Cross core work-Cross core work-contexts and contexts and challengeschallenges

PGCE Cross curricularPGCE Cross curricular

Consider creative startpoints for enquiryConsider creative startpoints for enquiry discuss enhancemet of science learning discuss enhancemet of science learning

through core linksthrough core links Review approaches to cross-curricular workReview approaches to cross-curricular work Experience and evaluate a creative learning Experience and evaluate a creative learning

contextcontext Consider groupwork in science learningConsider groupwork in science learning Introduce LOtC and begin preparation for Introduce LOtC and begin preparation for

science fayrescience fayre Reminder to bring your science portfolio to Reminder to bring your science portfolio to

the last session 13the last session 13thth February. February.

Learning IntentionsLearning Intentions

PGCE Cross curricularPGCE Cross curricular

33

Portfolio/FilePortfolio/File

Suggested content: Suggested content: audits which you may have annotated to indicate areas for audits which you may have annotated to indicate areas for

development, development, notes on directed tasks, notes on directed tasks, additional readings you may have undertaken to support your additional readings you may have undertaken to support your

course, course, evidence of ICT used eg widget worksheet, notes on trip, evidence of ICT used eg widget worksheet, notes on trip, SE links to teaching and learning science eg samples of SE links to teaching and learning science eg samples of

children’s work or lesson plans or assessments usedchildren’s work or lesson plans or assessments used Any additional resources you can share with your peers.Any additional resources you can share with your peers.The portfolio provides evidence for your QTS tracking document The portfolio provides evidence for your QTS tracking document

eg Q14 and Q15 in science. eg Q14 and Q15 in science. For Week 6 Semester 2 For Week 6 Semester 2

Important dates

Wed. 25th Jan. Cross-core trip to Marwell

Mon. 30th Jan. Preparation for Science Fayre

Mon. 6th Feb. Science FayreSchool onsite between 9.15-3.00Mon. 13th Feb. Review of LOtCvisiting speaker from RSPCA, portfolio

and evaluations in normal session time

PGCE Cross curricularPGCE Cross curricular

CrCreaeatitivevelyly usiusingngLearning Outside the Learning Outside the

ClassroomClassroomCreative science teachers:Creative science teachers:

Provide challenging activitiesProvide challenging activities Encourage wonder, curiosity and spontaneityEncourage wonder, curiosity and spontaneity

Encourage independent exploration and Encourage independent exploration and discovery (Oliver, 2006:16)discovery (Oliver, 2006:16)

PGCE Cross curricularPGCE Cross curricular

CCrereaatitivvitityy Creativity is embedded in both the NC Creativity is embedded in both the NC

(DfEE, 1999) and the EYFS(DfEE,2007)(DfEE, 1999) and the EYFS(DfEE,2007) Creative thinking skills (NC): enable pupils to generate and Creative thinking skills (NC): enable pupils to generate and

extend ideas to suggest hypotheses, to apply imagination extend ideas to suggest hypotheses, to apply imagination and to look for alternative, innovative outcomesand to look for alternative, innovative outcomes

SC1, KS2: Pupils should be taught that science is about SC1, KS2: Pupils should be taught that science is about thinking creatively to try to explain how living things work, thinking creatively to try to explain how living things work, and to establish links between cause and effectand to establish links between cause and effect

Creative Development (EYFS): creativity should support Creative Development (EYFS): creativity should support children’s curiosity, exploration and play, for example, children’s curiosity, exploration and play, for example, through colour, texture, shape, form and space in two and through colour, texture, shape, form and space in two and three dimensionsthree dimensions

KUW (EYFS): Children should be helped to make sense of KUW (EYFS): Children should be helped to make sense of their world safely using natural environments, real-life their world safely using natural environments, real-life situations, and practical experiments situations, and practical experiments

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

University of Winchester. University of Winchester. FLEXI PGCE Science HCFLEXI PGCE Science HC

88

Science & LiteracyScience & Literacy

… “… “This partnership has enormous potential This partnership has enormous potential but teachers will have to ensure the but teachers will have to ensure the integrity of the lesson: if the outcomes are integrity of the lesson: if the outcomes are literacy based then science should be the literacy based then science should be the vehicle; if science is the focus then literacy vehicle; if science is the focus then literacy should be the servant, to help improve should be the servant, to help improve children’s oral and written work” (vi).children’s oral and written work” (vi).

Feasey, R. (1999) Feasey, R. (1999) Primary Science and Primary Science and Literacy, Literacy, Hatfield: ASEHatfield: ASE

University of Winchester. University of Winchester. FLEXI PGCE Science HCFLEXI PGCE Science HC

99

Science & NumeracyScience & Numeracy

““At the heart of science is mathematics. At the heart of science is mathematics. Science relies on the use of mathematics Science relies on the use of mathematics to provide quantitative evidence on which to provide quantitative evidence on which scientists make comparisons, draw scientists make comparisons, draw patterns and trends, make generalisations patterns and trends, make generalisations and draw conclusions” (iv)and draw conclusions” (iv)

Feasey, R. and Gallear, B. (2001) Feasey, R. and Gallear, B. (2001) Primary Primary Science and NumeracyScience and Numeracy, Hatfield: ASE, Hatfield: ASE

Cross-curricular Strands of the Cross-curricular Strands of the NCNC

Thinking Skills and Key SkillsThinking Skills and Key Skills See National See National

Curriculum pp.20-22.Curriculum pp.20-22.How do you view How do you view

science learning in the science learning in the context of Thinking context of Thinking and Key skills or of and Key skills or of these other aspects?these other aspects?

Other AspectsOther Aspects Financial capabilityFinancial capability Enterprise educationEnterprise education Education for Education for

sustainable sustainable developmentdevelopment

PSHE/CitizenshipPSHE/Citizenship

Thinking SkillsThinking Skills Information processingInformation processing ReasoningReasoning EnquiryEnquiry CreativityCreativity EvaluationEvaluation

Key SkillsKey Skills CommunicationCommunication Application of numberApplication of number Information TechnologyInformation Technology Working with othersWorking with others Improving own learning Improving own learning

performanceperformance Problem solvingProblem solving

PGCE Cross curricularPGCE Cross curricular

A forensic problemA forensic problem

Using a crime scene helps children to Using a crime scene helps children to become involved in creative learningbecome involved in creative learning

They can work collaboratively to solve a They can work collaboratively to solve a problem with unknown outcomesproblem with unknown outcomes

They can use their science skills and They can use their science skills and knowledge to gather evidence accurately knowledge to gather evidence accurately

They can record and evaluate their data They can record and evaluate their data They can report their data scientifically They can report their data scientifically

and come up with suggestions as to what and come up with suggestions as to what happenedhappened

PGCE Cross curricularPGCE Cross curricular

Mended a window at 5.30p.m.

Both teenagers seen writing graffiti in the

toilets at 5.35.p.m.

MONEY STOLEN in HJB 18

Seen laying paper on the wet floor at 5.0 p.m.

Police need all the help they can get to solve this crime.

PGCE Cross curricularPGCE Cross curricular

Building up required Building up required knowledgeknowledge

Divide into 6 groupsDivide into 6 groupsDiscuss what you might do to solve Discuss what you might do to solve

this problemthis problemSelect one Knowledge/skills Select one Knowledge/skills

investigation and become an expert investigation and become an expert in this area.in this area.

PGCE Cross curricularPGCE Cross curricular

Assessing Sc1 - the TaskAssessing Sc1 - the Task

One of the group will be an observer (assessor) and two of you will be One of the group will be an observer (assessor) and two of you will be the crime scene experts the crime scene experts

Experts Experts Investigate one of the skills/knowledge activities and become as Investigate one of the skills/knowledge activities and become as

knowledgeable about the area as you canknowledgeable about the area as you can Identify equipment required and safety procedures Identify equipment required and safety procedures Assessor Assessor Identify the skills that will be used and choose the ONE /s to be Identify the skills that will be used and choose the ONE /s to be

assessed as appropriate to evidence to be collected assessed as appropriate to evidence to be collected Identify when and how you will assess the skill(s)Identify when and how you will assess the skill(s) Identify progression in skill(s) to be assessed What indicators, success Identify progression in skill(s) to be assessed What indicators, success

criteria will you be looking for? criteria will you be looking for? Write out questions you might ask Write out questions you might ask Decide how you will record your assessments and prepare a recording Decide how you will record your assessments and prepare a recording

proforma. proforma.

Swap roles if time allows Swap roles if time allows

PGCE Cross curricularPGCE Cross curricular

Assessing Sc1 - the TaskAssessing Sc1 - the Task

Resources Resources use the use the Skills progression charts from Goldsworthy and Skills progression charts from Goldsworthy and

Holmes (1999) Holmes (1999) Teach it! Do it! Let’s get to it!Teach it! Do it! Let’s get to it! Context-free teacher questions to assess Sc1 from Context-free teacher questions to assess Sc1 from

Primary Science Review 28 June 1993 page 17Primary Science Review 28 June 1993 page 17 Indicators of development of particular skills in Indicators of development of particular skills in

Chapter 15 Harlen and Qualter (2004) to help you.Chapter 15 Harlen and Qualter (2004) to help you. AfterwardsAfterwards Assessors feedback your observations, areas of Assessors feedback your observations, areas of

strength and areas for development.strength and areas for development. Discuss with detectives their assessment of focus Discuss with detectives their assessment of focus

skill(s). skill(s). On what aspects do you agree / disagree and why? On what aspects do you agree / disagree and why?

PGCE Cross curricularPGCE Cross curricular

Jig-sawingJig-sawing Regroup so that you are now in a team of 6 experts all Regroup so that you are now in a team of 6 experts all

with a different expertise: Fingerprint surface, with a different expertise: Fingerprint surface, Fingerprint powder, Chromatography, Foot stride, Fingerprint powder, Chromatography, Foot stride, Fibres/hair/soil, and spatter patternsFibres/hair/soil, and spatter patterns

In your group gather the evidence which will allow you In your group gather the evidence which will allow you to piece together what may have happened at the to piece together what may have happened at the scene of the crime. Can you solve the theft? Each scene of the crime. Can you solve the theft? Each group should self- and peer-assess as you go along.group should self- and peer-assess as you go along.

Presentation: Present your work in a creative manner Presentation: Present your work in a creative manner to the other groups. Identify what science process to the other groups. Identify what science process skills have been used. Identify opportunities for skills have been used. Identify opportunities for assessment. You might also consider: what questions assessment. You might also consider: what questions were asked, what planning was necessary before you were asked, what planning was necessary before you tackled the scene of the crime, what was fact and tackled the scene of the crime, what was fact and what was inferred, and what technology was used? what was inferred, and what technology was used? How would this work in a classroom?How would this work in a classroom?

PGCE Cross curricularPGCE Cross curricular

Reflection Reflection

It is useful to consider your skills of scientific It is useful to consider your skills of scientific enquiry as part of your own overall science subject enquiry as part of your own overall science subject knowledge development. knowledge development. http://www.tes.co.uk/teaching-resource/Teachers-http://www.tes.co.uk/teaching-resource/Teachers-TV-The-Verdict-6048918TV-The-Verdict-6048918In your portfolio you might consider the following:In your portfolio you might consider the following:

How do I feel about using problem solving to How do I feel about using problem solving to develop and assess science enquiry? Were there develop and assess science enquiry? Were there any skills I feel that I could develop further? Which any skills I feel that I could develop further? Which are my target ones? How will I develop this / these are my target ones? How will I develop this / these skills? How will this aid my professional skills? How will this aid my professional development to help children develop their development to help children develop their scientific skills? scientific skills?

How will you incorporate LOtC with classroom How will you incorporate LOtC with classroom activities?activities?

PGCE Cross curricularPGCE Cross curricular

PGCE Cross curricularPGCE Cross curricular

BibliographyBibliographyCASE STUDIESCASE STUDIES

Brunner, C. and Windell, A. (2006) Brunner, C. and Windell, A. (2006) How Children’s Exploration Of The Conservation How Children’s Exploration Of The Conservation Garden Helps Develop Their Scientific Ideas Through The Observation Of Garden Helps Develop Their Scientific Ideas Through The Observation Of ChangeChange

Available in: Clarke, H. Egan, B. Ryan, C. & Fletcher, L. (2008) (Eds) Teachers Available in: Clarke, H. Egan, B. Ryan, C. & Fletcher, L. (2008) (Eds) Teachers and Young Children Exploring Their Worlds Together: Spreading Innovative Practice. and Young Children Exploring Their Worlds Together: Spreading Innovative Practice. Available in library & bookshop.Available in library & bookshop.

Clarke, E. and Passfield, W. (2005) Science Boxes: resources for independent Clarke, E. and Passfield, W. (2005) Science Boxes: resources for independent learning.learning.

Available in: Clarke, H. Egan, B. Ryan, C. & Fletcher, L. (2006) (Eds) Available in: Clarke, H. Egan, B. Ryan, C. & Fletcher, L. (2006) (Eds) Teachers and Young Children Exploring Their Worlds Together. Available in Teachers and Young Children Exploring Their Worlds Together. Available in library and bookshop.library and bookshop.

Feasey R and Gallear B. (2000) Feasey R and Gallear B. (2000) Primary science and numeracyPrimary science and numeracy. Hatfield:ASE. Hatfield:ASE Goldsworthy, A. Watson, R. and Woods-Robinson, V. (1999) Goldsworthy, A. Watson, R. and Woods-Robinson, V. (1999) Getting to grips Getting to grips

with graphs. with graphs. Hatfield:ASEHatfield:ASE Feasey, R. (1999) Feasey, R. (1999) Primary science and literacy linksPrimary science and literacy links. Hatfield:ASE. Hatfield:ASE Lakin, L., Lipington, L. and Pask, H. (2004) How Can Science be Creative? Lakin, L., Lipington, L. and Pask, H. (2004) How Can Science be Creative? Primary Primary

Science ReviewScience Review, 81, pp4-6., 81, pp4-6. Oliver, A. (2006) Oliver, A. (2006) Creative Teaching: Science in the Early Years and primary Creative Teaching: Science in the Early Years and primary

classroom.classroom. London: David Fulton London: David Fulton National Advisory committee on Creative and Cultural Education (1999) All National Advisory committee on Creative and Cultural Education (1999) All

Our Futures: A Summary at Our Futures: A Summary at http://www.artssmarts.ca/media/en/allourfutures.pdf http://www.artssmarts.ca/media/en/allourfutures.pdf Ovens, P. (2004) A ‘SANE’ way to encourage creativity’ Ovens, P. (2004) A ‘SANE’ way to encourage creativity’ Primary Science Primary Science

ReviewReview 81, pp.17-20. 81, pp.17-20.