British Sign Language

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Our Expedition

Expedition Summary

In the 'Diverse Doncaster' expedition, our students embarked on a rigorous, cross-curricular journey to explore the profound concept of belonging within their local community and the wider world. Guided by the question "Where do I belong?", children engaged in deep learning that bridged Geography, Art, and Science. 

They moved beyond simple map reading to creating 'messy maps' and comparing the human and physical features of Doncaster with the distinct climate and culture of Tulum, Mexico. In Science, they acted as engineers, exploring the properties of materials to design sustainable rainwater harvesting systems for a bug hotel. 

A significant thread throughout the expedition was communication and inclusivity; students dedicated themselves to learning British Sign Language (BSL), culminating in the creation of high-quality curriculum resources for the Trust and a published book for their families. 

The expedition concluded with a celebratory presentation, highlighting the students' activism and their pivotal role in fostering a diverse, welcoming community.

Expedition Narrative: Diverse Doncaster

Title, Guiding Question and Curriculum Seam 

Our Learning Expedition, 'Diverse Doncaster', was driven by the compelling Guiding Question: "Where do I belong?". 

This inquiry was deeply anchored in our 'Diversity and Belonging' Curriculum Seam, which challenges students to look outward and understand their identity in relation to others. 

By exploring what it means to belong—both to a place and to a community—students developed empathy and a broader worldview, moving from their immediate classroom environment to an appreciation of global diversity.

Learning Targets Geography Learning Targets

• I can create a bird’s eye view map of my classroom and explain its important features using messy maps and aerial views.

• I can name the country and type of settlement I live in and locate it and other countries in the United Kingdom on a map.

• I can name the four seasons of the United Kingdom, describe how and why they change, and recognise the signs of each season.

• I can locate the United Kingdom on a map, and identify that the UK is part of Europe.

• I can identify and locate different climates around the world and explain the climate where I live.

• I can locate my local area on a map, atlas or globe.

• I can identify human and physical features.

• I can create a map of my local area using key map features.

• I can locate Mexico.

• I can compare the physical features of Tulum (Mexico) with those of my local area.

• I can compare the human features of Tulum (Mexico) with those of my local area.

• I can identify and discuss the similarities and differences between my local area and Tulum, Mexico.

Science Learning Targets

• I can identify a variety of everyday materials.

• I can describe the physical properties of a variety of everyday materials.

• I can distinguish between an object and the material from which it is made.

• I can compare and group together a variety of everyday materials on the basis of their simple physical properties.

• I can investigate the properties of different materials.

• I can investigate the properties of different fabrics.

Art Learning Targets

• I can experiment with clay by manipulating it into different shapes.

• I can identify what makes an object a sculpture.

• I can appreciate and reflect on sculptures inspired by nature.

• I can discuss how artists use natural forms in their work.

• I can sculpt a leaf by applying techniques.

• I can use natural inspiration in my work.

• I can develop my technique by mixing primary colours to create secondary colours.

• I can use paint to add detail to my sculpture.

• I can finish my sculpture by varnishing it.

• I can evaluate my own and others work using art vocabulary.

Immersion 

To 'blast off' the expedition and hook the students' interest, we immersed them in a sensory exploration of the rich cultures of Doncaster and Mexico. The children engaged in a musical comparison, listening to artists from both locations, including a personalized video message from Doncaster artist Yungblud, which sparked immediate excitement. We deepened this cultural appreciation by tasting local foods from both regions and learning basic Spanish phrases. Creativity was further ignited as students explored Mexican traditions, creating Day of the Dead masks using pointillism techniques. This immersion phase was crucial in building the enthusiasm and background knowledge needed for the cross-cultural comparisons that followed.

Case Studies 

The learning journey was structured through three interconnected Case Studies and a dedicated 'BSL Slice' to ensure depth and breadth. In our Geography Case Study, children grounded themselves in their local context. They began by creating 'messy maps' of their classroom before expanding their view to the wider area using aerial photography. They then looked globally, comparing the physical and human features of Doncaster with Tulum, Mexico, discussing complex concepts like weather patterns, seasonal changes, and the equator's influence. This geographical knowledge was reinforced through literacy, as students wrote non-chronological reports inspired by Phil Shepard’s Discovering Doncaster.

In the Art Case Study, students honed their craftsmanship as sculptors. They studied the shapes and structures of traditional Maya temples, learning to manipulate clay to recreate these forms. They also drew inspiration from the natural world, sculpting detailed leaves and applying painting and varnishing techniques to finish their pieces to a high standard. Alongside their artistic endeavors, they explored narrative writing through the text Lucia the Luchadora, connecting their visual art to storytelling.

Our Science Case Study emphasized stewardship and sustainability. The children investigated the properties of everyday materials, conducting tests to distinguish between absorbent and waterproof substances. They applied this scientific understanding to a real-world problem: designing rainwater harvesting systems. They began by prototyping mini versions and eventually scaled up their designs to create a functional system for a bug hotel, demonstrating how materials science can support environmental care.

Finally, the BSL Slice focused intensely on the 'Belonging' aspect of our guiding question. Children learned British Sign Language, mastering finger spelling, greetings, and signs for feelings. This work was not just about language acquisition; it was about accessibility and identity, linking directly to their final product. They further explored these themes by writing narratives based on the book Jack Signs.

Experts 

We invited experts into the classroom to connect our curriculum with the real world and raise the aspirations of our students. Sally Jameson, our local MP, visited to discuss her role in the community and how she works to make Doncaster a better place, helping students understand civic responsibility. Author Phil Shepard shared his creative process for Discovering Doncaster, inspiring the children to see themselves as writers and illustrators. We were also supported by Seon Anderson, a BSL Communication Worker. With the peer support of our pupil Henry Richardson, Seon guided the children in learning and filming the BSL signs, ensuring accuracy and authenticity in their final work.

Fieldwork 

Our fieldwork provided a technological dimension to our geographical studies. Geoff Hewitt, an XP Drone Pilot, visited the school to demonstrate drone technology. He captured high-resolution aerial photographs of Doncaster, which the children then analysed in class. This firsthand experience with aerial imagery allowed them to better understand bird’s eye views and mapping features, bridging the gap between abstract map skills and the physical world they inhabit.

Presentation of Learning 

Our Presentation of Learning was a joyous public celebration that served as the launchpad for the new Plover BSL units. The event was not just a display of work but a demonstration of student activism. The children’s filmed videos were showcased as a permanent resource to teach BSL to students across the entire Trust. The event also marked the official launch of their printed BSL book. Students presented their individual videos and photographs with immense pride, articulating their learning and demonstrating their contribution to a lasting educational resource.

Product 

The expedition culminated in the creation of high-quality products with genuine purpose and audience. Children filmed individual BSL signs to create comprehensive new units for the Plover BSL curriculum, ensuring their learning would help others. The child filmed a short video showcasing a specific sign, contributing to a collective digital library. 

Additionally, the children professionally photographed their signs to produce a printed BSL book. This tangible resource was distributed to families and the wider Doncaster community, standing as a testament to the students' hard work and their commitment to building a more inclusive society.