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Enhancing experiences and raising standards through the experiences and outcomes Sciences

Enhancing experiences and raising standards through the experiences and outcomes Sciences. Opportunities. A coherent approach to planning the curriculum, learning, teaching and assessment Literacy, numeracy and health and wellbeing embedded throughout curriculum delivery . Support. Glow.

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Enhancing experiences and raising standards through the experiences and outcomes Sciences

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  1. Enhancing experiences and raising standards through the experiences and outcomesSciences

  2. Opportunities • A coherent approach to planning the curriculum, learning, teaching and assessment • Literacy, numeracy and health and wellbeing embedded throughout curriculum delivery

  3. Support

  4. Glow • Glow is transforming the way that the curriculum is delivered in Scotland. It breaks down geographical and social barriers and provides the tools to ensure a first-class education for Scotland. • Glow provides: • A trusted and safe environment for pupils, practitioners and parents • A space to create personalised programmes of work and share thinking and curricular resources • A variety of online tools to enhance learning experiences • Virtual learning to share information and take part in a lesson • Tools to enable you to communicate and collaborate across the network • Communities of practice that offer practitioners rich opportunities to share and collaborate • Innovation in learning and teaching approaches by engaging and immersing young people in powerful and relevant learning experiences • Motivation and support for individualised learning, personalisation and choice.

  5. What is the NAR?The NAR will provide: • Support for assessment in the context of CfE, NQ and national monitoring (SSLN) arrangements • Examples of assessment approaches and evidence relating to experiences and outcomes across all curriculum areas, stages and levels • Examples and guidance for CPD in assessment • Initial focus was on literacy, numeracy and health and wellbeing across learning; next phase – curriculum • Opportunities for professionals to design examples of assessment and contribute to the NAR • In time, opportunities for pupils to engage in self and peer assessment.

  6. Mission Space A Primary 4&5 Interdisciplinary Topic on Space Jo Clark, Port Ellen Primary School

  7. Background • Port Ellen Primary School, Isle of Islay • Composite class: 21 Primary 4&5 children • Mix of first and second level, two ASL children • Curriculum for Excellence outcomes since 2008 • Argyll and Bute interdisciplinary planners used alongside discrete subject planners • Assessment in context: Currently being developed within school

  8. Provide deeper, more active learning • Interdisciplinary learning: • Numeracy and science outcomes • Skills and knowledge • Mission Space Challenge • Cross-cutting theme: ICT • Focus capacity: Effective Contributor • Storyline approach: Zip Zap the alien • Co-operative group tasks • Glow Meets • Assessment: Variety of approaches to allow personalisation and choice, reliability and validity, equal access

  9. BtC5 Overview: Assessment • Learner engagement is crucial • Many approaches to assessment required • Focus on breadth, challenge and application • Professional dialogue required to agree standards • Assessment should be reliable, valid and proportionate • CfE principles should underpin reporting • Quality assurance required

  10. Range of Assessment Information • Do • Say • Make • Write

  11. Curricular focus:Maths Outcomes • My learning in mathematics enables me to: apply skills and understanding creatively and logically to solve problems, within a variety of contexts. • I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology. MTH 2-21a • I can draw 2D shapes and make representations of 3D objects using an appropriate range of methods and efficient use of resources. MTH 2-16c • Having investigated where, why and how scale is used and expressed, I can apply my understanding to interpret simple models, maps and plans. MTH 2-17a

  12. Maths Learning Opportunities

  13. ASSESSMENTMISSION SPACE: MATHS • World Maths Day 1 March • Resource: Using Maths -– Mission into Space, Tick Tock Books • Co-operative group task: Problem solve using your maths skills to win a place on a flight to Mars to visit Zip Zap • Success criteria: Everyone contributes to poster, must show working out, suggest improvements for next time • Peer assessed, voted

  14. Curricular Focus:Sciences Outcomes • I can: By safely observing and recording the sun and moon at various times, describe their patterns of movement and changes over time. I can relate these to the length of a day, a month and a year. SCN 1-06a • I can: By observing or researching features of our solar system, use simple models to communicate my understanding of size, scale, time and relative motion within it. SCN 2-06a

  15. Sciences Learning Opportunities

  16. ASSESSMENTMISSION SPACE: SCIENCE • National Science Week 15th March • Resource: Voyage to Mars Teaching Pack, from Leicester University adapted, NASA education links, UK Space Agency • Co-operative group Task: To gain a place on mission to mars complete carousel of science activities, using a scientific method and recording your observations. • Also in groups to build a lunar rover to special specifications and test • Success criteria: Apply correct method to tasks, draw conclusions from results • Peer assessed, voted

  17. Mission Overview • MISSION 1: Chromatography • MISSION 2: Rock Density • MISSION 3: Air Pressure Rocket • MISSION 4: Chemical Satellite Launch • MISSION 5: Temperature Protection • ROLES: Data Logger, Navigator, Space Probe Technician, Communications Officer, Video Data Logger

  18. Glow Enhancing Learning • Set up class Glow Group Space: The Final Frontier • Web links, Zip-Zap, details of space homework, discuss space facts • Science Too Hot to Handle Glow Group: resources and Glow Meets • Space: children question astronomers from Edinburgh and St Andrews • Later Glow Meet with astronauts from NASA

  19. Mission Space: Children’s Thoughts • Emily: I really liked it because we got to do lots of activities like science experiments and challenges to go to other planets. • Jason: I would like a chance to tell other people all the interesting facts we learnt, and we could work better in groups next time. • Liam: It was interesting, I really liked doing the animations because I liked finding out how to make them. • Ellen: Good, because I can tell people lots of interesting facts about space. • Daniel: I enjoyed the mission to Mars, and would like to do even more science next time!

  20. Web links • Contact me with any queries at: josephine.clark@portellen.argyll-bute.co.uk • NASA SPACE Maths: fantastic resources for maths in context http://quest.nasa.gov/vft/ • UK Space Centre resources http://www.spacecentre.co.uk/Page.aspx/109/LEARNING_RESOURCES/ • Glow National Science Group Too Hot To Handle https://portal.glowscotland.org.uk/establishments/nationalsite/Science/Too%20Hot%20To%20Handle%20Project/default.aspx

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