Presentation on theme: "HOPE and FEAR a revised curriculum Children’s learning: turning a paper curriculum into an exciting skills based curriculum."— Presentation transcript:
HOPE and FEAR a revised curriculum Children’s learning: turning a paper curriculum into an exciting skills based curriculum
He always wanted to explain things But no one cared So he drew Sometimes he would draw and it wasn't anything He wanted to carve it in stone Or write it in the sky He would lie out on the grass And look up at the sky And it would be only the sky and him that needed saying And it was after that He drew the picture It was a beautiful picture He kept it under his pillow And would let no one see it And he would look at it every night And think about it And when it was dark And his eyes were closed He could still see it And it was all of him And he loved it When he started school he brought it with him Not to show anyone but just to have it with him Like a friend It was funny about school He sat in a square brown desk Like all the other square brown desks And he thought it should be red And his room was a square brown room Like all the other rooms And it was tight and close And stiff He hated to hold the pencil and chalk With his arms stiff and his feet flat on the floor Stiff With the teacher watching And watching
The teacher came and smiled at him She told him to wear a tie Like all the other boys He said he didn't like them And she said it didn't matter After that they drew And he drew all yellow And it was the way he felt about morning And it was beautiful The teacher came and smiled at him "What's this?" she said "Why don't you draw something like Ken's drawing?" "Isn't that beautiful?" After that his mother bought him a tie And he always drew airplanes and rocket ships Like everyone else And he threw the old picture away And when he lay out alone and looked out at the sky It was big and blue and all of everything But he wasn't anymore
He was square inside and brown And his hands were stiff And he was like everyone else And the things inside him that needed saying Didn't need it anymore It had stopped pushing It was crushed Stiff Like everything else.
Making learning Irresistible Tom Robson Watch your thoughts, They become words, Watch your words, They become actions, Watch your actions, They become habits, Watch your habits, They become character, Watch your character, It becomes your destiny
They all had major learning difficulties at school.
da Vinci - possible that he would be diagnosed with ADHD as well as dyslexia and language difficulties.
Richard Branson failed all his standardised school tests.
Bill Gates on autistic spectrum.
Despite their talents, creativity and genius qualities – all of these people would been allocated learning support if they were in school here today. Some would have been assessed by Ed Psychologists and allocated resource hours!
How many ‘hidden Einsteins’ are in our classrooms today, assessments mostly print-based on literacy and numeracy skills
Where do you get yours from?
What do inspirational teachers do?
Breath life into our learners The teachers we remember are the ones that leaves some of their breath inside us
“ Too many teachers think that if they had more time, resources and space they could make a difference. The last thing most teachers need is more....they need different!” John Hattie Director, Melbourne Education Research Institute
What do the following words mean Values Attitudes habits
Building bridges Where you are to where you want to be
Key Stage 1 A. Basic structures and simple classification of common plants (year 1 and 2) A. Plants and growing (year 1 & 2) B. Animals including humans (year 1 & 2) B. Habitats, including food chains (year 2) A. Simple physical properties of everyday materials in relation to their uses (year 1) B. Uses of everyday materials (year 2) A. sounds (year 2) B. Light (year 1) A & B Seasonal changes and day and night (year 1)
Lower Key Stage 2 A. The function of different parts of plants, and what plants need to survive (year 3) B. Animals including humans: what animals need to survive, movement and skeleton (year 3) B. Classification of living things: plants and animals and conservation (year 4) A. Human digestion (year 4) A. Simple physical properties of some kinds of rocks, and how rocks and fossils are formed (year 3) B. States of matter and changes of state, with particular reference to water (year 4) A. Forces and magnets (year 3) A. Sources of sound (year 4) B. Light and shadows (year 3) B. The uses of electricity, and how to wire a simple circuit. (year 4)
Upper Key Stage 2 A. Life cycles, including reproduction and growth and old age (year 5) A. All living things: Life processes, including classification (year 6) B. Human circulatory system and blood (year 6) B. Inheritance and evolution happening over long periods of time (year 6) B. Properties and changes of materials (year 5) A. forces (gravity, friction e.g. air resistance and transfer of force through mechanical devices) (year 5) A. Earth and space (year 5) B. electric series circuit; (year 6) B. Light (year 6)
language read and spell scientific vocabulary at a level consistent with their increasing word reading and spelling knowledge at KS 1. read and spell scientific vocabulary correctly and with confidence, using their growing word reading and spelling knowledge at lower KS 2 read, spell and pronounce scientific vocabulary correctly at upper KS 2
Working scientifically ‘Working and thinking scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study.
Working scientifically Asking the question Collecting data Analysing data & drawing conclusions Presenting findings
Learning objective SkillWILF: year 1 & 2 Teacher models good practice in language and thinking WILF: year 3 & 4 Teachers helps pupils make decission WILF: year 5 & 6 More independence and more systematic Asking the questionAsking the starter questionTeachers encourage pupils to generate questions (teachers modelled) With help we can ask a scientific questionWe can ask our own scientific questions Decide which type of enquiry is neededWe can help to make decisions about the type of enquiry (research, comparative study fair test) to carry out We can make our own decisions about the type of enquiry to carry out Collect data What are we measuring or observing? We can talk about what we are going to: look/listen for (year 1) to measure ….. (year 2) With help we can decide what we are going to: look/listen for measure ….. We can decide the most appropriate observations and measurement to take and how long to take them for Collect data What might affect what we are observing or measuring? With help we can talk about (or list) the variables that will effect what we are observing or measuring We can decide which variable to change and which variables to keep the same Ask a questions (that could lead to a fair test) What do you think will happen to X if we ….(year 1) What do you think will happen to X if we change Y (year 2) What do you think will happen to X if we change Y and keep ….., and …. the same What do you think will happen to X if we change Y and keep ….., and …..the same (using appropriate units the sentence) Predict what might happenWe think X might happen because ……..based on everyday knowledge We think X might happen because……. (based on scientific knowledge) planning This is the equipment/information we need for our investigation (teacher selects) With help we can decide the equipment we needWe can decide the most appropriate equipment to use Collecting dataGather evidence Use our senses and simple equipment to describe what is around us (year 1) We can measure things with help from our teacher (year 2) This is what we have observed… This is what we have measured … (Accurate standard units, range of equipment, including data logger)) This is what I have observed… This is what I have measured … (accurate, precise and repeatable) sorting and classifying Using our senses we can tell our friend what thing are like (year 1) We can compare things (objects, living things, materials) and with help can decide how to sort and group them (year 2) We use simple keys to classify (objects, living things and materials) We can use a classification key We can use a data base (record cards. Computers etc) to describe and classify living things and materials We can develop our own keys to describe and classify living things and materials analysing data and drawing conclusion Noticing patterns and relationships We noticed ……happened/changed when ……(year 1) We thought this might happen ….and the surprise was…….happened (year 2) From the data (observation or measurements) this is the change/pattern we noticed. These are the similarities/differences between……. From the data in our graph/table we found out the relationships between X and Y (e.g.the er…er…rule: the faster the X the slower the Y) Think about spooky results (errors and anomalies) We didn’t think this would happen ….. This is a spooky result. It might have happened because …. Suggest improvements Suggest improvements to our method. If we did this again we would do ……… Suggest improvements to our method and say why If we did this again we would do X because …