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Sewerby hall and gardens has been a firm favourite for school trips around its area for many years. The Sewerby Hall house itself is rich in history and provides activities for children to complete such as treasure hunts on arrival. The house is almost a time capsule, bringing the history of the house alive with interactive aspect such as traditional costumes to try on and old-fashioned toys to play with to truly encapsulate the experience of being a child in the early 1900’s.

Sewerby Hall holds events at various times throughout the year but unfortunately due to the Covid-19 health pandemic they have been unable to continue this year. However, they do provide many resources to provide children with information and fun that they can do at home.
The attached example is one of the resources provided online to discover the topic of Amy Johnson.  Hull-born aviatrix Amy Johnson was invited to open the Hall to the public on 1 June, 1936. Memorabilia was donated in 1958 by the family of the local aviator herself and is on permanent display. New items were added for the 80 year anniversary. There are two dedicated rooms, one displaying the collection and the other showing a short film about her record breaking flight to Australia. During this activity the children will cover parts of the history curriculum, particularly the section of Key Stage 1 that studies the lives of significant individuals in the past who have contributed to national and international achievements as well as significant events in local history.
The lesson would begin by covering the key points and timeline of Amy Johnsons history. Then the children would be given the worksheet to complete a selection of fun activities designed to reiterate the previous learning in an engaging and interactive way. Following completion of these tasks the children would then be asked to recap what they have learned about Amy Johnson. Ideally, the children would visit Sewerby Hall to see the exhibition during this topic but at the moment that would not be possible due to Covid-19 restrictions.
The intended learning outcome for this would be for the children to gain understanding of local history as well as familiarising themselves with timelines andrecording

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Sewerby Hall and Gardens - The Anglo Saxons (KS2)

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Sewerby Hall and Gardens - The Anglo Saxons (KS2)

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Sewerby was occupied by an Anglo Saxon settlement and has one of the most significant burial sites. The people were pagans and the cemetery dates to the 6th-7th centuries, making it one of the earliest cemeteries of the Anglo Saxon period. Alongside the dead, objects owned and treasured in life were also buried in the ground. The site was discovered during the building of a modern farmhouse at Home Farm in the mid-1950s and the site was then excavated. Further work took place in the 1970s. Human remains were found with a significant array of brooches, clasp fasteners for cloaks, beads and weapons.

These grave goods are kept in the collection at Sewerby Hall. The Sewerby site represents an important archaeological resource for understanding early Anglo Saxon life, social structure and cultural practices. We believe, for instance, that sacrificial burials were practised: grave 49, that of a high-born woman also contained the remains of another person on top, suggesting this was the body of a servant. The second skeleton was discovered face down with limbs at awkward angles. There was also a heavy stone on the lower back indicating that this individual was still alive when buried. An alternative explanation is that the woman was a 'witch' or had committed a crime of some kind.
The Anglo Saxons should be covered in the KS2 history programme of study. The programme sets out to achieve understanding of Anglo-Saxon invasions, settlements and kingdoms: place names and village life as instructed on page 190 of the national curriculum.
To begin this topic the teacher would give an overview of where the Anglo Saxons fit histori
Treasures that were found in this burial site can be visited locally which would be where the Anglo Saxons fit within the historical timeline along with some general facts before moving on to the local aspects of the topic such as the burial site at Sewerby . The burial site was excavated and many treasures were found and are now kept in exhibition at Ssewerby Hall which could be visited as part of a school trip. Pictures of the uncovered artifacts and skeletal remains can be found online and used as points of discussion in the lesson (example shown below). This example could be used in a variety of cross curricular ways such as linking history with P.E by using safety mats to explore angles of the body when falling. Likewise the teacher could link history with science to discuss the human skeleton.

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South bay in Scarborough is perfect for walking but also for enjoying the many learning opportunities that open air, sandy beach and rock pools offers.
We took a walk down with the children equipped
with wellies and waterproofs to allow for all weather exploring.
I went to visit first to allow for risk assessment
and identified the following risks and how to avoid them:

·         Open water – the children will stay within the parameters set by members of staff and only wade within those areas in bounds of the lifeguard flags. Children will be allowed to paddle in very shallow water but only a few at a time to ensure a safe ratio of staff to children.

·         Slippery rocks – the children will only climb when instructed by an adult that it is safe to do so and to avoid the green parts. Suitable footwear will be insisted upon to minimise the risk of a slip or fall. Again, children will be in smaller groups while exploring on the rocks to allow for safe adult ratios.

·         Getting lost - children will wear high visibility vests and each adult will be responsible for a team of children that will be their responsibility at all times during the trip.

·         Dogs – children will be briefed on the safety procedures of how to respond to approaching dogs. The advised procedure is for the children to put their arms in the air and look up to the sky. This will hopefully deter any unwanted contact from loose dogs.

·         Poisonous and/or stinging items – if and when children come across an object that looks unfamiliar they will be briefed to inform and adult and if deemed safe to do so the adult will pick up the item for further inspection. If this is decided to be safe they children may then explore further by toughing, smelling, etc.

Once these risks had been explored the trip was arranged and we set off. Children took a bus, for some children this was the first time they had been on bus so the excitement was palpable. On the bus we used the time to explore our surroundings by playing some simple travelling games – “can anybody see a red car” “can anybody see a bike”. The children then begun to suggest their own items to find such as “a bus” and “a police man” which brought up some lively discussions.

When we arrived at the beach we parked very close and held hands in pairs to walk down safely. The children immediately got stuck in with the provided buckets and spades and began digging holes. An adult made a smiley face out of rocks and the children began contribute to it and suggesting the best materials to use.

We then explored the rock pools and tried to identify the various sea creatures that we could see. A sea anemone was discovered between two rocks so the children took turns to have a look at it, talk about it and ask questions . 4 crabs were found in total, unfortunately one had died and one was too quick for us but we did manage to get a good look at the other two and discussed the different parts of the crab, we identified that one was male (based on the triangular shape on the rear section).

During the visit we used our surrounding to encourage learning in the following ways:

·         Tide and current were discussed during our safety talk on the dangers of open water

·         crab body parts – this will later be referred back to when drawing and labelling crabs in the classroom

·         materials / art and design – using the natural resources to make the face

Having a beach school programme within a school  can enrich learning in a  variety of ways. It works best when planning in the moment and taking with you only the basic items needed for a day of fun at the beach.

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BBC  Bitesize provides online learning resources from EYFS to post 16 education. the online learning portal covers all areas of the curriculum and most lessons involve different ways of learning to suit different children. Many schools used the lessons on bitesize to help facilitate learning during the school closure period of the covid 19 pandemic.

How to multiply using an array - BBC Bitesize

I have looked at the KS1 maths and chose the topic at random ‘how to multiply using an array’. The lesson begins with an introductory video to explain the topic to the children much in the way that a teacher would in class. It then goes on to provide interactive resources for children to do some practice around the subject in a fun way.

Children will have already covered multiplication as part o their 2 and 5 times tables so this lesson is expanding on this knowledge by showing them how to multiply more difficult numbers together using this method.

If they so wish, children can progress to the next stage which is ‘how to divide using an array’.

This resource provides an effective way for teachers to deliver the same lesson to each child while not in a classroom environment in a way which makes learning an active process which is engaging and fun. This would also help parent who may not be as confident in educating their children and could even learn something themselves along the way!

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The Snow Queen

The Stephen Joseph theatre’s production of Snow Queen is a play adapted from the story by Hans Christian Andersen. A class trip to watch this play could provide many followup teaching opportunities.

Or older children the story could be read and discussed in class before going to see the production. Children could discuss the morals of the story and why it is important to be kind. After seeing the play they could discuss if any parts where different to the book, if so were the parts more or less enjoyable than the book version. They could also compare to the story of Frozen to make it relevant based on the interests on modern children and see if any of the children understand the reasoning behind the names of the Frozen characters: Hans Kristoff, Anna, Sven.

There are many resources available from Twinkl to support further learning of this topic including story boards, puppet making, handwriting and maths.

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Bempton Cliffs, on the spectacular Yorkshire coast, is home to one of the UK's top wildlife spectacles. Around half a million seabirds gather here between March and October to raise a family on towering chalk cliffs which overlook the North Sea.
There is information dotted around or various points of interest. Below are some photos taken.
The wingspan image can be used in both maths and science to discuss different parts of birds (animals including humans) and also by comparing sizes of wing spans (measure).
also dotted around are words that are supposed to represent what different birds sound like which could form a basic of a music lesson

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Change for life is a campaign that began in 2009 with the view to promoting health, fitness and wellbeing. The programme offers ways in which children and their families can improve their lives by making a few simple changes.

Resources offered on the website include, workouts, healthy recipes, sports games designed for use at home and in educational settings.

Some of the resources offered are listed below:

·         10 minute shake up – this one is great for energising children at the start of the day. I have seen these in practise and most of the children look forward to these as part of the school day. This can show children how being active can help you feel energised get warm so they can observe the effect exercise has on their bodies. From a teaching perspective exercise is said to improve cognition so you may find that children are more engaged in learning and showing more desirable behaviour.

·         Dancing – dancing can be used to promote balance and posture. It can also be used to get those creative ideas flowing when creating routines, doing this in a group will also promote communication and confidence. This can be a really fun way to explore other topics such as “can you create a dance to show how people move in space”.

·         Yoga – yoga can help improve strength, flexibility and balance. It is also said to promote mindfulness and can be used to calm a hectic day. If there are children that perhaps suffer with stress this could be a great activity to allow them to take a step back from the chaos and relax the mind and body

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Following on from the Anglo saxon artefacts, the children could have a go at creating their own buried fossils and items.  Discussion would begin by talking about the kinds of things that archaeologists might find during a dig, we could look at some discoveries together using technology. then once we have our list we can start to think how we can create old looking objects. This activity would draw upon the plan - do - review method by designing what we would like their fossil to look like and what materials we would be using.
The salt dough fossils would involve making a simple salt dough with flour, salt and water. we would need to discuss how we could make it look more fossil coloured - paint them afterwards or add some colouring to the unformed dough - and allow the children to measure and mix the ingredients themselves. Once the dough is formed the children can then select what they need to create their fossil shape, according to their plan. Materials would include bone shapes, shells, toy insects, etc to make the impression in the dough. Once made these can be left to dry.

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Continuing with invader and settlers, we would then start to look at their lives and how they lived as well as talking about how they would feel if their town was invaded. The children would be asked to draft a letter from the perspective of a  person in the saxon times who's town had been invaded. Before writing we would use tea bags to stain our paper to make it look like worn parchment and torn along the edges. The children would be expected to use emotive language and use a variety of adjectives. We would then roll our paper and place inside bottles to create the illusion of a message in a bottle that has been discovered many years later.

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Following on from our Snow Queen learning, the children will be asked to compose a piece of music to fit with a part of the story.
Before the children are asked to compose their own piece they will listen to a variety of musical pieces that differ in tone, tempo, etc. The children will describe how each piece of music makes them feel, is it happy, sad, dramatic, scary.
They will then listen to / watch this piece on the Snow Queen :
https://www.youtube.com/watch?v=5U5S0S1JXl0
to see how music and movement can be used to tell a story without words. The video can be stopped at various notable points to ask the children's feelings on what is happening, how do they know the characters are happy or sad or scared. Now they have seen this in action they will break into small groups to compose a short piece of music using a selection of instruments (depending on what resources the school has) but hopefully there will be percussion instruments such as drums and symbols available.
The children will write down a simple sheet of music which represents their piece using pictures for each instrument coming in. This will be practiced over the course of a week or so and then eventually performed in front of the class and recorded.

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Now that we have our pieces of music, we will revisit the ballet piece (https://www.youtube.com/watch?v=5U5S0S1JXl0) and start to talk more about the kinds of movement being used to represent the story. We will then discuss how the characters move during happy sounding music, sad sounding music, etc. We will then use our pieces of music used in the first exercise (the variety of tones and tempos) and go into the hall during P.E time to start to move in ways that suit these pieces. The teacher will then give instruction such as move like you are worried, move like you are feeling brave.
The next P.E lesson will briefly recap what we had discussed previously and then break off into their musical groups to talk about how they can act out their musical piece using movement. The children will practice this over the next week or so and then perform their movement choreography to their recorded musical composition to their peers.

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Danes Dyke is near Flamborough in East Yorkshire. It is a wooded area which has a winding mud track mixed with steps to get up and down the high points and low valleys. The walk talks you from deep forest to cliff tops to beach. We walked around Danes Dyke for several hours exploring the woods, there are various markers throughout which tell you which trees are in the area and are shaped like the leaves of that tree. This opens a discussion as to what different kinds of trees look like, due to the time of year there were leaves on the ground that could be collected and examined (if they were too shrivelled!) and we learned the names of different trees. Thanks to the invention of technology we were able to look up the trees on our smartphones to see what they looked like and identify them against what we could see on front of us. If explored in spring we could have looked for signs of spring as well as look for different wild flowers and discussed where they grow whether near tree trunks or more freely. Due to the inclement whether this time of year would be perfect for using alongside the Going on a bear hunt story as you would be likely to see many of the obstacles in the story during the walk - perfect for exploring in wellies!
The area presents some physical challenges by having many different levels and steep steps but with adult support children could explore the area safely and burn plenty of energy - we could check our heart rates after climbing the biggest set of steps too.
There is direct access to a small cove of rocky beach which would be perfect for exploring in a large group as it is easy for a teacher to see the whole area. We could explore rock formations, cliffs and tide.
Overall the area could be used in many ways to promote learning in a. fun and adventurous environment.

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South Landing in Flamborough is similar to Danes Dyke in its nature as they are both cliff top woodlands. However, south landing is very bird friendly and as we walk around we can see many man made structures which make the area a bird spotters paradise. The structure below is a perfect example. This would be a great activity fro a small group of children to have a tick sheet and observe the birds in a way that would not be disruptive to them. When back in the classroom the children could have a go at creating their own bird hide to spot the birds that surround the school - a creative task that would use the plan - do- review method and involve group work. In most of the trees there are bird houses so we had fun seeing how many we could spot and seeing if we could spot any birds using them. Again this could be followied up in the classroom by designing a bird house and talking about what kinds of foods birds might like. We could event make our own bird feeders - the RSPB have many resources on their website to give instruction of the best ways to do this. At the cliff tops there is a large star shaped structure which looks beautiful against the seascape which could be recreated with lolly sticks in the classroom. Down the steps land meets the sea and houses a lifeboat station - this could be explored by talking about jobs and occupations which help people and talking about sea safety - important for children who live at the coast. Opposite the lighthouse there is a board which forms part of a series of information boards across the local coast line. These alone could form a whole topic of work as we discover what the local area has to offer on our beautiful coast line.

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The village of Wharram Percy, in the Yorkshire Wolds, was continuously occupied for about 600 years. Probably founded in the 9th or 10th century, it flourished between the 12th and early 14th centuries, when members of the noble Percy family lived in the village. But by the early 16th century it was almost deserted, as a result of gradual abandonment and forced evictions. The ruined church is the last standing medieval building. Around it are the grassed-over foundations of two manor houses and about 40 peasant houses and their outbuildings. Since 1948 the settlement has been the focus of intensive research, which has made it Europe’s best-known deserted medieval village.
This is a fascinating place to visit and my 7 year old daughter was intrigued by the beautiful surroundings and the history boards which made our trip a real learning experience. The villages history includes the middle saxon era and the black death so there is plenty of different topics that could be elaborated within this theme. It would also connect nicely to the work that was mentioned in the museum and galleries section where we looked at old artefacts and archeology.

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Sewerby Zoo is located inside Sewerby Hall and Gardens estate. The zoo has been a firm favourite for school trips in the local area. The zoo is currently closed for the winter but having spent 30 years visiting the site I am very aware of the learning opportunities that the zoo has to offer. When arriving at the zoo there is the opportunity to purchase some bird seed to feed the pigeons once you are through the gates which in itself provides some experimentation opportunities such as do more birds come when the seed is placed on the ground or when its thrown in the air? The zoo boasts animals from around the world which is a great way to explore the map and which animals live in which countries, why do they live there - is it because of the climate - how do their bodies helps them survive in cold or hot climates - do they have scales or maybe fur.
There is a lovely little parrot which often copies a single word even if you are just talking amongst yourselves - this is something that children really enjoy when they see it. This could even loosely lead onto learning about echoing or mirroring.
The zoo is currently celebrating being home to Rosie, the worlds oldest Humboldt penguin (https://www.yorkshirepost.co.uk/news/people/rosie-penguins-30th-birthday-sewerby-hall-near-bridlington-2542968) and the penguins have been a star attraction of Sewerby zoo for as far back as I can remember. Exploring penguins would be great at this time of year and exploring Antartica and the other animals that inhabit it. The bird enclosure ables you to walk right through and get upclose and personal with peacocks which would lead to a fantastic art project should you be lucky enough to see one in all of its feathered glory and fits nicely with the bird activity's from Bempton Cliffs and South Landing. A visit to the zoo can cover most areas of the curriculum and EYFS as seen below and its easy to see why children have enjoyed visiting here  and returned with their own children many years later.

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https://www.sewerbyhall.co.uk/EasySiteWeb/EasySite/StyleData/sewerby-hall-and-gardens/downloads/teacher-pack-zoo.pdf

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The STEM.org website provides many resources for teaching children of all ages which can be used to support home learning.
They have programmes of learning for starter activities that can be explored using simple household items to peak children's interest in scientific ideas.
The activities include things such as;

experimenting with paper aeroplanes

exploring what you can build with one cup of Lego

finding out where food in your house has come from

making a telescope

observing the moon

going on a colour walk

The STEM industry has grown rapidly in the past few decades, however, there is still concern as to the amount of time which is dedicated to science in primary schools. Therefore, sites like this can support the learning in a fun and relevant to life way that could incorporate other subjects for cross curricula learning.
A great example for cross curricular learning is a recommended seed growing activity. The activity is aimed at year 2 children and involves collecting seeds from things we eat or flower seeds - this can be done from food brought in lunch boxes, a t home or provided by school at snack time. The children would observe the seeds and talk about differences in size, shape, texture - they can record their findings to practice recording information as per the national curriculum. Talk to the children about seeds - what do they do, what might happen if we plant them, what do they need to grow? Discuss the different parts of plants and flowers and the importance of pollination. The activity then involves making a model for a dandelion seed and a helicopter seed which links with art and design as well as science. The tasks, if done in class or with another child at home could involve team work and sharing responsibility which is a valuable skill for children to learn. The hoped outcomes for these kinds of activities would be to spark an interest in working scientifically and top develop a deeper understanding of the work around us. It is said that the younger that children are the closer to life scientific concepts need to be so involving the food they eat everyday is a lovely way to connect science and life.