Cross core work-contexts and challenges

1. Cross core work-contexts and challenges PGCE Cross curricular

2. Learning Intentions • Consider creative startpoints for enquiry • discuss enhancemet of science learning through core links • Review approaches to cross-curricular work • Experience and evaluate a creative learning context • Consider groupwork in science learning • Introduce LOtC and begin preparation for science fayre • Reminder to bring your science portfolio to the last session 13th February. PGCE Cross curricular

3. Portfolio/File Suggested content: audits which you may have annotated to indicate areas for development, notes on directed tasks, additional readings you may have undertaken to support your course, evidence of ICT used eg widget worksheet, notes on trip, SE links to teaching and learning science eg samples of children’s work or lesson plans or assessments used Any additional resources you can share with your peers. The portfolio provides evidence for your QTS tracking document eg Q14 and Q15 in science. For Week 6 Semester 2 3

4. Important dates • Wed. 25th Jan. Cross-core trip to Marwell • Mon. 30th Jan. Preparation for Science Fayre • Mon. 6th Feb. Science Fayre School onsite between 9.15-3.00 • Mon. 13th Feb. Review of LOtC visiting speaker from RSPCA, portfolio and evaluations in normal session time

5. CreativelyusingLearning Outside the Classroom Creative science teachers: • Provide challenging activities • Encourage wonder, curiosity and spontaneity • Encourage independent exploration and discovery (Oliver, 2006:16) PGCE Cross curricular

6. Creativity • Creativity is embedded in both the NC (DfEE, 1999) and the EYFS(DfEE,2007) • Creative thinking skills (NC): enable pupils to generate and extend ideas to suggest hypotheses, to apply imagination and to look for alternative, innovative outcomes • SC1, KS2: Pupils should be taught that science is about thinking creatively to try to explain how living things work, and to establish links between cause and effect • Creative Development (EYFS): creativity should support children’s curiosity, exploration and play, for example, through colour, texture, shape, form and space in two and three dimensions • KUW (EYFS): Children should be helped to make sense of their world safely using natural environments, real-life situations, and practical experiments PGCE Cross curricular

7. Cross-curricular • Cross-curricular learning: when the skills, knowledge and attitudes of a number of different disciplines are applied to a single experience, theme or idea (p.8) • It is seen as a way of stimulating and nurturing creative thinking • Very varied approaches- see case studies in Barnes, 2009 • No optimum timescale • Requires detailed and lengthy planning in order to ensure progression and curriculum coverage • Identify and focus on clear, appropriate subject based learning objectives • Monitor understanding by incorporating assessment throughout and intervene to challenge and raise standards • Plan to allow children to demonstrate and evaluate what they have learned through the cross-curricular theme. Help them to make the connections between subjects. • Allow time to develop subject specific skills and give children plenty of opportunity to apply these new skills within the theme (p.176) (Barnes, J. (2009) Cross-curricular learning 3-14, London:Sage

8. Science & Literacy • … “This partnership has enormous potential but teachers will have to ensure the integrity of the lesson: if the outcomes are literacy based then science should be the vehicle; if science is the focus then literacy should be the servant, to help improve children’s oral and written work” (vi). Feasey, R. (1999) Primary Science and Literacy, Hatfield: ASE University of Winchester. FLEXI PGCE Science HC

9. Science & Numeracy “At the heart of science is mathematics. Science relies on the use of mathematics to provide quantitative evidence on which scientists make comparisons, draw patterns and trends, make generalisations and draw conclusions” (iv) Feasey, R. and Gallear, B. (2001) Primary Science and Numeracy, Hatfield: ASE University of Winchester. FLEXI PGCE Science HC

10. See National Curriculum pp.20-22. How do you view science learning in the context of Thinking and Key skills or of these other aspects? Other Aspects Financial capability Enterprise education Education for sustainable development PSHE/Citizenship Thinking Skills Information processing Reasoning Enquiry Creativity Evaluation Key Skills Communication Application of number Information Technology Working with others Improving own learning performance Problem solving Cross-curricular Strands of the NCThinking Skills and Key Skills PGCE Cross curricular

11. A forensic problem • Using a crime scene helps children to become involved in creative learning • They can work collaboratively to solve a problem with unknown outcomes • They can use their science skills and knowledge to gather evidence accurately • They can record and evaluate their data • They can report their data scientifically and come up with suggestions as to what happened PGCE Cross curricular

12. MONEY STOLEN in HJB 18 Seen laying paper on the wet floor at 5.0 p.m. Mended a window at 5.30p.m. Both teenagers seen writing graffiti in the toilets at 5.35.p.m. Police need all the help they can get to solve this crime. PGCE Cross curricular

13. Building up required knowledge • Divide into 6 groups • Discuss what you might do to solve this problem • Select one Knowledge/skills investigation and become an expert in this area. PGCE Cross curricular

14. Assessing Sc1 - the Task • One of the group will be an observer (assessor) and two of you will be the crime scene experts Experts • Investigate one of the skills/knowledge activities and become as knowledgeable about the area as you can • Identify equipment required and safety procedures Assessor • Identify the skills that will be used and choose the ONE /s to be assessed as appropriate to evidence to be collected • Identify when and how you will assess the skill(s) • Identify progression in skill(s) to be assessed What indicators, success criteria will you be looking for? • Write out questions you might ask • Decide how you will record your assessments and prepare a recording proforma. • Swap roles if time allows PGCE Cross curricular

15. Assessing Sc1 - the Task Resources use the Skills progression charts from Goldsworthy and Holmes (1999) Teach it! Do it! Let’s get to it! Context-free teacher questions to assess Sc1 from Primary Science Review 28 June 1993 page 17 Indicators of development of particular skills in Chapter 15 Harlen and Qualter (2004) to help you. Afterwards Assessors feedback your observations, areas of strength and areas for development. Discuss with detectives their assessment of focus skill(s). On what aspects do you agree / disagree and why? PGCE Cross curricular

16. Jig-sawing • Regroup so that you are now in a team of 6 experts all with a different expertise: Fingerprint surface, Fingerprint powder, Chromatography, Foot stride, Fibres/hair/soil, and spatter patterns • In your group gather the evidence which will allow you to piece together what may have happened at the scene of the crime. Can you solve the theft? Each group should self- and peer-assess as you go along. • Presentation: Present your work in a creative manner to the other groups. Identify what science process skills have been used. Identify opportunities for assessment. You might also consider: what questions were asked, what planning was necessary before you tackled the scene of the crime, what was fact and what was inferred, and what technology was used? How would this work in a classroom? PGCE Cross curricular

17. Reflection It is useful to consider your skills of scientific enquiry as part of your own overall science subject knowledge development. http://www.tes.co.uk/teaching-resource/Teachers-TV-The-Verdict-6048918 In your portfolio you might consider the following: • How do I feel about using problem solving to develop and assess science enquiry? Were there any skills I feel that I could develop further? Which are my target ones? How will I develop this / these skills? How will this aid my professional development to help children develop their scientific skills? • How will you incorporate LOtC with classroom activities? PGCE Cross curricular

18. Bibliography CASE STUDIES • Brunner, C. and Windell, A. (2006) How Children’s Exploration Of The Conservation Garden Helps Develop Their Scientific Ideas Through The Observation Of Change • Available in: Clarke, H. Egan, B. Ryan, C. & Fletcher, L. (2008) (Eds) Teachers and Young Children Exploring Their Worlds Together: Spreading Innovative Practice. Available in library & bookshop. • Clarke, E. and Passfield, W. (2005) Science Boxes: resources for independent learning. • Available in: Clarke, H. Egan, B. Ryan, C. & Fletcher, L. (2006) (Eds) Teachers and Young Children Exploring Their Worlds Together. Available in library and bookshop. • Feasey R and Gallear B. (2000) Primary science and numeracy. Hatfield:ASE • Goldsworthy, A. Watson, R. and Woods-Robinson, V. (1999) Getting to grips with graphs. Hatfield:ASE • Feasey, R. (1999) Primary science and literacy links. Hatfield:ASE • Lakin, L., Lipington, L. and Pask, H. (2004) How Can Science be Creative? Primary Science Review, 81, pp4-6. • Oliver, A. (2006) Creative Teaching: Science in the Early Years and primary classroom. London: David Fulton • National Advisory committee on Creative and Cultural Education (1999) All Our Futures: A Summary at • http://www.artssmarts.ca/media/en/allourfutures.pdf • Ovens, P. (2004) A ‘SANE’ way to encourage creativity’ Primary Science Review 81, pp.17-20. PGCE Cross curricular