety myths.’ This document not only outlines some key messages from the HSE about dealing with health and safety in a common sense way but also emphasises the importance of LOtC for all pupils in developing an understanding of risk.

Risk-Benefit

When identifying the risks within any activity or visit, it is important to also think about the benefits. Consider what the pupils will gain from the activity and balance this with the risks. Usually, the benefits will far outweigh any risks, but if not, establish what action is needed to reduce the risk.

The LOtC Quality Badge

The Learning Outside the Classroom Quality Badge is the national benchmark for educational visits, recognising organisations offering good quality educational experiences where risk is effectively managed. Choosing a provider with the LOtC Quality Badge will give you assurance regarding safety and quality and help you cut red tape. It is the only accreditation scheme for all types of LOtC - so you only need to look for one badge when planning visits.

Find out more about the LOtC Quality Badge and search for providers holding the LOtC Quality Badge in your region at www.lotcqualitybadge.org.uk

Note:All images used in this pack are property of the copyright holder and may not be re-used or reproduced under any circumstances.

LOtC should be frequent, continuous and progressive

Ofsted’s review of LOtC

In 2008 Ofsted undertook a review of LOtC which found:

Develop an LOtC policy - information on how to do this can be found on the LOtC website www.lotc.org.uk

Ensure activities take place frequently rather than being out of the ordinary or a one off trip at the end of term

Continuity is vital - make sure that LOtC is written into schemes of work and that this builds on and links with work inside the classroom

Plan for activities to progress, build on previous learning and develop throughout a pupil’s time in education

When planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development and also contributed to the quality and depth of learning

Learning outside the classroom was most successful when it was an integral element of long-term curriculum planning and closely linked to classroom activities

Ofsted described improved outcomes for children including better achievement, standards, motivation, personal development and behaviour. The survey also found examples of the positive effects of learning outside the classroom on young people who were hard to motivate.

These case studies and lesson ideas will help you incorporate meaningful and well-planned activities that are integrated into your wider curriculum delivery.

Learning Outside the Classroom KS1 English

Case StudyMeare Village Primary SchoolAbout the schoolMeare Village Primary School in Glastonbury, Somerset, is a small rural school of about 128 pupils aged between 4 and 11years. The school is enthusiastic about learning outside the classroom and their grounds reflect this area of interest having a range of features and resources outside. These include chickens, a polytunnel and other growing areas, a wildlife area and spaces to gather outdoors including an iron-age round house. They also have Forest School trained staff and pupils spend time outside every week.

Background to the projectMeare Village Primary School selected a local venue which offered a circus skills workshop to give children the experience of being part of a circus and performing various circus skills.

Following the trip, the school received a visit from an actor, pretending to be the circus ring master who had lost his lion. From this, a range of activities were developed, with the children being involved in deciding what activities they wanted to do next. Follow-on work at the school continued for a term.

Focus and aimsThe visit - which included taking part in circus workshops - was followed up with an actor visiting the school the next day pretending to be the ring master who had lost his lion. This provided the inspiration for a diverse range of curriculum ideas and much creative writing.

The older pupils focused on persuasive writing dealing with the ethics of using animals in the circus, while KS1 pupils created posters asking people to look out for the lion.

Planning the visitThe school found information about the visit on the venue’s website, this included a risk assessment for them to complete before the visit.

The whole school, including all the staff, went on the visit so everyone was involved in making it a success. They liaised with the venue to create a bespoke day - based around circus workshops - that met their needs.

The school modified an on-line risk assessment from the venue’s website to focus on circus skills and planned the logistics of getting the whole school to the venue.

In work leading up to the visit, pupils researched the history of the circus and shared their own experiences of going to the circus.

Learning Outside the Classroom English KS1 Case Study


What they actually didThe children had the opportunity to try all the activities on offer in the circus skills workshop, rotating around the activities as planned by the venue. They were thoroughly engaged throughout the day and their writing reflected this.

While the circus skills activity engaged the pupils in the theme, it was the development of the idea to have a ring master visit the day after, that made the experience so inspirational and led to the range of creative and thought-provoking work by the pupils.

After the visitThe ring master told the children that he had lost his lion. They were then involved in deciding what activities they would do to follow this up.

Older children debated the ethics of having animals perform in a circus and wrote persuasive letters as a result of their discussions. They also came up with alternative acts for the ring master to perform without his lion and incorporated circus skills into an end of term performance for parents and carers.

Key stage 1 pupils created posters asking for information about the missing lion, considering all the features of writing and presenting a poster. These were put up around the village. Work which followed included writing diaries of circus performers, role play and hot seating in circus roles, and exploring the use of clown’s facial expressions to express emotions and how these can be interpreted in writing.

Key English linksThese included:

• Writing familiar and unfamiliar words, using adventurous and wide-ranging vocabulary

• Writing diaries of circus performers

• Creating and performing different roles within performances

• Using character to convey emotions

• Varying writing style to suit the purpose and the reader

• Planning, drafting, revising, proofing, presenting and evaluating pupils’ own writing

Mark out the key points of the journey on a long sheet of paper. Create a template for the journey with key features or stopping points already marked, for some pupils to complete. Identify a theme for the journey to focus on - this could be natural features, colours, animals or could be about the destination itself. You may wish to set up specific features on the route or even hide pictures or items that would be ‘out of place’ on the route.

Lesson introductionThis is a journey that starts at the school gates and tours around the local environment. Pupils should be asked to focus on a specific aspect of their journey; what types of surface do they walk on (grass, asphalt, gravel – hard, soft, crunchy), what colours do they see (green spaces, grey roadways, blue sky) or what sounds do they hear (people talking, birds singing, traffic rumbling by).

Ask pupils to record some of the things they see or hear on their journey. This could be by taking photographs, making drawings or writing notes. They should ensure that their ‘notes’ are recorded in sequence, so that pupils understand the importance of sequencing events in their writing and are able to use these notes when they return to school.

Overview of the lessonFor this activity pupils take a journey through their local area - this should include walking but part of the journey could take place on public transport. You may wish to ask pupils to focus on a specific theme as they go - see setting up the lesson.

Suggested lesson formatThe outdoor part of this activity should take at least an hour depending on where the journey takes place, and could include a stop for a picnic lunch. Follow this up by writing up the journey.

EquipmentNote books; clipboards and pencils; cameras and/or sound recording equipment.

Learning objectives• To sequence events through writing and recount them

in appropriate detail

• To use clear structure to organise writing

• To write familiar words and attempt unfamiliar ones

• To plan and review completed writing, discussing the quality of what is written

Success criteriaBy the end of the learning:

• All pupils will have communicated information about their journey using simple words and phrases

• Most pupils will have communicated information about their journey using narrative form and by using appropriate and interesting vocabulary

• Some pupils will have written in an organised, imaginative and clear format

Leading up to this workBefore undertaking these activities, pupils are likely to have:

• Used descriptive writing and sequenced events Setting up the lessonUndertake the journey yourself and make notes of where you go, making sure you have timetables (and money!) for any journeys you are taking by public transport.

Learning Outside the Classroom

Subject English KS1

Topic Writing, including sequencing events

Title My journey

Lesson setting Local environment and school grounds

KS1 English

DifferentiationPupils could record their journey in a variety of ways and write up their stories according to their abilities. Pupils could be given a pre-written structure for their writing, with elements for them to fill in to complete their story in the correct order.

Extending the workPupils could add illustrations to their stories, or make a class montage using flyers, leaflets, sketches and photographs.

Moving on from this workThe journey could be recreated in the school grounds - or a new journey developed around the site. Pupils could write a guide to their journey around the grounds.

Links to other subjectsPSHE: being safe.

Geography: geographical language; identify and describe where places are.

Mathematics: understanding and using mathematical language; counting; understanding chronological order.

Main lesson activity1. Gather at the school gate and ensure safety rules are

clarified and everyone is clear about the task they are to undertake.

2. As the pupils progress on their journey, help them to think about the topic they are recording and give them time to make notes and take photographs or make sketches along the way.

3. Remind them that they are looking out for pictures or items that you have set up on the route of the journey e.g. pictures from the current book they are reading, or the items that are out of place (see setting up).

4. There may be opportunities to collect leaflets or flyers on the way - these can later be part of the display for this activity.

5. The journey should have some walking within it but could also include public transport.

6. You may wish to take a picnic lunch on the journey and make the location for this their ‘destination’.

Lesson plenaryBack in the classroom go through the journey with the whole class. Use a long sheet of paper - such as wallpaper lining paper - to mark out significant points on the journey and hang this up on the classroom wall.

As the class re-visits their journey, discuss the features they saw or things they heard on their way, using pupils’ notes to recall the information.

Pupils then use their shared record of the journey to construct their own narrative of the journey they undertook.


Your own notes

English KS1 My journey


Setting up the lessonGather information on the place to be visited for each group of pupils e.g. website address, marketing collateral, guidebook, textbooks, posters. Prepare sets of images showing items that could be taken on the trip. Carry out a risk benefit assessment - refer to you employer’s health and safety policy. If using an external provider, ask if it has the LOtC Quality Badge.

Lesson introductionTell pupils about the visit they are shortly to go on, this might include information about where it is and what they are going to do once there. Pupils are provided with a range of equipment to try out in their school grounds - with simple tasks related to activities on their visit. The ‘props’ will be dependent on the trip, but could include items such as quadrats, transects, pooters, measuring tapes, magnifying glasses and data loggers. It can be fun to include some very obviously inappropriate items for examination, for example a teapot or leaflet for an unrelated place.

Overview of the lessonPupils are to help plan their off-site visit. They will learn about where they are going, and what they might do on their visit. From this they will work out what they need to take with them.

Suggested lesson formatThis activity leads up to a visit beyond the school site, involving pupils in planning the trip, considering what they need to think about and finding out about where they are going. It can be undertaken in one or more lessons, depending on the degree of investigation and planning.

EquipmentInformation and marketing collateral about the place to be visited and the type of activities the pupils are to undertake; images of items pupils could take with them - some that they will take, some they could take and some they shouldn’t take.

Learning objectives• To enable pupils to make plans for and investigate a site

they are going to visit

• For pupils to take part in discussions about what they will need for the place they are to visit and to contribute their own experiences to the discussions


• All pupils will have spoken about the trip, listened to others and responded appropriately

• Most pupils will have listened confidently and have shown their understanding through appropriate comments and questions

• Some pupils will have made contributions that take account of other people’s views


• Taken part in group discussions

• Started to give reasons for opinions and actions

• Asked questions to clarify their understanding


Subject English KS1

Topic Making plans, sharing ideas and experiences

Title Making plans for a visit

Lesson setting Preparation takes place in the school grounds, followed by a visit beyond the school site

KS1 English

DifferentiationThe range of items to be examined should be chosen to suit the ability of the group.

Information and images about what pupils are going to be doing at the site should be prepared. Some of these images could show objects that might be taken on the trip being used in situ.

Extending the workPupils could carry out further research into the place they are visiting, looking at the venue’s website and comparing the site with similar venues - facilities, accessibility, cost etc.

Moving on from this workPupils might like to make a collage poster illustrating the attraction, highlighting the aspects they most enjoyed and that they think other children would enjoy.

Links to other subjectsThis will depend on the type of visit, e.g. history if visiting a stately home, geography and science if visiting a nature reserve.

Main lesson activity1. In groups, pupils examine information about where

they are going and the type of activities or actions that take place there, discussing what they see.

2. Provide a selection of pictures of objects that they could take with them e.g. waterproofs, toothbrush, pencil and paper, hat, sun-tan lotion, swimming things, passport. Some items they will need, some they could take and some they will not need to take.

3. Pupils should ask you questions about the nature of the trip and the specific things they are going to do. You should all also share your collective experiences of visiting similar places.

4. Using this information children must select the objects that they will need to take with them. They should divide the images into three groups - will definitely need, might need, will not need.

Lesson plenaryBring all the groups together and share their decisions. You need to end up with a list of things they must bring with them, then some items they might take and things that they must leave behind. This list will be put into the information they will be given about their trip.


Your own notes

English KS1 Making plans for a visit


Lesson introductionAsk the class what instructions are for. Discuss some of the ways of conveying instructions, for example some use pictures, others written words and others are verbally conveyed. Provide the class with examples of good and bad instructions. Good examples are to the point, in the right order and include every step you need to take. Poor examples include:

• Ones that don’t contain enough information (e.g. brushing your teeth - pick up your toothbrush, brush your teeth, put the brush away)

• Are out of order (e.g. putting your clothes on - first put your trousers on, then put your pants on)

• Are vague or incoherent (e.g. walking to school - walk out of the door, walking to school is a really good idea because it keeps you fit and means you get lots of fresh air that helps you to concentrate at school, walk to the end of your path, Mum says that we are going to change the fence in our garden because the dog keeps jumping over it…)

Overview of the lessonHelp pupils understand why instructions are important and explore how to write clear instructions for another person to follow.

Suggested lesson formatThis is intended as a single lesson but could also be built into a maths topic about position and movement.

EquipmentNotebooks; pencils; prompt cards; pictures of objects or areas in the grounds.

Learning objectives• To sequence events and recount them in appropriate

detail

• To use a clear structure to organise writing


• All pupils will be able to explain why instructions are necessary

• All pupils will be able to follow instructions accurately

• Most pupils will be able to create instructions using correct order and structure


• Looked at position and movement language

• Brought in examples of instructions they have come across

Setting up the lessonIdentify a number of locations in the school grounds, some of which are easy to get to and others more tricky. Take pictures of the some of the locations to support lower ability pupils. Create a prompt sheet that shows symbols and words you are expecting the pupils to use.


Subject English KS1

Topic Text level - instruction writing

Title Now, how did I get there?

Lesson setting School grounds

KS1 English

DifferentiationPupils could write the instructions, draw pictures of the route they have taken or correctly order a set of pictures given to them by the teacher.

Some pupils will benefit from a prompt card to encourage the type of language the exercise requires. For example, walk forwards 5 steps, turn right/left, go down the steps, walk towards the playing field.

Extending the workPupils could collaborate and share their work to create an instruction book for visitors, telling them where to go to see interesting parts of the grounds.

Moving on from this workPupils could write detailed instructions about how they get home, whether it’s from the classroom to the car, a bus route or a walk home.

Links to other subjectsMaths: position and movement.Geography: landmarks.

Main lesson activity1. Explain to the class that they will be writing their own

instructions to get to a point in the school grounds, in order to help visitors find their way around.

2. Group pupils into approximately equal ability groups for literacy and assign them each a location - check that each pupil knows the route.

3. Let the pupils know whether you want them to draw pictures of the directions, write out instructions or order the pictures you have created for them.

4. Pupils should walk the route from the classroom, writing down what they do at each point.

5. When they return, pupils should swap their instructions with those of another group, to test the clarity and accuracy of the instructions.

Lesson plenaryAs a whole class talk about where their instructions took them and what they found easy and difficult about this task.


Your own notes

English KS1 Now, how did I get there?


Choose a fairy tale that starts with “once upon a time” and ends with “and they all lived happily ever after”. Create and laminate images that represent the main parts of the chosen story.

Hide these items in areas of the grounds similar to those in the story e.g. on a tree, by the pond, in a field. If there is nowhere immediately obvious, use objects to represent that part of the story e.g. straw to indicate the little pig that made a house out of straw.

Lesson introductionAsk the pupils to share their favourite fairy tales. When you have a good list, ask them how lots of these stories start and end. When pupils come up with “once upon a time...” and/or “...and they lived happily ever after” talk to them about the features or sections of fairy tales (beginning, middle and end). Choose a popular or familiar story for this activity and take the class to hear it in a good outdoor story telling area.

Overview of the lessonHelp pupils to understand the structure of fairytales and ordering of stories and bring them to life by using the unique space and features of your school’s grounds.

Suggested lesson formatThis is a single lesson that can be used as part of a fairytale or storytelling topic. It is also a good start point for pupils to write their own fairytale stories.

EquipmentLaminated pictures representing parts of the story; laminated words / sentences (e.g. “Once upon a time...”); ball of string; scissors and pegs; storyboard.

Learning objectives• To develop pupils’ understanding of fiction

• To learn and recite stories

• To identify and describe characters, events and settings in fiction


• All pupils will know that a fairy tale has a beginning, middle and end

• Most pupils will be able to accurately recount a fairy tale

• Some pupils will be able to write the story in simple sentences


• Heard or read a selection of simple fairytales or folk stories

• Explored all areas of their school grounds

Setting up the lessonPrint and laminate the key phrases in a fairy tale, for example:- Story title- Once upon a time…- And then……and they all lived happily ever after.- The End.


Subject English KS1

Topic Writing

Title Fairytales story structure

Lesson setting School grounds

KS1 English

DifferentiationAlter the length of the story and therefore number of pictures needed to represent it. The content of the story can also be made more simple (e.g. The Three Little Pigs) or complex (e.g. The Elf and the Shoemaker). Simple stories have a distinct beginning, middle and end, making them easier to follow whilst more complex stories require the pupils to think carefully about how the story is structured.

Extending the workUsing a storyboard format, pupils could write out the sentences the class came up with and draw a picture to represent each part of the story.

Moving on from this workA great follow on is for pupils to start planning and writing their own fairytale stories. Use the ‘Descriptive language’ lesson plan to make the most of learning outside the classroom opportunities as pupils write their own stories.

Links to other subjectsHistory: explore the history and cultural traditions of fairy-tales.

Citizenship/PSHE: look at the morals of a story.

Art: create collages, paintings or drawings representing each part of the story.

Main lesson activity1. Tell pupils that a mischievous fairytale (or elf/troll/

goblin) has pulled all of the pages out of a special copy of the book and dotted them around the school site. Luckily, they are hidden in places that are just like the story.

2. Ask the class to remind you what the different parts of the story are and invite them to suggest places in the grounds that they might find pages of the story.

3. Ask pupils to tell you about the features, characters and settings in that part of the story and discuss where the corresponding pages might be hidden in the grounds.

4. In small groups, send pupils to search for the laminated pictures and bring them back to the agreed meeting place.

5. Once all the pages have been retrieved, explain that the class needs to get the story back in order - remind them of the phrases for the beginning, middle and end of the story and ask them to discuss and agree the correct order of the pages. Use a washing line made from a piece of string to peg the pictures on as a visual aid.

6. Also ask the pupils to give you a sentence you can write for each picture (this will be used for pupils to rewrite the story)

Lesson plenaryAsk pupils to recall phrases from the story from their memories using just the pictures on the washing line as a visual aid.


Your own notes

English KS1 Fairytales story structure


Setting up the lessonThe clues:

• Choose 5 clues that are likely to point towards a dragon as the mystery visitor. If possible, link the objects to items in the books pupils have read before the visit. Examples of clues are: anything that has been burnt, dragon droppings (mud), a footprint, an egg and some material that resembles scales.

• Create a template for the pupils to write or draw their findings on.

• When you first arrive at the site ask one of the adults in the group to place the clues around the site.

The letter:

• The letter from the dragon can say anything you’d like but it could, for example, explain how the dragon can’t find anywhere to stay in the grounds of the castle and would like someone to help him work out where would be best.

• Once written, identify several words to remove that the pupils will be able to guess, for example “I would like to sleep under the _______ but squirrels keep throwing acorns at me”. You then need to carefully burn the sections where those words are in the text.

A map:

• Ensure your adult helpers have a map and know where the items are located around the site and how to direct questions and thoughts on what each object is. They can also support the less able pupils in reading the letter and identifying the missing words. Carry out a risk benefit assessment - refer to you employer’s health and safety policy. If using an external provider, ask if it has the LOtC Quality Badge.

Overview of the lessonUse a castle’s grounds as an atmospheric setting for the great dragon hunt. This can be used as a stand alone lesson or to launch a topic on castles or a fictional creatures theme. It could also be adapted for a fairytales topic.

Suggested lesson formatSeveral school-based sessions exploring dragons and castles are followed up by a visit to a castle, with pupils working in small groups to explore the concepts. Adult helpers will be required at the castle site.

Equipment5/6 clue items; paper; clipboards; pencils; copies of the burnt letter; suitable outdoor clothing.

Learning objectives• To give pupils the opportunity to read aloud from a set

text

• To share ideas, commenting and reporting through group discussion and interaction

• To understand text with a focus on meaning derived from the text as a whole


• All pupils will be able to identify and describe characters, events and settings in fiction

• All pupils will be able to draw on their background knowledge and understanding of the content

• Most will be able to identify the meaning of a sentence and suggest appropriate replacement words


• Become excited by the concept of dragons and castles through reading and hearing stories in the weeks leading up to the visit. A few suggestions:

• Tom’s dragon trouble - Tony Bradman• There’s a dragon at my school - Stephen Cartwright• Hide and seek dragons - Usborne books• Knights and castles - Rachael Firth• Puff the magic dragon - Peter Yarrow


Subject English KS1

Topic Speaking and listening

Title Dragons and castles

Lesson setting Castle grounds

KS1 English

DifferentiationCreate two versions of the letter, one with more simple language or visual guides.

Extending the workPupils could write a reply to the dragon about the best places to stay in the castle grounds and why they think it might suit the dragon. You can suggest that the dragon might want somewhere sheltered, dark, somewhere easy to take off etc...

Moving on from this workThis could be the start of, or part of, a whole topic on dragons and castles. The dragons element could be a creative writing focus while castles could look at history. The content of the burnt letter could also allude to the next part of the topic work - for example “...now I have found the perfect place to stay, I need to think about what to build my house out of. I need to stay dry when it rains. Don’t forget I burn things when I sneeze, and my wings make lots of wind when I take off! Next week please can you and your teacher look at different materials I might be able to use to build my house with?”. This could then link to the science topic of materials.

Links to other subjectsScience: materials, habitats.

History: castles.

Maths: position and movement and directional language.

Lesson introductionExplain to the pupils that you have been contacted by staff at the castle telling you that something has left some strange objects around the castle site but they can’t work out what has left them. The castle staff had heard of your trip and would like to ask you for your help.

Main lesson activity1. Split the class into 5 or 6 equal groups.

2. Explain that pupils are going to be detectives and have to piece together each of the clues to work out who or what has been lurking in the castle grounds.

3. Ask them how they might remember what they have seen. You may need to lead pupils to the idea of recording each item through writing or drawing.

4. Send each group off to start at different area / clue.

5. Give the group 5 minutes at each point before moving them on to the next (adult helpers can be time keepers).

6. When the pupils have been round each of the clues, bring them back and get them to tell you what they found.

7. Hopefully they will have a good idea of what has been in the grounds, but talk to them about what it might be. Ask them to think about the setting - what do you associate with castles?

8. Have one of the adult helpers to bring you a letter that they have ‘just found’.

9. In pairs, ask the pupils to go through the scorched letter and work out the words that the dragon has accidentally burnt.

Lesson plenaryFinish the session by reading the letter out to the pupils and discussing its contents. If this is the start of a bigger topic of work, encourage pupils to ask questions about what they’ll be doing next.


Your own notes

English KS1 Dragons and castles


Setting up the lessonThe pupils need to have clipboards, paper and pencils and appropriate clothing before setting out.

Write out the start of some sentences for pupils - repeat them several times. E.g. in the woods:I can see_______I can see_______I can smell_______I can smell_______I can hear_______I can hear_______

It is always handy to take a large tarpaulin just in case it rains - tie it to tree branches to create a makeshift shelter. It also adds a great noise for the pupils to write about.Find a space that can act as a ‘base’. It needs to be fairly central and offer pupils enough freedom to move away from the group but still be in sight and hearing distance of the adults. Carry out a risk benefit assessment - refer to you employer’s health and safety policy. If using an external provider, ask if it has the LOtC Quality Badge.

Lesson introductionRemind the pupils that they each have five senses. See if they can tell you what these are. Explain that we use all of our senses all of the time. You can introduce these concepts individually in the classroom with a feely bag, blindfolds etc.

Overview of the lessonUse the natural environment to stimulate pupils’ senses and encourage creative writing.

Suggested lesson formatThis lesson is a one off session but could be part of a wider creative writing or natural environment topic.

EquipmentClipboards; pencils; paper; suitable clothing; sunscreen; folded tarpaulin; string.

Learning objectives• To use adventurous and wide-ranging vocabulary

• To explore ways of putting ideas into sentences


• All pupils will be able to describe what they can hear, see, feel and smell using appropriate and varied language

• Most pupils will be able to write sentences based on their own experiences

• Some pupils will be able to join verbs and adjectives to increase the impact of their sentences


• Studied and used adjectives (describing words)

• Understood that there are 5 senses and know what they are


Subject English KS1

Topic Descriptive writing

Title When you go down to the woods today

Lesson setting A local copse, woodland or meadow

KS1 English

Lesson plenaryBack as a whole group, pupils will have a list of things they have observed. Talk about adjectives and how they can be used to extend and add interest to writing; instead of just “I saw a tree” ask pupils what kind of tree it was, its size, its colour, what did it make them feel like?

Ask children to revisit the words they have used and see if they can include descriptive words for each one.

DifferentiationSome children will be able to include both adjectives and verbs in their writing “The big green tree is swaying”. Provide a word bank to help some of the less able pupils. Use teaching assistants to support all pupils in extending their vocabulary.

Extending the workPupils should collect found objects (don’t pick or break anything) to take back to the school and use as a display for their poems or to decorate the classroom.

Moving on from this workUse the bank of words to write some ‘In the woods’ poems. If there are trees in the school grounds, it would great to laminate these poems and hang them from the branches as a display of the pupils’ work.

Links to other subjectsScience: the senses, habitats, growing, weather.

Art: to illustrate their work, the pupils can paint or draw their experiences.

PSHE: healthy lifestyles.

Main lesson activity1. Gather the pupils at the base and explain that

sometimes we miss things that are going on around us because we are concentrating on lots of sensory experiences at once.

2. It is important at this point to tell the pupils that this is a time to be quiet and be on their own so they can really concentrate on what they can hear, see, smell and feel that they might not normally notice.

3. Run through each of the senses one at a time. Ask the pupils to find a space away from other pupils where they can sit comfortably to write down words to describe what they:


Your own notes

English KS1 If you go down to the woods today


a. Hear - when pupils close their eyes, can they hear the birds, leaves, the wind, crickets, people?

b. See - tell them to look very closely at the floor and high up in the trees. Can they see other pupils, trees, mud, the sky, ants?

c. Feel - pupils could walk around for this - how many things are there that feel different? The bark on the trees, mud, grass, water, breeze in their hair?

d. Smell - an opportunity to close their eyes. Can they smell a bonfire, damp ground, flowers, fresh air?

e. Taste - probably best not to taste! This does however present an opportunity to talk about what can and can’t be eaten and to emphasise that pupils shouldn’t eat anything they find or see growing unless an adult is with them.

Documents

KS1 English Introduction