Swanage Bandstand provides other opportunities too which are not just about music. Schools still visit the bandstand and its shape and construction can be used for active learning in numeracy and mathematics. The table below lists outcomes at Early and first levels, with suggestions for outdoor learning on a visit to the Bandstand.
|Strand ||Early level||First level ||On a visit|
|Estimation and rounding||I am developing a sense of size and amount by observing, exploring, using and communicating with others about things in the world around me||I can share ideas with others to develop ways of estimating the answer to a calculation or problem, work out the actual answer, then check my solution by comparing it with the estimate.||Estimate then count, railings, steps, benches. Pupils could have a number, stand on a step, call their number in turn. Count in 2s, 3s, 4s to add challenge, forwards, back.|
|Measurement||I have experimented with everyday items as units of measure to investigate and compare sizes and amounts in my environment, sharing my findings with others.||I can estimate the area of a shape by counting squares or other methods.||Measure a bench, a step, accessible parts|
of the bandstand.
|Properties of 2D shapes and 3D objects||I enjoy investigating objects and shapes and can sort, describe and be creative with them.||I have explored simple 3D objects and 2D shapes and can identify, name and describe their features using appropriate vocabulary.||Spot shapes:|
octagon, circles (amphitheatre) , rectangles (lots in railings and Bandstand)
|Angle, symmetry and transformation||I have had fun creating a range of symmetrical pictures and patterns using a range of media.||I have explored symmetry in my own and the wider environment and can create and recognise symmetrical pictures, patterns and shapes.||Entire composition is symmetrical! Look at the stage, seating around the bandstand, railing designs, scrolls supporting the roof.|