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

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.

·         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. 

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!

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.

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

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.