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HOPE and FEAR Today and tomorrow. He Always He always wanted to explain things But no one cared So he drew Sometimes he would draw and it wasn't anything.

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Presentation on theme: "HOPE and FEAR Today and tomorrow. He Always He always wanted to explain things But no one cared So he drew Sometimes he would draw and it wasn't anything."— Presentation transcript:

1 HOPE and FEAR Today and tomorrow

2 He Always

3 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

4 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

5 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.

6 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

7 What have they got in common? “Spatial thinkers are very often learning disabled only in a print based environment” (Special Children: The Hidden Einsteins Tandi Clausen-May 1999 )

8 They all had major learning difficulties at school.

9 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.)

10 da Vinci - possible that he would be diagnosed with ADHD as well as dyslexia and language difficulties.

11 Richard Branson failed all his standardised school tests.

12 Bill Gates on autistic spectrum.

13 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!

14 How many ‘hidden Einsteins’ are in our classrooms today, assessments mostly print-based on literacy and numeracy skills

15 Where do you get yours from?

16 What do inspirational teachers do?

17 Breath life into our learners The teachers we remember are the ones that leaves some of their breath inside us

18 Model what you want Talk about what you want

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

20 A gift from me to you

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22 Copes with challenge Bounces back from mistakes More effort more success Learns from criticism Inspired by other peoples success Aviod challenge Give up easily Its the outcome that counts Moans about or ignores critisism Threatened by other peoples success Growth mind set Intelligence can grow Fixed mind set Intelligence is set Leads to a desire to learnLeads to a desire to look smart

23 What do the following words mean Values Attitudes habits

24 Building bridges Where you are to where you want to be

25 Exploration and Investigation of the world Planning a science curriculum for early years

26 Something to keep in mind Follow Your Curiosity I have no special talent. I am only passionately curious.

27 Perseverance is Priceless “It's not that I'm so smart; it's just that I stay with problems longer.”

28 Make Mistakes Discover 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.

29 Knowledge Comes From Experience “Information is not knowledge. The only source of knowledge is 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.”

30 education What does it mean to you

31 Definitions Derived from the Latin word educo which translates to – I lead forth, – I take out, – I raise up

32 If 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….

33 To 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!

34 Good 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;

35 In 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.

36 Showing….. Investigatory skills exploration through play and real experiences, recognising when things have similar or different features. noticing changes interaction with elements of their natural and manufactured environment. understanding of living things, materials and objects. curiosity and interest about the immediate environment around them Communication skills about what is happening and why

37 Working in teams….. Think about what your children would be doing to demonstrate those attitudes and skills Come up with an icon that could indicate which science skill or attitude is the focus for the learning

38 Exploring the support documents Working in teams…….. Choose an area to focus on: – Ourselves – Animal life – Plant life – The food we eat – Sound and music – Exploring materials – Force – Electricity – Light and colour – weather Enhance, 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

39 Making a year diary Using an old roll of wall paper, or anything else that comes to hand make a year long diary that you can display on your wall Divide it up into the 12 months and then horizontally into three section The living world Materials and changes Forces, light and sounds

40 Making it happen Go outside and observe…sort, notice change, demonstrate curiosity and interest, communicate throughout Bring back evidence and stick it on your year diary, items you have collected, photographs, talking buttons and stick them into September

41 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)

42 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)

43 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)

44 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

45 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.

46 Working scientifically Asking the question Collecting data Analysing data & drawing conclusions Presenting findings

47 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 …

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56 Pupils above Pupils needing extra support

57 Abraham Lincoln was the sixteenth president of the United States and he wrote a letter to his son’s teacher He 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...


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