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The Enchanted Forest

The Enchanted Forest. Project Aim. To use a Storyline approach to study the effects on early literacy. Enchanted Forest. Project ran for 10 weeks October to December 2005 Primary 1 class Children had been in school for 8 weeks Average age in October 5 years 1 month. Success Criteria.

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The Enchanted Forest

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  1. The Enchanted Forest

  2. Project Aim • To use a Storyline approach to study the effects on early literacy

  3. Enchanted Forest • Project ran for 10 weeks • October to December 2005 • Primary 1 class • Children had been in school for 8 weeks • Average age in October 5 years 1 month

  4. Success Criteria • Original pupil learning outcomes stated in forward plans for language, based on 5-14 guidelines • For reflective purposes, looked to the four purposes set out in the Curriculum for Excellence

  5. Purposes of the curriculum 3 - 18

  6. Bramble Berry Bramble Berry was the puppet character who gave the children various tasks as the story progressed.

  7. Episode 1- Making Fairies The children were asked to make fairy collages. This led to the following findings: • Talking with one another increased. • Individual’s ideas were valued. • Boys gained confidence by sitting together and looking at each others creations.

  8. Fairy Collages

  9. Fairy Collages

  10. Findings : Reporting Back The children were asked to report back to their peers about their work. This served as an initial assessment for listening and talking. This assessment was used as a baseline to measure later evidence against.

  11. Episode 2 - Creating and Designing The children re-created their own enchanted forest for classroom display after a visit to a real forest.

  12. Findings : Recreating Forest • All art work by children. • Children discussed and decided where plants and animals should go. • Children helped with labelling. • Labels encouraged sight vocabulary. • Independent writing supported. • Reading was a useful skill in the forest.

  13. Bramble Berry and Primrose

  14. Episode 3 - The Storm There was a storm in the woods and the children wanted to help the animals in trouble: • Owl babies have lost their home • Hedgehogs separated from parents • Badger family washed downstream • Children familiar with characters want to help

  15. Findings : Storm Q & A The children were asked to build bridges and rafts to help the animals. This Q & A session on problem solving elicited: • Confidence - “We can do anything in here” • Total engagement • Use of prior knowledge • Learning from one another talking and listening

  16. As a result of these activities the children showed that they were: independent learners enthusiastic enterprising open to new ideas Findings : Problem Solving

  17. Findings : Reporting The children were asked to talk about their bridges and rafts. The video evidence shows: • pride • progress in talking. Children’s responses are now several sentences • real purpose to tasks

  18. Stories Then children were asked at the end of the storyline (which took 10 weeks) to create an illustrated storybook of their stories.

  19. A storybook by a member of the class

  20. Parents were invited to the school to read the stories with their children.

  21. The primary 1 children were also able to share their stories with primary 7 ‘buddies’.

  22. The primary 7 children recorded the children’s stories and the primary 1 children were then able to hear their stories.

  23. Buddy Comments One of the comments from a primary 7 buddy: • “I thought Rebecca’s story was really good, it had wonderful description. Even though it had drawings I got a clear picture in my head. I think her writing is very good for Primary 1.” • This made Rebecca feel “happy, a lot happy.”

  24. Findings : Stories Some of the findings on the stories: • Child centred • Children engaged • High standard of achievement • Enthusiastic to share stories • Real pride

  25. What went well? Why? • Overall very successful • Child centred, engaged throughout • Use of puppets very powerful • Teaching of language successful in context • Partnerships with buddies

  26. What didn’t go well ? Why ? • Writing frames were “boring”. Viewed as filling in spaces for teacher • Role play for boys limited by dressing up clothes • Independent research from books very difficult

  27. What did I learn from project? • Children are so self reliant • Very young children can be so in control of their own learning • As a teacher have the confidence to “let go”

  28. Advice for others. • Keep it simple • Children bring so much to it

  29. What difference has the project made ? • Learning is fun • Confidence is high • Expectation of high standards • Independent learners • Self respect

  30. How do you know project made a difference ? • Children talk about it all the time • Progress in all areas of language – evidence gathered before and after project • Evaluations by all those involved

  31. Is the Project Sustainable ? • 5-14 learning outcomes some children attaining Level B in talking and listening • Look to the Curriculum for Excellence • Principles for Curriculum Design

  32. Principles for Curriculum Design • Challenge and enjoyment • Breadth • Progression • Depth • Personalisation and choice • Coherence • Relevance

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