4 self directed and self reliant cultural and social adaptability enterprise and initiative individual maturity and sense of self and belonging creativity and innovation influence and responsibilities mobility managing information via technology Developing life-long learners … Developing Life Long Learners…
5 Young people might well ask… why? Why do I get taught at the speed of other pupils? Why do I take exams in the summer? Why am I forced to fail exams this year when I could pass them next? Why do I learn a foreign language alongside others who can’t speak it? Why do I have to watch a teacher struggle to use yesterday’s technology? Why do I have to memorise stuff I can look up on my mobile phone? Why is there only one timetable when there are millions of individually customised Yahoos? Why are there so few subjects when I have hundreds of TV channels? Why am I taught separate subjects when life is integrated? Why do I have to write at school when everyone types in life? Why do I have to accept a bad teacher when I never accept a bad burger? Why is school analogue and grey when life is digital and technicolour?
6 What did employers say? The basic skills are essential… but we also need young employees who: can take responsibility and show initiative have good interpersonal skills.. can work in teams are flexible and adaptable have ability to solve problems and generate new ideas have a good mix of qualifications, practical skills and personal qualities The education system should do more to market the benefits of learning to young people and develop a genuine customer service ethos.
7 Three questions driving curriculum design, development and implementation WHAT are we trying to achieve? HOW do we organise learning? HOW well are we achieving our aims?
8 The KS3 Curriculum – Big on Skills, Short on content In todays world, our pupils must become ‘navigators’. The most effective members of the global village are the ones who can navigate the best. Its now more important to find things out rather than to simply recall them. The modern world requires us to be able to master complex and conflicting tasks –does our curriculum cater for this?
9 “All that we ever learn from spoon feeding is the shape of the spoon” “The illiterate of the future are not those who cannot read but those who cannot learn, unlearn and relearn.” Tohler
10 Scan 1, act of memorising (visual images). The results of experiment reported in November 2000 Scan 2, act of recall Scans 3 and 4, Processing information, comparison, decision making.
11 Successful learner Confident individual Responsible citizen Cultural Physical Scientific confident compassionate enterprising resilient curious principled Research skills Functional skills Learning skills Social skills Thinking skills The Victorians Sikhism Florence Nightingale Friction Holocaust Macbeth Romans in Britain Sex Education Country Dance The life cycle of a river Parts of a plant Spreadsheets
12 Personal, Learning and Thinking Skills (PLTS)
13 Time to play …… Can you name the country from just the following slides……
21 Lessons from Finland….. Create a flexible but highly skilled workforce High quality, high status teachers Local curriculum development Trust, cooperation and responsibility No ‘initiativitis’ – innovation and risk taking essential Leaders who teach
22 Subject programmes of study Rethinking subjects
23 Key Concepts Chronological Understanding Cultural, ethnic and religious diversity Change and continuity Causation Significance Interpretation Key Processes Historical enquiry Using evidence Communicating about the past A new look at subjects: a example from history
25 Subject programmes of study Rethinking subjects school garden international visit choir band school council old people’s links fieldwork clubs and societies school performance Duke of Edinburgh charity work school team school newspaper work placement volunteering orchestra assembly mock trials Young Enterprise retreats scouts & guides animal care
26 What must the Departments do? Each department must audit their Scheme of work, identifying areas that we do well and less well. Simply saying ‘ we already do it’ is not enough. Proof is needed. Each department must seek out best practice across the school – Science is the obvious department to begin with having already ‘made the change’. Has to be a key part of next years DIP, and training needs to be carefully considered.
27 The Science Journey ‘ From Content to Skills’
28 Objectives For The Session Explore the reasons why Science had to make a change to the way the subject is delivered. Understand the ‘cultural change in attitudes’ that had to be undertaken. Look at how we sought to ‘embed’ institutional change. Explore some examples of good practice.
29 Email received Friday 11 th January 2008 Dear Colleagues It has recently come to my attention that the % Sc1 contribution to the 2008 tests will be in the order of 40%. In the 2007 tests, WHEN SECONDARY ATTRIBUTES ARE TAKEN INTO ACCOUNT, Sc1 accounted for about 35%. The markscheme booklet does not make this clear as only primary attributes are taken into account. [Teacher assessment has been calculated in this way since 2007 [see Teacher Assessment weightings on page 22 of the 2008 ARA – details below]] Please share this with your colleagues and emphasise the need for explicit teaching of Sc1.
30 So what changed? Science is split into 4 attainment targets in the old National Curriculum. Knowledge, Skills and Understanding (i.e Ideas and evidence in Science, Investigative Skills, Considering evidence, evaluating etc…) Biology, Chemistry, Physics Content However, Prior to 2003 it was generally accepted by all concerned that the blue bit only happened sporadically and in some institutions never at all.
31 December 2003 – we all get rumbled Out of the blue, a letter was on my desk in December 2003. Generally it said the following: “ Dear HOD, We know that most schools don’t bother with SC1, even though its in the NC, so we are going to have lots of questions in next years SATs whether you like it or not. Tough.” In the best traditions of QCA there was just one page of ‘guidance’ as to how the questions would be structured, and that was it! No other information was ever forthcoming.
32 What was the change we needed to make? There are those in Science Education who believe Science to be a ‘Body of Knowledge’. Our Job is to ‘transplant’ that knowledge into pupils brains. Others believe that Science is all about asking questions, designing investigations, interpreting outcomes and critically evaluating evidence. Science is, literally, a thinking process. Which of the above most closely mirrors your own experience?
33 What did pupils need to be able to do? ‘Ideas & Evidence’ 1. Interplay between empirical questions, evidence & scientific explanations. (e.g. What is the actual evidence that supports global warming?) – links to argumentation 2. Important to test explanations by using them to make predictions to see if the expected ‘evidence’ matches. e.g. John Snow 1854 – Cholera outbreak in central london.
34 Drinking coffee 'can double miscarriage risk' By Rebecca Smith, Medical Editor Last Updated: 8:11am GMT 21/01/2008 Drinking as little as two cups of coffee a day while pregnant doubles the risk of miscarriage, a new study has warned. The study examined the outcomes of 1,063 pregnancies in San Francisco over two years.
35 But not mentioned…….. Data supply was voluntary. Not done as part of clinical trial – completely subjective. All participants volunteered the data themselves. Another study published earlier this month in the journal Epidemiology found there is no significant risk of miscarriage with low doses of caffeine. No headlines.
36 ‘It's too hot to shop as records tumble’ – July 2006 - Telegraph The continuing hot weather is proving a problem for shops, with sales down five per cent on this time last year. The heatwave looks likely to make this July the hottest month since records began in 1659.
37 ‘8 out of 10 owners say their cats prefer it’
39 The Cholera Outbreak of 1854. In 1849 Snow published "On the Mode of Communication of Cholera“. proposed that the "Cholera Poison" reproduced in the human body and was spread through the contamination of food or water. This theory was opposed to the more commonly accepted idea that Cholera, like all diseases, was transmitted through inhalation of contaminated vapors. Although he was awarded for this work, without the technology and knowledge that we have today, Snow had no way to prove his theory.
42 ‘Ideas & Evidence’ - Continued Pupils need to look at how Scientists work today and how they worked in the past including: the roles of experimentation, evidence available and creative thought (i.e. producing a model to explain observed phenomena, or reviewing earlier ones)
45 Investigative Skills Make predictions Indentify and control variables Determine how much data needs to be recorded / collected to get reliable results Produce methodology that will produce good results Be able to present the data produced (i.e graphs, tables, charts) Be able to critically evaluate own results / procedure and make improvements.
47 What did we try to do? First attempt – we tried to ‘tweak’ our existing SOWs. However, we found that this ‘elastoplast’ response was never going to facilitate the ‘institutional change’ we were looking for. We dumped the entire SOW, and rewrote for Yr7 beginning September 2004. Content was out, skills were in. Enquiry and ‘How Science Works’ to be at the forefront off all rewrites. Very painful for some staff who were desperate to add ‘stuff’ to be learned.
48 Timeframe for rewrites Year 7 ready for Sep 2004 Year 8 ready for Sep 2005 Year 9 ready for Sep 2006 Yr7 pupils who joined us in sep 2004 were the first to have done the new SOW all the way through and did their SATs in 2007. Best SATs results since the good old days! The Year 9 classes who did their SATs in 2005, 2006 were on the old SOW, but we tried to introduce as much ‘Enquiry’ skills as possible.
49 Institutional Change Its widely accepted that in any organisation that ‘Institutional change’ takes about 3 years. This is the time it takes, if done properly, for a new idea or approach to become second nature. How many times have you been told in your career that “this is the next big thing”, had one training session in which everyone was enthusiastic, and then it was quietly forgotten about because it was never followed up?
51 Embedding Institutional change So what do I do next? Find a partner Pick a class in Year 7/8 (or even 10) Choose an activity which you can do in class with your pupils. Bring evidence to the next meeting showing how you got on. Video would be brilliant, but is at the top end of expectation! The whole point of this process is that you try out new ideas, interact with the materials on offer, and feedback good practice to the department as a whole. REMEMBER: We will only make progress towards being an ‘enquiry’ driven department through challenging our old ideas and trying out new things.
52 Sharing Good Practice Sessions Each session will involve all participants being placed into smaller groups, with the groups being rearranged for each session. The full schedule is given below, please add to diaries and attend as many as possible. September 29 th, October 13 th, November 17 th, December 12 th, January 12 th, February 27 th, March 28 th, April 26 th, May 23 rd, June 13 th, July 5th
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