2. River Stour Lemons Hill Bridge Tattingstone east north

4. The Alton Water Board Game Work in groups of 4-6. Plan your game first Decide who does what task Draw your game board carefully in pencil!!! Draw 40 -70 squares Put marks on about 50% of your squares Write out question cards Do a set of instructions Make counters and dice Provide packaging Promote your product! Making Question Cards Look through your field work pack. You have lots of questions and answers already that you can use. p7 Heads and Tails p8-12 Treasure Trail p15 Design your own Quiz Orienteering Questions and Answers

6. - Reflect on performance - Articulate new skills - Transfer skills REFLECTION -Use TASC assessment grid to evaluate - Compare within and between groups -Self evaluation. -Traffic Lights assessment. -De Bono Thinking Hats ALTON WATER TASC WHEEL

7. Generate/organise What do I know about this? Generate/organise Create a mind-map about Alton Water and what you know already about it, highlight areas that you need to know more about – use A3 paper.

8. Identify What is the task? Identify What is the task?

9. Generate What are all the different types of board games? Add this to your A3 paper. Generate How many ideas can we think of?

10. Decide What you are going to do as a board game? How are you going to play the board game? Are you going to use counters/dice/spinners or what? Have everyone’s opinions been taken into consideration in deciding on your board game? Decide which are the best ideas? Decide Which are the best ideas? Now plan how to carry them out!

11. Decide Who is going to take which role? This should change each session. Leader - Main decision maker and the person who is responsible for keeping the group on task. A good leader is a good listener and someone who leads by example. Scribes - work out the wording for all parts of the game - its title, the box it comes in, the game board, the games instructions, the question cards etc? Designers - work out what the following look like – the title, the box, the game board, the games instructions, the question cards, counters/dice/spinners. Monitors – complete the group assessment sheet each lesson. Decide Now plan who will carry them out!

12. Decide Decide how much time you can allow for each task. Decide Now plan who will carry them out!

13. Implement Have you got everything you need before you get started?......... Implement Let’s do it!

14. Evaluate How well did we do? What’s the evidence? Evaluate Did you achieve your goal? How well did you work together as a team? Did you make the best use of your talents? Was it worthwhile?

15. Communicate Be prepared to share your ideas and designs with the rest of the group Communicate Let’s tell someone how we did it!

16. Learn From Experience What did you do best? What were your weakest points? What do you need to learn more about? What would you change if you were to do it again? Learn From Experience What have I learned through this experience?

17. Final Task Edward de Bono’s Thinking Hats Thinking about how you well you have worked in your group so far, which of these was you? Red – I think about things, I get hunches, I don’t give reasons Yellow – I dream, I make things happen, I see the good side White – I think like a computer, only the facts, no emotions Green – I am creative, I look for new answers Black – I see the bad side, I don’t think it will work, I moan Blue – I am in charge, I must get the team working Now draw a large de Bono hat in the colour that you feel and out of the top of it show how you could change your actions to become the hat you would rather be e.g. If I was a Red Hat, I would try to think through my hunches and ask for facts first so that I could be more like a White Hat next time. My changing hat …

18. Assessment Criteria for TASC project – your group is ….. CriteriaUnsatisfactorySatisfactoryGoodExcellent Decision Making One person dominates decision- making. Some students contribute to decision-making. Most students contribute to decision-making. All students contribute to decision-making. Social Interaction (How well the group works together) Students frequently interrupt and/or put down the views of others. Students do not ask questions or show poor understanding. Students pay attention to the group discussion. Some students ask questions and build on others comments. Body and/or verbal responses indicate active listening. Most students ask questions and build on others comments Students respect and encourage the views of others. Students ask questions or clarification. Students build on others comments. Contribution Students do not contribute in any positive way to the group work. Some students contribute positively to the group work. Most students contribute positively to the group work. Students consistently contribute in a positive way to the group work. On Task Behaviour Some students are off task a lot of the time. Students exhibit on-task behaviour some of the time Most students exhibit on- task behaviour most of the time. Students exhibit on-task behaviour consistently. Group structure and planning With assistance, students have difficulty working out what is needed to be done. Task is not completed on time. With assistance, students are able to plan their work effectively. They rush to complete the task. The division of tasks and responsibilities are inefficient and wastes time. Students plan their project effectively. They complete the task on time and using TASC framework. The leader assigns responsibilities and tasks. Students complete a clear and logical plan. Complete task using TASC framework to help reflection and revision. Members volunteer to take responsibilities and roles.

19. WELL DONE!

21. Using TASC to create an Alton Water Board Game Gather and Organise Create a mind-map about Alton Water and what you know already about it, highlight areas that you need to know more about – use A3 paper. Generate & Identify What are all the different types of board games? Add this to your A3 paper. Decide – What you are going to do as a board game? How are you going to play the board game? Are you going to use counters/dice/spinners or what? Have everyone’s opinions been taken into consideration in deciding on your board game? Decide which are the best ideas? THEN Who is going to take which role? This should change each session. Leader - Main decision maker and the person who is responsible for keeping the group on task. A good leader is a good listener and someone who leads by example. Scribes - work out the wording for all parts of the game - its title, the box it comes in, the game board, the games instructions, the question cards etc? Designers - work out what the following look like – the title, the box, the game board, the games instructions, the question cards, counters/dice/spinners. Monitors complete the group assessment sheet each lesson. Implement NOW you need to produce your design. Communicate be prepared to share your ideas and designs with the rest of the group Evaluate Listen to peer evaluation and think about how effectively you worked on your own and in a team. Learn from Experience What did you do best? What were your weakest points? What do you need to learn more about? What would you change if you were to do it again?

22. Team Roles Over the course of the project each member of the group will take on a variety of roles which will be rotated each session. All members will be expected to contribute ideas to the project. Leader: Main decision maker and the person who is responsible for keeping the group on task. A good leader is a good listener and someone who leads by example. Scribes: Main responsibility is producing written material, either in the form of note taking or final drafts. Designers: Main responsibility is the Art direction of the project; collecting / producing images and working on the layout of the project. Monitor: Main responsibility is to observe the group and assess how effectively each member is contributing. The Monitor will be able to contribute to any discussions in the group, but their main task is to complete the monitoring sheet by the end of the lesson.

23. Assessment Criteria for TASC project CriteriaUnsatisfactorySatisfactoryGoodExcellent Decision Making Social Interaction (How well the group works together) Contribution On Task Behaviour Group Structure and planning

24. Promoting Your Board Game 1. Write a 30 second radio advert for your product. You need to have a slogan and a jingle. You need to make your advert humourous so that the public will listen. Your advert needs to be set out like a script. 2. On A3 paper, design a print advert for your board game. Make your advert eye catching and as interesting as possible. Try and be creative. Think of other ways to advertise rather than just a picture of the game. Remember to include your slogan

25. Communicating and Evaluating The Alton Water Board Game Your task is to assess the Board Games that have been completed about Alton Water 1)Each group is going to take turns to present their projects to their class – this means that you cannot talk at the same time 2) Those who are listening need to grade the projects using the following criteria - up to 5 marks for each  Enjoyment  Ease of understanding  Quality of materials  Information on Alton Water  Visuals and graphics Your teacher will give out up to 5 marks when they assess how well it shows your understanding and knowledge of Alton Water and how it is used as well as your graphical and mapping skills 3) At the end of the session we will judge who has produced the best board game in the class and they will go onto present their game to the whole year group.

26. 1. Learn from experience – what have I learned? 1) How effectively did you generate ideas for the project? 2) How well did you decide what were the best ideas to use in the project? 3) What have you learned about Alton Water? 4) What skills do you think you have developed during this project? 5) What have you enjoyed the most about this project?

27. 2 Learn from experience – what have I learned? 1. How well have you worked in a team? - have you taken different roles, listened to your friends, contributed? Very well 5 4 3 2 1 Not well at all 2. How well have you worked on your own? - have you been disciplined, hard working, organised? Very well 5 4 3 2 1 Not well at all 3. How well have you gathered your material? - have you used your own words or just copied a lot? Very well 5 4 3 2 1 Not well at all 4. How much effort have you put into your work? Lots 5 4 3 2 1 Very little

28. For each of the skills below, use the traffic light system to say how well you have worked so far: Green for good, Orange for satisfactory, Red for poor Reflection = What have I learnt? Evaluation = How well did I do, could I have done better? Group Work = How well do I work with other people? Independent Work = How well do I work on my own? Research = How well did I investigate Alton Water?