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Citizenship at key stages 1 and 2 (Year 1-6)
Unit 06: Developing our school grounds
Section 4: Making changes
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Objectives |
| Children should learn: |
- about their expectations for change, and the complexities of the project
- to compare and contrast their original ideas and expectations with the eventual outcome(s)
- to engage in group discussions for a wide range of purposes
- to reflect on how they contributed to and participated in the project
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Activities |
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Outcomes |
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Children: |
- The children should receive regular updates on the progress and decisions made by members of the school grounds committee. They should also be involved in reviewing, negotiating on and revising ideas if, for some reason, it is not possible to take them forward.
- The children could produce a project timeline, which is regularly updated, indicating key goals and highlighting achievements to date. If relevant resources/archives are available, the timeline could also include images/documents from the past, showing how the playground has changed over time or how it has been used in the past.
- Once the plans have been agreed, the children could be involved in different aspects of their implementation, eg clearing land; gardening activities (such as choosing and growing plants); designing and making new signs for a quiet area; drawing up a rota for the use of new playground equipment.
- The children could prepare and present a report to the school governors on how they have been involved in making changes to the school grounds, and what they have learnt from their participation in the project.
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- show understanding of the time it will take for the project to be completed
- recognise some of the complexities involved in the project, and why there may be a need for compromise
- contribute to discussions about ideas and progress
- take part in the implementation of plans
- reflect on and describe their participation in the project
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Points to note |
- The progress updates could contain information about: how decisions and choices have been made by the committee; the setting up of displays eg photographs, blueprints, draft plans, models, reports, a comments box/book to generate discussion; fundraising reports, including a breakdown of costs for each section of the playground being improved; contingency and safety plans for the use of the grounds while the work is being undertaken, eg revised playtimes, areas with restricted access, areas that are out of bounds; presentations by key individuals, eg the surveyor, builder, landscape architect, chair of the school grounds committee, about their respective roles and involvement in the project. These talks could also include an outline of any problems, delays or difficulties that were encountered, and how they were overcome.
- Link with science: 1c, 3a, 3b, 3c, 5a, 5b, 5c in the key stage 1 programme of study; 1b, 3a, 3b, 3c, 3d, 5a, 5b in the key stage 2 programme of study;
unit 2b 'Plants and animals in the local environment' in the scheme of work.
- Link with geography: 1c, 1e, 2g, 5b in the key stage 2 programme of study.
- Link with English: En1 S&L 10a, 10b, 10c in the key stage 1 programme of study and En1 S&L 10a, 10b, 10c in the key stage 2 programme of study.
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This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
moving through the sections or print/download the whole unit.
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