1. 111 MakingConnections Introduction to PrimaryConnections

2. 222 Introduction to PrimaryConnections 90 minute workshop Facilitator/s: Sophia McLean – Professional Learning Manager Louise Rostron – Professional Learning Consultant

3. 333 Sponsors and supporters

4. 444 Workshop purpose You are here to develop introductory knowledge and understanding of the PrimaryConnections program, its major features and foundation principles, their application in the curriculum resources and the alignment to the Australian Curriculum:Science Is this your bus? Will you get on it?

5. 555 Workshop outline (90 minutes) INTRO:Purpose, outline, outcomes (5 mins) ENGAGE:Elicit participants’ beliefs about primary science and discuss the (15 mins) challenges facing primary teachers The PrimaryConnections Bridge EXPLORE:Explore the purpose and five underpinning principles of (50 mins) PrimaryConnections EXPLAIN:Explain the development of PrimaryConnections including its (15 mins) origin, curriculum resource organisation and links to the Australian Curriculum:Science ELABORATE: No session EVALUATE:Summarise, reflect, and evaluate (5 mins)

6. 666 Outcomes On completion of this module participants will understand: the purpose of the PrimaryConnections program the meaning of “scientific literacy” the two major pillars and the five foundation principles of PrimaryConnections the application of the five principles in the exemplary curriculum units the alignment of the Australian Curriculum:Science

7. 777 ENGAGE

8. 888 Low priority for science in the primary curriculum Overcrowding of the primary curriculum Unachievable syllabus requirements in science Inadequate resourcing of science education Limited access to in-service professional learning for teachers Limited opportunities for teachers (and trainee teachers) to see quality teaching of science Limited time for science education units in pre-service teacher courses Limited understanding by decision makers of the issues in the teaching of primary science Limited understanding of science itself in the school context by teachers, principals and decision makers Change-weary teachers Low teacher confidence Challenges facing teachers in the delivery of quality science education

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10. 10

11. 11 …is building a bridge for the gaps!

12. 12 The Bridge – single arch, two halves

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17. 17 What sort of bridge is it? Five underpinning principles provide sturdy foundations

18. 18 How do you cross The Bridge?

19. 19 More lanes!

20. 20 Is there a toll to cross The Bridge? What support is available? Involvement in any project requires some effort – the question is does the benefit outweigh the cost? PrimaryConnections has lots of support if you feel you need some help to cross The Bridge: colleagues curriculum leaders professional learning facilitators master facilitators education officers state coordinators Academy of Science website.

21. 21 Professional learning program linking science with literacy Supported by quality curriculum resources What is PrimaryConnections? – a complete approach to teaching and learning science Based on research Funded by the Australian Government 2005 – 2013 $11.2 million Stage 6 has begun in 2014

22. 22 Purpose of PrimaryConnections To improve learning outcomes for primary students in science and literacy by developing a professional learning programme supported with curriculum resources that will improve teachers’ confidence and competence for teaching science through developing their science pedagogical content knowledge.

23. 23 Scientific literacy is a high priority for all citizens, helping them: to be interested in, and understand the world around them to engage in the discourses of and about science to be sceptical and questioning of claims made by others about scientific matters to be able to identify questions, investigate and draw evidence-based conclusions to make informed decisions about the environment and their own health and well-being. Scientific literacy Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

24. 24 Scientific literacy develops ___________________________________________________ None/very littleinformed adult ‘The notion of progress in scientific literacy is fundamental to the growth in students’ knowledge and understanding of scientific concepts and processes and the ability to use that knowledge and understanding in everyday situations.’ Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

25. 25 EXPLORE

26. 26 The five underpinning principles… using the concept of “pushes and pulls”. …let’s explore!

27. 27 Principle 1: The 5Es model

28. 28 PhaseFocusAssessment focus ENGAGEEngage students and elicit prior knowledgeDiagnostic assessment EXPLOREProvide hands-on experience of the phenomenonFormative assessment EXPLAIN Develop scientific explanations for observations and represent developing conceptual understanding Consider current scientific explanations Formative assessment ELABORATEExtend understanding to a new context or make connections to additional concepts through a student-planned investigation Summative assessment of the Science Inquiry Skills (SIS) EVALUATEStudents re-represent their understanding and reflect on their learning journey and teachers collect evidence about the achievement of outcomes Summative assessment of the Science Understanding (SU) PrimaryConnections 5Es teaching and learning model

29. 29 Science Understanding (ACSSU033) The key concept: A push or pull affects how an object moves or changes shape Pushes and pulls – What do you know? 1.Complete Resource Sheet 1 from Push-pull 2.Discuss with a partner 3. Put this aside for later comparison

30. 30 One key conceptual understanding for the 5Es Sequence. For Push-pull the Science Understanding(SU) is: Physical sciences: Year 2 (ACSU033) “A push or a pull affects how an object moves or changes shape” Every lesson in the unit contributes to developing this science concept!

31. 31 Images of activities from the 5Es phases ENGAGE: Weather in my worldEXPLORE: Plants in action EXPLAIN: Plants in action ELABORATE: Push-pull EVALUATE: It’s electrifying

32. 32 Principle 2: Linking science with literacy

33. 33 Defining ‘everyday literacies’ are the literacy skills students bring to the learning process are tools of learning are processes and practices that represent what learners know, do or demonstrate when they represent and communicate understanding involve multiple modes of representation.

34. 34 A force-arrow diagram

35. 35 Defining ‘literacies of science’ are particular language practices, processes and products that students learn about and use to represent and communicate their understanding of science concepts and processes are multi-modal: factual text, data tables, labelled diagrams, symbols, graphs, models, drawings, computer- generated images, gestures, role-plays.

36. 36 A science journal entry From Push-pull Explore Lesson 3, page 24 “Water water everywhere” “Ask students to use force-arrow diagrams to record their findings in their science journals about the push of water on the objects investigated in this lesson.”

37. 37 Examples of “literacies of science” data tables graphs labelled diagrams observation records procedural text flow charts investigation reports science journal entries.

38. 38 Scientific literacy is a high priority for all citizens, helping them: to be interested in, and understand the world around them to engage in the discourses of and about science to be sceptical and questioning of claims made by others about scientific matters to be able to identify questions, investigate and draw evidence-based conclusions to make informed decisions about the environment and their own health and well-being. Scientific literacy Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

39. 39 Scientific literacy develops ___________________________________________________ None/very littleinformed adult ‘The notion of progress in scientific literacy is fundamental to the growth in students’ knowledge and understanding of scientific concepts and processes and the ability to use that knowledge and understanding in everyday situations.’ Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

40. 40 Principle 3: Investigating

41. 41 Types of investigations in PrimaryConnections Exploratory investigations occur at Engage and Explore phases Fair test, Survey, Design and Secondary data investigations occur at the Elaborate phase. Example: Push-pull Fair Test Helicopter fall time

42. 42 What happens to the “fall time” of a paper helicopter when we change the…………….?

43. 43 Planning a science investigation What is the question for investigation? What are the variables? What equipment do I need? VARIABLES GRID (M = Measure) Fall time of paper helicopter (M)

44. 44 Remember:- Cows Moo Softly Change something Measure something Keep everything else the Same

45. 45 Australian Curriculum:Science Science Inquiry Skills Science Inquiry Skills (SIS) content is described in two-year bands. There are five sub-strands: Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

46. 46 Principle 4: Collaborative learning

47. 47 Wristbands – collaborative learning roles

48. 48 Collaborative learning teams in action Director Manager Speaker (Director is dropped for F-2 students) Each role has specific duties and responsibilities as the students work through the activities. Example: Students investigating small animals in the schoolyard.

49. 49 Principle 5: Embedded assessment

50. 50 PhaseFocusAssessment focus ENGAGEEngage students and elicit prior knowledgeDiagnostic assessment EXPLOREProvide hands-on experience of the phenomenonFormative assessment EXPLAIN Develop scientific explanations for observations and represent developing conceptual understanding Consider current scientific explanations Formative assessment ELABORATEExtend understanding to a new context or make connections to additional concepts through a student-planned investigation Summative assessment of the Science Inquiry Skills (SIS) EVALUATEStudents re-represent their understanding and reflect on their learning journey and teachers collect evidence about the achievement of outcomes Summative assessment of the Science Understanding (SU) PrimaryConnections 5Es teaching and learning model

51. 51 Assessment tasks Assessment tasks are embedded in the teaching and learning processes. They are linked with student representation and teacher feedback and questioning. Formative assessment Fantastic forces Resource sheet 4 (Explain phase) Summative assessment Push and pull pictures Resource Sheet 1 (Evaluate phase)

52. 52 In summary PrimaryConnections: links science with literacy is based on the PrimaryConnections 5Es teaching and learning model uses an inquiry/investigative approach uses collaborative learning strategies embeds the assessment processes in the teaching and learning model provides exemplary curriculum units and other resources. All of these contribute to students’ developing scientific literacy.

53. 53 EXPLAIN

54. 54 Professional learning program linking science with literacy Supported by quality curriculum resources What is PrimaryConnections? – a complete approach to teaching and learning science Based on research Funded by the Australian Government 2005 – 2013 $11.2 million Stage 6 has begun in 2014

55. 55 Award-winning units and DVD

56. 56 PrimaryConnections curriculum unit organisation – before Australian Curriculum:Science PrimaryConnections stage Years of schoolingOutcome levels* Early Stage 11<1-1 Stage 12-31-2 Stage 24-52-3 Stage 36-73-4 * Levels are based on the National Scientific Literacy Progress Map

57. 57 Curriculum resources – before Australian Curriculum

58. 58 Curriculum Units – Australian Curriculum:Science

59. 59 Units with Indigenous Perspectives YearBiological sciencesChemical sciencesEarth and space sciencesPhysical sciences Curriculum focus: awareness of self and the local world FStaying aliveWhat’s it made of?Weather in my worldOn the move 1Schoolyard SafariSpot the differenceUp, down and all around Look! Listen! (replaces Sounds sensational) 2Watch it growAll mixed upWater worksPush pull Curriculum focus: recognising questions that can be investigated scientifically and investigating them 3Feathers, fur or leavesMelting moments Night and Day (replaces Spinning in Space) Heating up 4 Plants in ActionMaterial World Beneath our feetSmooth moves Friends or foes?Package it better 5Desert SurvivorsWhat’s the matter?Earth’s place in space Light shows (replaces Light fantastic) 6 Marvellous micro- organisms Change detectivesEarthquake explorers It’s electrifying Essential Energy

60. 60 Teacher Flash Cards

61. 61 Student Flash Cards

62. 62 Feathers – Interactive Resource

63. 63 Resource kits

64. 64 Costs and ordering All costs are available on the website All ordering done via the website Online Online with printed fax order form All professional learning registered online

65. 65 Australian Curriculum:Science Three interrelated strands: Science Understanding (SU) Science Inquiry Skills (SIS) Science as a Human Endeavour (SHE) Presented as “content” with “elaborations” for each year level An achievement Standard for each year is also presented

66. 66 Australian Curriculum:Science Science Understanding Strand divided into four sub-strands Biological sciences Chemical sciences Physical sciences Earth and space sciences

67. 67 Australian Curriculum:Science Science as a Human Endeavour Strand divided into two sub-strands Nature and development of science Use and influence of science

68. 68 Australian Curriculum:Science Science Inquiry Skills content is described in two-year bands. There are five sub-strands: Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

69. 69 Australian Curriculum:Science General Capabilities Literacy Numeracy Information and communication (ICT) capability Critical and creative thinking Ethical understanding Personal and social capability Intercultural understanding Cross-curriculum priorities Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

70. 70 70 2007 TRIAL 70 Major message The Australian Curriculum:Science outlines the “what” of the curriculum….what should be taught and learnt. It does not outline how teachers deliver the curriculum. How do you actually do this at the most fundamental “coal face” level….the teacher and the students?

71. 71 71 2007 TRIAL 71 PrimaryConnections…….. ………..provides the “what” and the “how”!!!

72. 72 EVALUATE

73. 73 There is much excitement and enthusiasm around the school this term…it is all a buzz with science. I now feel I can actually teach science in a quality way…and enjoy doing it. I had children walking out saying that science was fun, interesting and even their ‘favourite subject’. It gave me renewed skills as a teacher. Thanks to your resources I was able to help deliver science to primary age students in an engaging and meaningful way. This has been the most invigorating and rewarding project I have been involved in. What teachers are saying about PrimaryConnections