The children decided on an interactive Dinosaur Museum after visiting the Manchester Museum. They created a dinosaur environment, using the Natural History Museum website to access drawings of dinosaurs, models and skeletons. Workshops, including an archaeological dig, expanded the topic and parents were invited during the final week of the project. We ensured that many of the "Early Learning Goals" from the Foundation Stage Curriculum were covered by our work.

For three years the school has used their museum to illustrate the work in History. "Liverpool at War" covered the Second World War included a real silk parachute, ration cards and first hand accounts of bombing. The class also visited the local museum and the Imperial War Museum North. The children practiced evacuation drills, economic cookery and aircraft spotting. Each display has encouraged debates, developed responsibility for primary evidence and conservation, every aspect of language development and above all curiosity.

The teacher developed the Roman Museum to involve the children (many on the special need register) in a creative and stimulating project. They visited the local library and the Railway Museum in York, as well as the Roman walls and gates, which inspired the Roman Museum. Some Roman coins were donated and the children built a Roman Turret with helmets, shields and sword. Parents were invited to see the results and come dressed as Romans. The role play area has been a tremendous learning experience, especially as they made all the objects themselves.

The Toy Museum started after Christmas, the children talking and writing about their new toys; and then bringing an array of toys for the "museum". The children prepared labels, leaflets and postcards using words from a "word-bank" and illustrations from catalogues. They also took photographs and worked on a powerpoint presentation. The toy museum was a definite success and one we are keen to repeat.

The school decided to create its own Aztec Exhibition as they could not afford to visit; they watched a video and using the Museum Pack created interactive exhibits; the children acted as experts so visitors (pupils and parents) could ask questions. The children were incredibly motivated by the idea of the exhibition - it allowed for a cross curricula approach that enhanced the children's understanding and enabled all of them to take part.

The Aztec Museum was researched by the children, they made the artefacts (some children had visited the Aztec exhibition at the Royal Academy; they used a digital camera to take pictures for the catalogue; posters were produced to advertise the museum, and staff and parents were invited to see the museum and the powerpoint presentation. I am delighted not only with the results but the skills they have developed during this project, and the teamwork and the determination they have displayed.

The Museum is about the Second World War with one area for artefacts given to the school and labelled. The children used websites to do research. There was an Anne Frank area where children displayed their own diaries; the eye witness area includes interviews and photographs, newspaper reports and poems. We visited Cabinet War Rooms, Imperial War Museum and HMS Belfast and added areas to our museum from these fantastic places.

The Victorian Lifestyle Museum began as part of a study of the lives of people during Victorian times. Children asked parents and grand parents for suitable objects; they used reference books and CD Rom encyclopaedia; produced word processed labels and a guide-book. As well as a day for parents and grand parents to see the museum, the children experienced the strict routine of a Victorian school-day, with the local education officer playing the role of a Victorian teacher. The project developed principally from a History based topic, the advice in the pack was invaluable in establishing the ground rules and integrating other areas of the curriculum.

After a discussion and vote, the children decided on a natural history museum, The Diamond Museum of Natural History in four sections, Seaside, Rocks and Minterals, Skins and Bones and Local Nature. The children brought in pebbles, shells and fossils and used the advice in the teachers' pack useful. The project has developed a number of skills including speaking and listening, science and maths, art, ethics and geography.

The Judging panel was chaired by Charles Saumarez Smith, Director, National Gallery and Co-Chairman of MGM and included Christopher Naylor, Director, engage (National Association of Gallery Education), Anra Kennedy, Editor Show Me, 24 Hour Museum, and Julie Street, Formal Learning Adviser, Resource: Council for Museums, Libraries and Archives.