3And he loved it When he started school he brought it with him He always wanted to explain thingsBut no one caredSo he drewSometimes he would draw and it wasn't anythingHe wanted to carve it in stoneOr write it in the skyHe would lie out on the grassAnd look up at the skyAnd it would be only the sky and him that needed sayingAnd it was after thatHe drew the pictureIt was a beautiful pictureHe kept it under his pillowAnd would let no one see itAnd he would look at it every nightAnd think about itAnd when it was darkAnd his eyes were closedHe could still see itAnd it was all of himAnd he loved itWhen he started school he brought it with himNot to show anyone but just to have it with himLike a friendIt was funny about schoolHe sat in a square brown deskLike all the other square brown desksAnd he thought it should be redAnd his room was a square brown roomLike all the other roomsAnd it was tight and closeAnd stiffHe hated to hold the pencil and chalkWith his arms stiff and his feet flat on the floorStiffWith the teacher watchingAnd watching
4The teacher came and smiled at him She told him to wear a tieLike all the other boysHe said he didn't like themAnd she said it didn't matterAfter that they drewAnd he drew all yellowAnd it was the way he felt about morningAnd it was beautiful"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 tieAnd he always drew airplanes and rocket shipsLike everyone elseAnd he threw the old picture awayAnd when he lay out alone and looked out at the skyIt was big and blue and all of everythingBut he wasn't anymore
5He was square inside and brown And his hands were stiffAnd he was like everyone elseAnd the things inside him that needed sayingDidn't need it anymoreIt had stopped pushingIt was crushedStiffLike everything else.
6Making learning Irresistible 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 destinyMaking learning IrresistibleTom Robson
7What have they got in common? Walt DisneyPicasso WB YeatsLeonardo daVinci Bill GatesWhoopi GoldbergEinsteinRichard BransonQuestions:What do all of these people have in common? All famous …all reached pinnacles of success in their careers – great talent – highly intelligent – genius?They also all had major learning difficulties at school.Einstein didn’t speak until he was 4 and didn’t read until 9 years of age.Einstein was a spatial thinker. He once said that all his thinking was in images and that words played no part in his thinking. (Think of a child like this in a classroom where words are the main form of communication.)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 be availing of Learning Support if they were in school here today. Some would have been assessed by Ed Psychologists and allocated Resource hours!Most teaching is based on words and depends heavily on spoken and printed language but there is now strong evidence to show that this may not be the best way to work with many of our pupils.Essential to teach in manner that is visual and kinaesthetic as well as auditory – images, diagrams, movement, hands-on resources etcQ: How many ‘hidden Einsteins’ are in our classrooms today – assessments mostly print-based on literacy and numeracy skills“Spatial thinkers are very often learning disabledonly in a print based environment”(Special Children: The Hidden Einsteins Tandi Clausen-May )7
8They all had major learning difficulties at school.
9Einstein didn’t speak until he was 4 and didn’t read until 9 years of age. Einstein was a spatial thinker. He once said that all his thinking was in images and that words played no part in his thinking. (Think of a child like this in a classroom where words are the main form of communication.)
10da Vinci - possible that he would be diagnosed with ADHD as well as dyslexia and language difficulties.
11Richard Branson failed all his standardised school tests.
13Despite 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!
14How many ‘hidden Einsteins’ are in our classrooms today, assessments mostly print-based on literacy and numeracy skills
19“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
22Fixed mind setIntelligence is setGrowth mind setIntelligence can growLeads to a desire to look smartLeads to a desire to learnAviod challengeCopes with challengeBounces back from mistakesGive up easilyIts the outcome that countsMore effort more successMoans about or ignores critisismLearns from criticismThreatened by otherpeoples successInspired by other peoples success
23What do the following words mean ValuesAttitudeshabits
24Where you are to where you want to be Building bridgesWhere you are to where you want to be
25Exploration and Investigation of the world Planning a science curriculum for early years
26Something to keep in mind Follow Your CuriosityI have no special talent.I am only passionately curious.
27Perseverance is Priceless “It's not that I'm so smart;it's just that I stay with problems longer.”
28Make MistakesDiscover the power of making mistakes. I’ve said this before, and I’ll say it again, if you want to succeed, triple the amount of mistakes that you make.
29Knowledge Comes From Experience You can discuss a task, but discussion will only give you a philosophical understanding of it; you must experience the task first hand to “know it.”“Information is not knowledge. The only source of knowledge is experience.”
31I lead forth, I take out, I raise up Definitions Derived from the Latin word educo which translates toI lead forth,I take out,I raise up
32If you had the chance to map out what a child needed from the age of three to five in order to be a scientist what would it look like?Be creative….
33To be successful it must Start with what the children can do and end at the point they enter year 1 and what they might be doing then!show all the none negotiable things they need to be able to do? show all the optional things they might pick on en route? Make this difference clear!Show the evidence you would see, hear and feel to prove they got it!
34Good learning involves being willing to have a go;being involved and concentrating;finding new ways and enjoying achieving what they set out to do.having their own ideas;choosing ways to do things;
35In relation to science children need to: know about similarities and differences in relation to places, objects, materials and living things.talk about the features of their own immediate environment and how environments might vary from one to another.observations of animals and plants and explain why some things occur, and talk about changes.
36Showing….. Investigatory skills exploration through play and real experiences,recognising when things have similar or different features.noticing changesinteraction with elements of their natural and manufactured environment.understanding of living things, materials and objects.curiosity and interest about the immediate environment around themCommunication skills about what is happening and why
37Working in teams…..Think about what your children would be doing to demonstrate those attitudes and skillsCome up with an icon that could indicate which science skill or attitude is the focus for the learning
38Exploring the support documents Working in teams……..Choose an area to focus on:OurselvesAnimal lifePlant lifeThe food we eatSound and musicExploring materialsForceElectricityLight and colourweatherEnhance, add too, play with ……At the end of the session you need to be able to give an overview of the idea you have been working on and what activities you have enhanced or added
39Making a year diaryUsing an old roll of wall paper, or anything else that comes to hand make a year long diary that you can display on your wallDivide it up into the 12 months and then horizontally into three sectionThe living worldMaterials and changesForces, light and sounds
40and stick them into September Making it happenGo outside and observe…sort, notice change, demonstrate curiosity and interest, communicate throughoutBring back evidence and stick it on your year diary, items you have collected, photographs, talking buttonsand stick them into September
41Key Stage 1A. 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)
42Lower Key Stage 2A. 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)
43Upper Key Stage 2A. 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)
44languageread 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 2read, spell and pronounce scientific vocabulary correctly at upper KS 2
45Working 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.
46Working scientifically Asking the questionCollecting dataAnalysing data & drawing conclusionsPresenting findings
47Learning objective Skill WILF: year 1 & 2 Teacher models good practice in language and thinkingWILF: year 3 & 4Teachers helps pupils make decissionWILF: year 5 & 6More independence and more systematicAsking 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 questionsDecide which type of enquiry is neededWe can help to make decisions about the type of enquiry (research, comparative study fair test) to carry outWe can make our own decisions about the type of enquiry to carry outCollect dataWhat 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 formeasure …..We can decide the most appropriate observations and measurement to take and how long to take them forWhat 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 measuringWe can decide which variable to change and which variables to keep the sameAsk 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 sameWhat 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 knowledgeWe think X might happen because……. (based on scientific knowledge)planningThis 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 useCollecting dataGather evidenceUse 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 classifyingUsing 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 keyWe can use a data base (record cards. Computers etc) to describe and classify living things and materialsWe can develop our own keys to describe and classify living things and materialsanalysing data and drawing conclusionNoticing patterns and relationshipsWe 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 improvementsSuggest improvements to our method . If we did this again we would do ………Suggest improvements to our method and say whyIf we did this again we would do X because …
57Teach him to be gentle with gentle people and tough with tough. Abraham Lincoln was the sixteenth president of the United States and he wrote a letter to his son’s teacherHe will have to learn, I know, that all men are not just, all men are not true. But teach him also that for every scoundrel there is a hero: that for every selfish politician, there is a dedicated leader.Teach him that for every enemy there is a friend. It will take time, I know a long time, but teach, if you can, that a dollar earned is of more value than five of found.Teach him, to learn to lose... And also to enjoy winning. Steer him away from envy, if you can, teach him the secret of quiet laughter.Teach him, if you can the wonder of books... But also given quiet time to wonder the eternal mystery of birds in the sky, bees in the sun, and flowers on the green hillside.In a school, teach him, it is far more honorable to fail than to cheat.Teach him to have faith in his own idea, even if anyone else tells him they are wrong.Teach him to be gentle with gentle people and tough with tough.Teach him to listen to all men... But teach him also to filter all he hears on a screen of truth, and take only the good one that comes through.Teach him, if you can how to laugh when he is sad. Teach him there is no shame in tear.Teach them to sell his brawn and brain to the highest bidder but never to put a prize tag on his heart and soul.Teach him gently, but do not cuddle him, because only the test of fire makes the fine steel.Teach him always to have sublime faith in himself because then he will always have some sublime faith in mankind.These are big orders, but see what you can do. He is such a fine fellow, my son...