Lesson Plan: Building a Smart Garden

Using some basic electronic equipment and some seeds and soil, KS1 & KS2 students can discover the optimum conditions for growing healthy plants. In this lesson plan, Jennifer Morgan will show how to build a ‘smart’ garden and allow students to take ownership over their learning.

Woman works in a garden. Lady in a blue gloves

Objective: STEM learning for Key Stages One and Two

Lesson introduction

Help students understand plant growth through creating their own non-coding STEM lab.

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      string(5614) "It is stewarded by pupils: ‘TidyTeams’ collect organic waste from the Staff Room(tea bags and fruit peelings) for composting in theEnvironmental Garden. ‘Eco monitors’ collect schoolenergy data from the 24 solar photovoltaic paneldisplay unit and produce from the whole schoolallotment project. The veg is either sold, or eaten inthe canteen.HHJS was awarded the Kingston & RichmondHealthy Schools Award (2004), was designated a FullyExtended School in recognition of its out of schoolactivities and facilities available to the community(2007) and received a Green Guardian award. Stanleyjunior school won ‘Borough Beacon School for EnergyConservation’ status. It won a distinction in theSustainable Schools category (London Region) at theTeaching Awards Ceremony (2008).Building thegardenThe ‘Tidy Team’at workTo what extent does your outdoor environment supportpersonalised learning and other transformational change?HCN visited HHS and SJS by recommendation. The above questionwas answered in an interview and guided tour provided by headteacher Bill Jerman.Answer covers:Organisational and Structural changeBehavioural and Cultural changeRevisions/Amendments sinceThe school was built in 1909 – in three years, the schoolplans to celebrate a centenary of use.Both indoor and outdoor environments are highly valuedand accommodating of structured play activities.Outdoor space is organised into three distinct and self-contained areas withA natural science and pond areaA ‘huff and puff’ areaA main play areaAt the beginning of 2008, SFiS began trialling aninterchangeable 3D kit of large outdoor play resourcescalled ‘Snug Kit’. The set was designed by the specialist playconsultancy ‘Snug & Outdoors’. The kit was observed in usein the large play area.Deputy headteacher Sian Cootes and her TA SueBlackman described their lesson plan:Four mixed ability groups of six will tackle theassignmentThey must work as a teamThey must use positional languageThey must show knowledge and understanding of theaccommodation arrangementThe TA focused the children’s attention for a briefing whilethey sat together on a bench. The children had to use thekit to simulate furniture and rooms from the school. TheTA consolidated their understanding of positioning andidentifying spaces and rooms as they worked.Encouraged by the TA, the children worked as a team.There was an illuminating moment in this session when,unbidden, the children gave friendly encouragement forthe less able.Sian Cootes said: “My school’s unique approach hasgrown out of many years of experimental playground work– aided by joint funding from Nesta and the Arts Council.It is deeply committed to the outdoor environment.Schools should have seamlessly include outdoor learningin preschool educvatoin.  The drawback of our school’straditional Victorian configuration is that only escortedgroups can access the outdoors.“I try to include outdoor activities as much as I can in mylessons. The children need to run, explore, dig, and get dirty.The skills of a well-rounded person begin there.”More self-directed personalised learning outdoors hasimproved behaviour.The children are more relaxed. They enjoy choosing theirown lessons.How has the school changed?Social and emotional skills are best taught outsideSFiS is now a national show school for the ‘Snug Kit’Headteacher Helen Fletcher-Davies is a senior memberof Sir Jim Rose’s Primary Review■■■■■■■■■Class 1C have a breakEveryone has their say with the ‘Snug kit’.Decision time for the teamFocus on: Outdoor learningwww.teachingtimes.com56 21 Century Schools  Volume 4:1Focus on: Outdoor learningwww.teachingtimes.com57 Volume 4:1  21 Century SchoolsDifferent groups of students were invited to managethe space.  After seeing that the configuration of blockscould be infinitely changeable, the students agreed notto choose a permanent set-up after all. One pupil said:“It would be a shame to shut it down by putting in pre-conceived ideas”.The Head of Drama said the change wastransformational. “Pupils were socialising, interactingwith one another – working together as a team”, she said.“Boys and girls, some formerly at risk of exclusion, wereplaying together constructively.”“This experiment has positively affected the KS3-4transition and the 14-19 agenda”, said Kelly. “The school’sorganisation behaviour and culture have all beeninfluenced. Pupils now take more responsibility.“When the LEA Health and Safety officer came heinspired the pupils, and they now manage their ownrisk assessments”, Kelly added. “It was the students whodecided to remove a window from the rear wall of thekitchen/dining area – to allow food to be served to outsideeating areas.”The Blex project inspired the school to start a schoolcouncil. Students now speak for themselves in nineforums, which include:‘Rewards and sanctions’‘Environment & sustainability’‘Peer mentoring’‘Classroom management’‘Engineering perception’Music and Drama groups now use the BLex resourceswithin lessons. A moveable gazebo can be used to createa sense of place.Richard Kelly said: “Attendance has improveddramatically. Low level disruption has diminished. All thestudents who’ve led and owned the project have madesignificant improvement in school. All have exceededtheir targets”.Without these resources, Kelly said he feels the schoolwould not have been able to improve in the way it has.The experiment showed staff that flexibility and non-permanence are"
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Learning Spaces

Learning outside the classroom

22 Sep 2009

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      string(5680) "57www.teachingtimes.com n Vol 1.6School BusinessThe BuildingSchool Leadership TodayS t Peter’s C of E is a small village primary school – with big ideas. We believe we should take responsibilityfor our impact on the environment locally and globally, educating our children to embrace their individual ecological responsibility throughout their futures. Attempting to achieve carbon-neutral status with a Victorian- built school (from around 1836) is ambitious – and our ethos of corporate self-efficacy has been demonstratedTen waysWhat better time than a new decade to renew your commitment to combating climate change? Headteacher Simon Temple offers some tried and tested tipsto cut your carbon emissionsand practised through this project. 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Through discussions with children, staff and governors, the school management published the four pillars of our new carbon-neutral ethos:reduce what we use with ‘equipment husbandry’, ‘power rangers’ and insulation. reuse everything possible and use companies with the 2012 certificate. recycle all we can in school – with ‘eco-warriors’ sorting waste for collection. renewable power generation systems should heat, light and power the building.To involve the children in the audit, year 6 students conducted a scientific investigation to find the best insulation material. They tested a selection of products by encasing a Ribena bottle filled with hot water with five different insulation products. The students took temperatures and plotted a cooling curve for each material. The clear winner was Super 10 made by Actis, which uses foil technology so it can be fitted into awkward spaces.We are currently seeking funds and consulting eco-build companies. 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Leadership

Ten ways to cut your carbon emissions

15 Jan 2010

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      string(5622) "� 21 Century Schools  Volume 4:2Sustainabilitywww.teachingtimes.com� Volume 4:2  21 Century SchoolsHeadmaster Simon Temple has set his primary school a challenge – tobecome the first carbon-neutral school in Britain. He challenges otherschools to do the same – with his top ten tips.To involve the children in the audit, year six studentsconducted a scientific investigation to find the bestinsulation material. A selection of products was testedby encasing a ribena bottle filled with hot water withfive different insulation products. Temperatures weretaken at intervals and a cooling curve was plotted foreach material. The clear winner was Super 10 madeby Actis, which uses foil technology so it can be fittedinto awkward spaces.Funds are currently being sought and eco-buildcompanies consulted. I hope that, once our goalbecomes reality, our school will become a bestpractice model for other head teachers anxious tomake a change.The top ten tips for becoming acarbon-neutral school1. Involve the whole school from thetop downThis should be easy if everyone realises they canhave an impact on the environment. For the moresceptical, I focused on cost-based arguments – tellingeveryone that the investment in my school should seesavings through energy reduction within ten years.2. Start with achieving the Eco-schools Green FlagThe Eco-Schools Green Flag award is a governmentinitiative to promote school’s collective responsibilityfor the environment. There are three levels – BronzeFlag, Silver Flag and Green Flag. These can beachieved by introducing recycling systems, reducingconsumption and planting vegetable gardens. Thiscertification is a good milestone to keep everyonemotivated.3. Start an effective Travel Plan toincrease walking and cycling toschoolThe department for transport recommends allschools and businesses have a ‘Travel Plan’ – whichis a measure of environmental damage caused bypeople getting to the building and a set of plans todecrease it.A good travel plan has three advantages: itimproves health through exercise, it reduces trafficand it cuts carbon emissions. Most of our staffmembers have a long commute, which necessitatesdriving. But most of our students are very localand choose to walk. When we calculate our carbonemissions, these figures are included.4. Get a carbon emissions surveydone so you know what you areusingIt’s really easy to find a company to survey thebuilding cheaply. It’s useful to get the first one donebefore beginning your carbon cutting process – toestablish a benchmark. We are waiting for our firstsurvey to be published.5. Keep records of meter readingsand ambient temperaturesFortunately, our caretaker kept weekly records ofwater, electricity and gas meter readings over manyyears. We are using a problem solving lesson in theupper juniors to relate these readings to the localambient temperature data to establish a correlationand investigate the impact of the energy savinginitiatives. This is another reason for installingequipment and implementing strategies sequentially– so the impact of each can be more accuratelyattributed.6. Fit thermometers in all mainrooms to monitor temperatureThermometers are situated in all main rooms evenwhere the heating systems are thermostaticallycontrolled. This gives an easily monitored checkthat rooms are neither too cold nor too hot. All staffmembers appreciate the importance of maintaining acomfortable working temperature of about 18oC.7. Train ‘power rangers’ to closedoors and windows and switch offlights and equipment‘Power rangers’ are children chosen each term to takeresponsibility for saving energy in their classroom.All our students love being assigned ‘special jobs’. Ifany of the power rangers are found not taking theirposition seriously, they are replaced.for becoming acarbon-neutral schoolSt Peter’s C of E is a small village primary school– with big ideas. We believe we should takeresponsibility for our impact on the environmentlocally and globally, educating our children to embracetheir individual ecological responsibility throughouttheir futures. Attempting to achieve carbon-neutralstatus with a Victorian-built school [circa 1836] isambitious – and our ethos of corporate self-efficacyhas been demonstrated and practised through thisproject. Our school management team wants all thebuilding’s technologies to work simply and in harmony– even down to labelled pipes and cables.How did it happen?St Peter’s has always been in need of green space, sothe opportunity to lease some adjacent gardens wasjust what we needed. As with all major projects, theschool council represented the children’s views in thedecision process. A ‘House Challenge’ was started – toget the children to draw their own garden designs.The challenge was so successful that we widenedit into an ‘eco-schools’ project. Through discussionswith children, staff and governors, the schoolmanagement published the four pillars of our newcarbon-neutral ethos:REDUCE what we use with ‘equipment husbandry’,‘power rangers’ and insulationREUSE everything possible and use companies withthe 2012 certificateRECYCLE all we can in school – with ‘eco-warriors’sorting waste for collectionRENEWABLE power generation systems should heat,light and power the buildingThetop tips1Aylesford, KentHard work at StPeter’s primaryschoolSustainabilitywww.teachingtimes.com10 21 Century Schools  Volume 4:2Sustainabilitywww.teachingtimes.com8.  Insulate the areas using the mostenergyReducing heat loss is"
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Learning Spaces

Top ten tips for becoming a carbon-neutral school

17 Jan 2010

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      string(5653) "internet and use of visual imagesWe have an internet policy and restrict access to the internet. We would also ask parents to let us know if they object to their child’s photograph being used in newspapers. Although the use of cameras and video equipment is not banned, we ask parents to be sensitive to the taking of photographs of children during performances. Children are filmed as part of their normal lessons to aid evaluation and discussion. These films are used within school.Helping your child to enjoy and achieveThe curriculumThe National Curriculum  We teach:· 3 core subjects – English, maths and science· 7 foundation subjects- design and technology, information and communication technology, history, geography, music, art and physical education· religious education· personal, health, social and citizenship education (PHSE and C)We are also committed to developing the cross-curricular elements of a child’s education and arrange many aspects of the formal curriculum into blocked units of work or topics. These enable children to explore a concept from different subject perspectives without putting up unnatural boundaries.Multi-cultural educationThis is an important feature of the curriculum at Learnalot. We believe it is important to celebrate the rich diversity of faith and belief that is represented at our school. We emphasise valuing one another and welcome the opportunities that our mixed catchment provides.PPA time (Planning, preparation and assessment)From September 2005 all schools are required to provide 10% non-contact time for teachers to enable them to complete planning, preparation and assessment. In order to provide this time the following arrangements are in place:On Friday afternoons specialist teachers will teach your child one the following lessons:· RE· PE· Music· ArtOn One afternoon during the week your child will be taught the following circus activities:· Cookery· Drama· Pottery/ art· Design and technologyThe lessons taught will still be planned and assessed as normal and children can continue to expect a high standard of teaching.Units of workYEAR 3RomansEgyptiansadvertisingkeeping healthylocal communityYEAR 4The Greeksgrowing uprecyclingwaterYEAR 5VictoriansWorld War 2Picture BooksCastletonYEAR 6The TudorsInvestigationsRainforestsKensuke’s KingdomEnglishThe gaining of literacy skills, reading, writing, speaking and listening are, of course, given high priority. We plan English in three-week units that involve drama and role-play, skills teaching and extended writing opportunities.Independent use of the library is encouraged and we aim to spread a love of reading and books, not just for access to knowledge but also for pleasure.Speaking and listening skills are vital as the building blocks of literacy. Every year group is taught drama and children have opportunity to enter verse-speaking competitions. Every class presents at least two class assemblies during the year which we invite parents to come and watch. We also run a range of concerts and performance opportunities in order to develop self-esteem and confidence and to share the talents our children possess.MathematicsDuring Key Stage 2 pupils build on the skills they developed in key Stage 1. We apply the framework of the National Numeracy Strategy through the use of unit plans, which are amended and annotated accordingly. We use a variety of resources to support the plans including the Abacus Maths Scheme. Children learn number facts by heart and are taught to develop a range of mental strategies for quickly finding, from known facts, a range of related facts that they cannot recall rapidly. An emphasis is placed on practical investigations and problem-solving.ScienceChildren are encouraged to begin thinking scientifically, to investigate, to observe at first hand and to record their findings systematically. We are well-equipped for science with a large number of resources. We make good use of our garden to involve children in growing a selection of flowers and fruit and have taken an active approach to recycling and protecting the environment.ArtArt provides a vital means of self-expression for children whether working from imagination or from observation of things around them. We have a planned list of skills, materials and tasks, which are central to our art curriculum. Children are encouraged to use sketch books and to plan and evaluate their work carefully. We run an art club, which encourages children to express themselves visually and take part in projects around the school. We also have a resident artist who works with the children during circus activities and provides additional lessons on a Friday afternoon.MusicLearnalot School has a well-deserved reputation for Music. Each class receives a weekly music lesson during which all the elements of music –practical and theoretical are taught and experienced.The county music service is used by the school to provide brass, violin, woodwind, percussion, choir and steel pan tuition. There is a recorder club and an orchestra. Concerts are an integral part of school life. Currently all the children in year 4 have opportunity to learn a musical instrument as part of a county-wide scheme.Physical Education and GamesEach child has a weekly indoor and outdoor lesson. 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Leadership

Briefcase 5 - Headliners

21 Feb 2007

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      string(5633) "subject or phase tutor from a university, a mentor in their school and a Teach First employee trained to assist their development. These experts provide support and challenges to help progression. At its most effective, the feedback is linked to their own expertise and therefore not duplicative, yet it also comes with a clear framework to ensure coherence for the new teacher. Conflicting advice for a novice can be very difficult, as it makes it more challenging to identify the path to improvement. There are many paths to improvement, however. We have participant development frameworks and programme principles that help that support partnership and we use a common language towards teacher development. As the teacher moves beyond the early novice stage, they have the space to look at literature, trial different approaches and see which methods work in their context. This is something that is central to our programme. Our 2015 Ofsted report made mention of this by saying, ‘This common goal drives all partners and participants to strive for excellence. Nothing but the best will do.’ Reaching a state of autonomyThis leads on to autonomy, which varies significantly from school to school. When people have ownership over their work, they tend to thrive, just as being micro-managed always feels uncomfortable and limiting. This is true for all work, not just in education. However, for those new to the profession, autonomy can sometimes be overwhelming. For example, some of our new English teachers were told to choose any text and focus on it for the term. For experienced or expert teachers, this can be liberating, but for new teachers, it can be difficult to know where to start. It can also add to an already burdensome planning schedule. There is a balance to be struck between supporting structure and autonomy. Schools who find this balance also seem to be making great strides both in retaining staff and managing workload. Well-curated, shared resources can be a wonderful thing for all subject departments. The teacher still has plans, but can focus on the questions or aspects needed to support their class access the resource, rather than starting every lesson plan or individual learning programme from scratch.Networking and supportPurpose, mastery and autonomy are of great benefit to both attracting people to the profession and also retaining them. In addition, it is important that teachers know they are not alone. From our sixteen years of experience, the support of a network is also crucial. Nobody wants to feel they are alone in tackling a challenge. Having a network of other people within education and beyond can help teachers solve problems or find greater insights. The school where the staff have a shared focus on building a successful school and enjoying it in the process are always the best. Staff both give to the school network and gain from it. This is what we find with our Ambassador network (those who have successfully completed our programmes). We have successfully trained over 10,000 teachers to work in schools across England and Wales, and they are a great resource for finding solutions to problems. Freedom to growWe also found that teachers will often stay if there is a clear path of progression. This may be linked to mastery, for example, the opportunity to deepen their classroom practice, or undertake further programmes. We have a voluntary offer in a teacher’s third year in teaching and as an NPQ provider, that also is a route for some. Offering teachers concrete steps for development can reinforce both the progression of the teacher and the development of the school through great retention and deepening expertise of the staff base. Nearly 2,000 Teach First teachers are in positions of leadership in schools.Finally, if the school has a supportive culture where teachers thrive, they want to stay. Leaders who have an approach that reminds people of purpose, focuses on developing mastery in teachers and creating a culture of autonomy and structure will go a considerable way to retaining teachers, even in schools that face challenges. Making a positive contributionWe do not have all the answers to deep-rooted recruitment and retention problems. Indeed, many of these can’t be solved by Teach First or any other training provider alone—including those relating to workload, accountability and pay. However, we want to contribute to policy positively and support the day-to-day work of our teachers. Our mission to make education fair remains at the heart of what we do, and we continue to provide bespoke support for schools serving disadvantaged communities or where teacher recruitment and retention is even more challenging. We still have a few teachers left to place in schools, particularly across the early years and primary phase, for this September. If you would like to know more about getting a new teacher into your school who is well-supported for two years, informed by the latest research and focused on preparing your pupils for success in later life, then please do get in touch.Reuben Moore is now Executive Director of Programme Development at Teach First. Previously, he was a teacher and leader in secondary schools and higher education for over 10 years. He is a founding fellow of the Chartered College of Teachers, a Chair of Governors in his local primary school and is a member of the Department for Education advisory group for ITE Content.More information on the Teach First school partnerships can be found at https://www.teachfirst.org.uk/schools"
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Leadership

Purpose, Autonomy and Mastery: Motivating for Retention

11 Jul 2019