PhenoloGIT: Educational Methodology and Theoretical Background

Output 2

0

Educational Methodology and Theoretical Background

Intellectual Output 2

Agreed 5 June 2018.

Lead authors:

Pernille Ulla Andersen & Harald Brandt (VIA University College)

with

Jan Georgeson, Linda la Velle, (University of Plymouth), Egidijus Ceponis (Centre of Information

Technologies in Education), Maria R Malmierca (Galicia Supercomputing Centre) & Milagros Trigo

(O Cruce)

This project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Published: 2016 on https://www.phenologit.org/

Publisher: VIA University College

This work is licensed under a Creative Commons Attribution 3.0 Unported License. Find additional information on the project

website www.phenologit.org.

PhenoloGIT: Educational Methodology and Theoretical Background

Output 2

0

Contents

1. Introduction

2. Why PhenoloGIT? – Arguments from science education research

2.1 Student motivation and interest in STEM-subjects

2.2 Social constructivism and collaborative learning

The importance of recognizing students’ misconceptions

Social constructivism

2.3 Dewey – hands-on/minds-on

2.4 Inquiry based science education (IBSE)

2.5 Citizen science

2.6 Cross-curriculum and Socioscientific issues (SSI)

3. Big Ideas - basis for selecting curriculum content

3.1 Big ideas in science

3.2 Big ideas about GIT

3.3 Big ideas about numeracy

3.4 Big ideas about nature of science, systematic observations

4. Curriculum mapping in partner countries

4.1 Denmark

4.2 Lithuania

4.3 Spain

4.4 United Kingdom

4.5 EU-competences/21st skills

5. Fieldwork methodology

5.1 Why fieldwork?

5.2 Organization of fieldwork

5.3 Effective fieldwork

6. GIS/GIT and ICT methodology

6.1 The TPAC model

6.2 Learning in the Digital Age

6.2.1 The Pedagogy of Semiotics

6.2.2 Connected learning

6.2.3 Online Communities of Practice

6.3 Some final comments

7. Special Educational Needs considerations

8. References

Annex 1: Curriculum mapping in Denmark

Annex 2: Curriculum mapping in Lithuania

Annex 3: Curriculum mapping in United Kingdom - key stage 2

Annex 4: Curriculum mapping in United Kingdom - key stage 3

Annex 5: Curriculum mapping in UK/Scotland

Annex 6: Curriculum mapping in England and Wales

Annex 7: Curriculum mapping in Spain

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1. Introduction

This report constitutes Intellectual Output 2 in the Erasmus+ project PhenoloGIT. This first sections

of the methodology report are followed (item 6 onward) by addressing the online learning

scenario that was rolled out in the final year of the project (2018), in the context of the GIT Open

Learning Social Network (Intellectual Output 6).

The report provides the pedagogical basis for the design and development of the learning

activities in the project. This is based upon face-to-face experiences in the pilot stages in Danish,

English, Lithuanian and Spanish schools with teachers and their classes. An important issue was

therefore for the project partners to have a common educational language and shared

understanding of what matters in science education.

The report describes and discusses how and why PhenoloGIT might provide an effective, engaging

and flexible approach for both teachers and students from primary and secondary schools across

Europe to support learning activities based on the studies of phenology and information

technologies (ICT) in general and mobile and Geographical Information Technologies (GIT) more

specifically. It draws primarily upon evidence from recent science education research and the

results of the needs analysis conducted at the beginning of the project (Intellectual Output 1). The

results of the needs analysis can be found in a separate report “GIT, mobile technology and

phenology in European schools: state of the art” (Bevainis et al. 2016) on the project website

www.phenologit.org

2. Why PhenoloGIT? – Arguments from science education research

The overall aim of the PhenoloGIT project is to design, build and test a collaboratively created

environmental educational information platform, supported by GIT, to be used by teachers and

students in primary (key stage 2) and secondary schools (key stage 3) across Europe. This will allow

teachers and students not only to make scientific observations within their local environment and

gather new data, but also to understand some of the ‘big ideas’ in science (such as adaptation,

evolution, climate change, etc.), by creating and sharing new information collaboratively and by

using open-source educational tools to analyse and reflect on graphical, spatial and mathematical

data sets.

Observation of small changes that occur in living organisms through the seasons are activities that

can be carried out with students from the earliest age. The study of periodic plant and animal life

cycle events and how these are influenced by seasonal and inter-annual variations in climate,

together with the databases that can be created, is highly pertinent to core curricular subjects

such as science, mathematics and geography in both primary and secondary education. It is a topic

that also has great potential to make connections and inspire work across the curriculum.

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The following sections briefly address basic learning theories and evidence from research in the

fields of science and technology education that underpin the design of the PhenoloGIT project.

2.1 Student motivation and interest in Science, Technology, Engineering and

Mathematics (STEM) subjects

In the needs analysis, teachers from all countries agreed that motivation and student interest

were important factors for using PhenoloGIT (Bevainis 2016).

Student motivation and interest in STEM subjects has been discussed within the science education

research community and by policy makers for decades. Although it seems that students find

science-related issues important, there is a general consensus that many do not find school

science interesting, do not choose science courses at school or Higher Education and do not opt

for careers in STEM (Sjøberg & Schreiner 2010). This would suggest that the lack of interest among

school students not only threatens the supply of the next generation of scientists, but also

restricts the development of their scientific literacy, thus making it less likely that they will engage

with important socio-scientific issues such as climate change, loss of biodiversity and the threat of

invasive species. Enhancing students’ interest in science is therefore a basic and crucial goal for

the PhenoloGIT project. It is also one of the reasons for the focus on key stages 2 and 3, because

we know from research that this is a time critical for students forming individual interests

(Osborne et al., 2010). Three interrelated factors have been argued to be important in the study

choice (and subsequent career development) in pupils aged 8-16: knowledge, affective value and

beliefs about their own ability (building self-efficacy), (van Tuijl and Walma van der Molen, 2016).

It is important here to distinguish between two forms of interest: individual and situational.

Individual interest refers to students’ individual dispositions towards a certain subject. This

develops over time and tends to be long lasting, and is often accompanied by positive affect and

persistence, tending to lead to increased knowledge. Over time, individual interest may be

integrated into the person's value system. Situational interest refers to a more temporary interest

brought about by a certain event or aspects of the surroundings or environment (e.g. flowering

plant, activity). Situational interest is often short-lived. It can be associated with both positive

effects, (e.g. enjoyment of a field trip on a warm, sunny day, finding a particular species not

previously reported by others) or negative (e.g. discomfort when it is raining or NOT finding the

species they are looking for), and may or may not have an impact on the student's knowledge or

value system. When situational interest is maintained over time, or when it occurs repeatedly in

response to the same situation, it might lead to individual interest, increased knowledge, changes

in values, and consistent positive feelings towards science.

The ROSE project (Sjøberg & Schreiner 2010) identified clear gender differences between pupils’

attitudes to STEM subjects. Key findings include:

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● Attitudes to science and technology among adults and young people are mainly positive.

„In Europe young people are more ambivalent and sceptical than the adult population.„

There is a growing gender difference, with girls being more negative (or sceptical,

ambivalent) than boys.

● A clear pattern is that topics that are close to what is often found in traditional science

curricula and textbooks have low rating scores for interest among European students,

particularly in the age group KS3 (11-14 years).

● Girls’ and boys’ interests are context‐dependent. Examples of boys’ interests are technical,

mechanical, electrical. Girls’ interests tend to be more around health and medicine, the

human body, ethic

(Sjøberg & Schreiner 2010).

Some key findings from outdoor education research (e.g. Neil, 2008):

● Outdoor education increases student motivation. They enjoy the lessons outdoors and

appreciated the increased focus on teamwork outdoors and find it a welcoming variation

from indoor teaching.

● Experience is situated in a relevant context.

● Science education outdoors is seen in context, away from the traditional setting of science

education.

● Learning science outside the formal setting plays an important role in assisting all levels of

society, regardless of age, in exploring science concepts and technology applications (Soh

and Meerah, 2013).

The PhenoloGIT project is committed to developing materials and activities where students’

interests (both individual and situational) are taken into account. These resources will be

motivating, meaningful, engaging and contextualized. They will relate to the values and interests

that the students bring to the classroom. This is well in line with ideas about learning, principally

social constructivism (Vygotsky, 1989), situated learning (Lave and Wenger, 1991) and socio‐

cultural theory (eg. Aikenhead, (1996)).

2.2 Social constructivism and collaborative learning Social constructivism is a variety of cognitive constructivism. The theory of cognitive

constructivism that e.g. Piaget (1926) developed claimed that knowledge is constructed actively

by learners in response to interactions with environmental stimuli. All learning takes place in

accordance with the preconceptions that the learner has about the subject. It is important to

know these preconceptions before starting a new theme. David Ausubel states that: “the most

important single factor influencing learning is what the learner already knows. Ascertain this and

teach him [sic] accordingly” (Ausubel, 1968, p. vi).

Piaget’s constructivist learning theory claims that when pupils are learning they use both

assimilation and accommodation processes. The assimilation process is used when new

knowledge fits into the already established structures of knowledge in the brain. When new

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knowledge doesn't fit the existing structures in the brain new structures are formed to

accommodate the new knowledge. This process of accommodation can a more difficult and

confusing process for the learners.

Figure 1: According to Piaget, pupils learn both through assimilation and accommodation

processes. (Atherton 2013)

The importance of recognizing students’ misconceptions The reason it is so important to identify the preconceptions is because the pupils often have

misconceptions about scientific issues. Misconceptions are explanations that are made by pupils

to explain the world which are different from the scientific explanations. These have been

described as alternative frameworks (Driver, 1981) and in some cases they are very strongly held

and thus resistant to change, but in other cases they may be more flexible with internal

inconsistencies. Either way, they have a serious impact upon the effectiveness of science curricula

so it is imperative that science teachers learn to identify and remediate them as early as possible..

Developing a specialist knowledge base of scientific misconceptions makes it easier to teach and

make cognitive challenges that help the pupil to understand the concepts in the scientific way.

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Teachers can benefit from identifying these alternative frameworks e.g. by using concept maps

(Hattie, 2012) or concept cartoons (Keogh and Naylor, 2001) Misconceptions relating to Big ideas

of science are particularly interesting for the PhenoloGIT project.

Examples of typical misconceptions regarding plant biology: ● Plants are dependent of humans (the plants must be cultivated, watered, fertilized,

protected - wild plants are tended by nature) ● Plants gets their food from dead animals and plants in the soil ● Plants eats soil, the soil are sucked up through the roots ● Plants food are only used to growth; the plant do not need energy ● Plants do not need energy because it do not move ● Plants have a respiration organ (as humans has lungs), plants breathes e.g. through the

roots or through the flowers ● Plant cells only have chloroplasts no mitochondria ● Water are pumped up in the plant from the roots

Examples of misconceptions about adaptation

● Organisms are able to effect changes in bodily structure to exploit a particular environment

● Organisms respond to a changed environment by seeking a more favourable environment.

Textbox 1: Some examples of students’ misconceptions (Driver, 1985)

Social constructivism When we talk about social constructivism we often use Lev Vygotsky's explanation. He argued that

language and culture play essential roles both in human intellectual development and in how

people perceive the world. In other words he said that learning is a collaborative process and

knowledge is not simply constructed, it is co-constructed as we discuss and talk with each other.

Vygotsky distinguished between two developmental levels in the learning process:

“The level of actual development is a level of development that the learner has already reached,

and is the level at which the learner is capable of solving problems independently. The level of

potential development, called the Zone of proximal development, is the level of development that

the learner is capable of reaching under the guidance of teachers or in collaboration with others.

The learner is capable of solving problems and understanding material at this level that they are

not capable of solving or understanding at their level of actual development; the level of potential

development is the level at which learning takes place. It comprises cognitive structures that are

still in the process of maturing, but which can only mature under the guidance of or in

collaboration with others” (GSI Teaching & Resource Center, n.d.).

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Figure 2: Vygotsky’s zone of proximal development

In a collaborative learning situation the learners capitalize on one another's skills and

competences. The learners share experiences and engage in a common task where each individual

depends on and is accountable to each other. Collaborative learning activities can for example

include collaborative writing, group projects, joint problem solving, debates, study teams.

Technology has transformed the development of collaborative learning. The Internet's affordance

to communicate rapidly over long distances allows the global connectivity for students to work

together across time and place. More locally, students can communicate and make documents

together in systems like Google docs. Easy access to big databases can enable students to co-

operate directly with researchers. The collaborative dimension with students working together

across Europe is highlighted as one of the unique selling points of the PhenoloGIT project (Bevainis

et al. 2016).

Collaborative learning is therefore part of the PhenoloGIT ethos; the students naturally work

together to collect data in the field. These data can become truly valuable when made available to

other researchers, as in many Citizen Science projects (such as those described in Intellectual

Output 1). The students work in groups in which they can hypothesise before the fieldwork and

then work together in the field collecting data. In the analysis of their work it will be very

important for teachers to help the students to understand what the fieldwork evidence can

contribute to addressing the original hypothesis. If the students are to reach their potential within

the zone of proximal development, maximising their learning in any given situation, it is necessary

that they receive guidance from their teachers.

2.3 Dewey – hands-on/minds-on John Dewey’s (1905) understanding of learning can expand our understanding of social

constructivism. He claimed that the learner needs to do something, because learning is not a

passive acceptance of knowledge that exists ‘out there’. Learning involves the learners engaging

with the world. But according to Dewey it is not enough just doing something practical, sometimes

called ‘hands on’. There has to be some reflective activity in the learning process. So it is necessary

to provide activities that engage the mind as well as the hands in order to induce learning.

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Our PhenoloGIT activities will include both ‘hands on’ and ‘minds on’ activities in line with Dewey's

learning theory. This means that the project will include both fieldwork and classroom activities.

Prior to the fieldwork, activities will be designed that combine the science theory with the

students’ planned field observations. In the field the students will explore the abiotic environment

and observe the organisms present in real time, collecting relevant data. Back in the classroom the

students will work with the field data in activities designed in a way that develops their

collaborative and cognitive skills, working towards an enhanced understanding of the important

concepts articulated in the teaching plan.

2.4 Inquiry based science education (IBSE) Inquiry based science education (IBSE) approaches focus on student inquiry as the driving force for

learning science. Teaching is organised around questions and problems in a student-centred

inquiry process. The IAP Science Education Programme has formulated this definition of inquiry-

based science education (IAP 2012): “IBSE means students progressively developing key scientific

ideas through learning how to investigate and build their knowledge and understanding of the

world around. They use skills employed by scientists such as raising questions, collecting data,

reasoning and reviewing evidence in the light of what is already known, drawing conclusions and

discussing results. This learning process is all supported by an inquiry-based pedagogy, where

pedagogy is taken to mean not only the act of teaching but also its underpinning justifications.”

One might stress that the questions raised should be authentic, and that there should be a degree

of freedom and ownership by students (to the extent students of that age group can handle).

The PhenoloGIT project is committed to developing materials that foster student-centred inquiry

processes where raising questions, reasoning, discussing results with pairs and communicating

their new understanding is central. The BSCS 5Es Instructional Model embraces both the

importance of IBSE and students preconceptions (Bybee 2014). The 5E model is a sequential

model with 5 phases (Engaging Learners; Exploring Phenomena; Explaining Phenomena;

Elaborating Scientific Concepts and Abilities; Evaluating Learners) quite suitable to be adapted in

the design of PhenoloGIT activities.

Phase Description

Engagement The teacher or a curriculum task helps students become engaged in a new concept through the use of short activities that promote curiosity and elicit prior knowledge. The activity should make connections between past and present learning experiences, expose prior conceptions, and organize students’ thinking toward the learning outcomes of current activities.

Exploration Exploration experiences provide students with a common base of activities within which current concepts (i.e., misconceptions), processes, and skills are identified and conceptual change is facilitated. Learners may complete lab

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activities that help them use prior knowledge to generate new ideas, explore questions, and design and conduct an investigation.

Explanation The explanation phase focuses students’ attention on a particular aspect of their engagement and exploration experiences and provides opportunities to demonstrate their conceptual understanding, process skills, or behaviours. In this phase teachers directly introduce a concept, process, or skill. An explanation from the teacher or other resources may guide learners toward a deeper understanding, which is a critical part of this phase.

Elaboration Teachers challenge and extend students’ conceptual understanding and skills. Through new experiences, the students develop deeper and broader understanding, more information, and adequate skills. Students apply their understanding of the concept and abilities by conducting additional activities.

Evaluation The evaluation phase encourages students to assess their understanding and abilities and allows teachers to evaluate student progress toward achieving the learning outcomes.

Table 1: Summary of the BSCS 5Es instructional model. (Bybee 2014)

2.5 Citizen science Collection of phenological information is a long established activity across Europe and the USA

where both scientists and the informed public contribute, with national and even international

associations gathering data sets provided by thousands of people each year. Examples of good

practice in Citizen Science can be found in PhenoloGIT Intellectual Output 1. Citizen science is the

public involvement in inquiry and discovery of new scientific knowledge. A citizen science project

can involve from few to millions of people collaborating towards a common goal. Typically the

public involvement includes data collection, analysis or reporting.

The idea of citizen science projects are to involve the public in science by stimulating people’s

interest in a science project, for example by collecting data about plants or animals in nature. The

projects encourage people to take a stake in the world around them, the researchers hoping that

citizens become more aware of the environment and science policy so that they can play a

valuable role in discussing and taking care of the environment in the future. In a school context

citizen science projects can ensure that the students make investigations in the field, motivated by

the fact that the collected data can be used by scientists in ‘real’ scientific work. Another benefit in

students participating in citizen science projects is that they get an insight into how data are

collected and an example of how science works. PhenoloGIT presents an accessible opportunity to

contribute important phenological data through a citizen science approach. This can lead to the

gathering of a large data set that can inform important global issues such as climate change,

(Mayer, 2010)

The added benefit is that scientists receive valuable data from many different parts of the country,

thus vastly increasing their data set to enable more fined grained analysis. There will typically not

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be resources to collect data in such a huge scale that becomes possible with the help from

volunteers.

2.6 Cross-curriculum and Socioscientific issues (SSI) Cross-curricular teaching and learning can be defined in the following way (Jonathan Savage,

2010):

“A cross-curricular approach to teaching is characterised by sensitivity towards, and a synthesis of,

knowledge, skills and understandings from various subject areas. These inform an enriched

pedagogy that promotes an approach to learning which embraces and explores this wider

sensitivity through various method”.

Cross-curricular learning can both be based on individual subjects and their connections through

authentic links at the level of curriculum content or through an external theme/dimension. Both

ways draw on similarities in and between individual subjects and make these links explicit in

various ways. Researchers describe that cross-curricular learning motivate and encourage pupils

learning in a sympathetic way in conjunction with their wider life experiences. It also promotes

pupils’ cognitive, personal and social development in an integrated way. However, it can be

difficult to teach in a cross-curricular way because of the way that the school is organized.

Cross curricular learning can use socioscientific issues (SSI) to represent important social issues

and problems which are conceptually related to science. Socioscientific issues are issues where

cross curricular thinking is necessary because the issues are wide and complicated. It could e.g. be

climate changes where scientific knowledge and inquiry practices can be useful. The scientific

practices cannot stand alone. Issues solutions are necessarily shaped by moral, political, social and

economic concerns; therefore inquiry and negotiation of SSI require the integration of science

concepts and processes with social constructs and practices. Many authors have recently argued

that the thoughtful discussions of SSI is fundamental to modern scientific literacy and that

socioscience is an necessary element of today's science classroom (Sadler et al., 2007)

The PhenoloGit project can be seen as cross-curricular in that many subjects can be involved. The

socioscientific issue that have to be integrated in the learning is climate changes and how it

influenced on the living organisms. This is a strength from a researcher's point of view, but it can

also be a weakness if the teachers think it is too overwhelming to integrate into their classes. A

possible two-pronged approach to enabling participation is suggested: a light touch in which only

a few subjects are involved and an expanded version where the cross-curricular thinking

dominates. It may be that considerations of different curricular approaches in primary and

secondary schools will dictate this.

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3. Big Ideas - basis for selecting curriculum content Although phenology and GIT may seem to us like very relevant topics for school science, they may

not necessarily be mentioned in the national curricula of the partner countries, or considered

relevant topics by science teachers. Implementing PhenoloGIT in school will be time consuming

and so we must provide teachers with strong arguments for spending their limited time on

PhenoloGIT activities. We therefore need to argue for the learning outcomes in relation to the ‘big

ideas’ suggested by Wynne Harlen (Harlen 2015).

Identifying ‘big ideas’ of relevance to science education to enable students to understand and

enjoy the physical and natural world is key to the project to provide a basis for selection from the

wide range of possible curriculum content relevant to phenology and GIT. Climate change is

identified by some of the teachers in the needs analysis as an important big idea to address

(Bevainis 2016).

The PhenoloGIT project is committed to developing materials in which big ideas are emphasized.

PhenoloGIT activities should enable students to experience science and scientific inquiry in

accordance with current scientific and educational thinking. They should deepen understanding of

big ideas.

3.1 Big ideas in science Big ideas relating to phenology; that are relevant in biology:

a) Classification of living organisms: organisms can be grouped into species that are very

similar in appearance based on a classification. A classification system is a framework

created by scientists for describing the vast diversity of organisms, indicating the degree of

relatedness between organisms, and framing research questions.

b) Adaptation; Plant species have adaptations to obtain the water, light, minerals and space

they need to grow and reproduce in particular locations characterised by climatic,

geological and hydrological conditions. If conditions change, the plant populations may

change, resulting in changes to animal populations.

c) Evolution: Evolution is the process of change in a population of organisms that occurs over

a long period of time. An evolution can happen because every organism varies in their

genes and the survival of the fittest organism is due to the characters that fits the

environment in the best way. The selection’s parameters are both due to the environment

- who will produce the fittest offspring due to the environmental conditions- and the sexual

selection.

d) Biodiversity: Biodiversity is the variability among living organisms in all habitats.

e) Seasonal changes: the changes in the abiotic factors like temperature and solar radiation

affect the living organisms. When the temperature declines in the fall the defoliation

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begins and some animals begin to collect stores. Phenology is made by the seasonal

changes that appear because of the changes in the abiotic factors.

f) Observation of nature in detail. If you are going to study natural phenomena you have to

know what to observe. Someone has told you and shown you what you are going to look

for in observation in nature. If the pupils are going to observe the flowers, buds, leaf

shapes they must have knowledge about different shapes and colours.

Big ideas relating to phenology that are relevant in physics/geophysics/astronomy:

g) The seasonal changes on Earth are due to the Earth’s axial tilt relative to the ecliptic plane

and the resulting variation in solar radiation.

h) Climatic conditions result from latitude, altitude, and from the position of mountain

ranges, oceans, and lakes. Dynamic processes such as cloud formation, ocean currents, and

atmospheric circulation patterns influence climates as well.

i) Climate change is determined by long-term variations in the Earth's orbit (eccentricity, axial

tilt, precession) around the sun as well as by human activities. Findings in the Needs

Analysis report suggest that climate change would be one of the important “big ideas” to

address (Bevainis 2016).

3.2 Big ideas about GIT Big ideas relating to GIT and data handling;

1. Georeference system. GPS-coordinates.

2. Every location on the Earth can be specified by a set of numbers or letters, or symbols in a

geographic coordinate system.

3. GPS-coordinates can be registered by mobile devices (e.g. smart device) and linked to

geographic data.

4. Geographic data is organized in ‘layers’ and combined to create maps and scenes; layers

are also the basis for geographic analysis. There are many types of layers. They can

represent geographic features (points, lines, and polygons), imagery, surface elevation,

grids, or any data feed that has location (e.g. weather data).

3.3 Big ideas about numeracy Big ideas relating to numeracy:

● Individual data points can be recorded and become part of a big data set.

● Data can be represented visually using tables, charts, and graphs. The type of data

determines the best choice of visual representation (map, chart).

● Objects in space can be oriented in an infinite number of ways, and an object’s location in

space can be described quantitatively.

● Mathematical rules (relations) can be used to assign members of one set to members of

another set. A special rule (function) assigns each member of one set to a unique member

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of the other set. Mathematical relationships can be represented and analysed using words,

tables, graphs, and equations.

● Mathematical situations and structures can be translated and represented abstractly using

variables, expressions, and equation

3.4 Big ideas about nature of science, systematic observations Big ideas about the nature of science found in Project 2061 - Science for all Americans (Rutherford

& Ahlgren 1991):

Scientific inquiry: Fundamentally, the various scientific disciplines are alike in their reliance on evidence, the

use of hypothesis and theories, the kinds of logic used, and much more. Nevertheless, scientists differ

greatly from one another in what phenomena they investigate and in how they go about their work; in the

reliance they place on historical data or on experimental findings and on qualitative or quantitative

methods; in their recourse to fundamental principles; and in how much they draw on the findings of other

sciences. Still, the exchange of techniques, information, and concepts goes on all the time among scientists,

and there are common understandings among them about what constitutes an investigation that is

scientifically valid.

Science as an enterprise has individual, social, and institutional dimensions. Scientific activity is one of the

main features of the contemporary world and, perhaps more than any other, distinguishes our times from

earlier centuries. Organizationally, science can be thought of as the collection of all of the different

scientific fields, or content disciplines. They differ from one another in many ways, including history,

phenomena studied, techniques and language used, and kinds of outcomes desired. With respect to

purpose and philosophy, however, all are equally scientific and together make up the same scientific

endeavor. The advantage of having disciplines is that they provide a conceptual structure for organizing

research and research findings. The disadvantage is that their divisions do not necessarily match the way

the world works, and they can make communication difficult. In any case, scientific disciplines do not have

fixed borders. Physics shades into chemistry, astronomy, and geology, as does chemistry into biology and

psychology, and so on. New scientific disciplines (astrophysics and sociobiology, for instance) are

continually being formed at the boundaries of others. Some disciplines grow and break into sub-disciplines,

which then become disciplines in their own right.

Textbox 2.

The PhenoloGIT project is committed to developing materials by and with students getting first-

hand-experience of the nature of science, by undertaking high quality, systematic observations,

formulating scientific hypotheses and engaging with collaborative skills of the scientific process,

such as: sharing, explaining, criticising, arguing, etc.

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4. Curriculum mapping in partner countries What are the common grounds for Phenology and GIT in Partner Countries? All partners

contributed to a national curriculum mapping exercise as follows.

4.1 Denmark In Denmark (see Annex 1), arguments for Phenology and GIT can be found in several subjects both

at key stage 2 (Nature and technology) and key stage 3 (Biology, Physics/Chemistry, Geography),

although the terms phenology and GIS are not mentioned in the national curriculum.

In the national curriculum for Nature and technology at key stage 2, arguments for big ideas like

adaptation, evolution, biodiversity and nature of science can be found. There is a strong emphasis

on fieldwork, where “The student can perform simple field studies in natural areas, including with

digital measurement equipment”. Here we also have solid arguments for using mobile devices

with gps to make “digital measurements”.

At key stage 4, the strongest arguments for phenology are found in Biology where big ideas like

evolution, adaptation, biodiversity and nature of science. In geography, we (quite surprisingly) find

few arguments for big ideas in GIS, but more in terms of big ideas about climate zones, climate

change and nature of science. In Physics/chemistry we find arguments for big ideas like seasonal

changes, factors influencing the climate system and climate change. In general there is focus on

students own investigation (e.g. fieldwork) in biology, physics/chemistry and geography

curriculum, where the importance of collecting, analysing and communicate the collected data are

emphasised. There is also a very strong focus at the moment for cross curricular activities between

the three subjects.

4.2 Lithuania Based on the supplied curricular information from Lithuania (see Annex 2), arguments for big ideas

relating to phenology are not very strongly made in the national curriculum. The term phenology

is not mentioned. However, after the first two years of primary school (age 7-8) students are to be

able to “Admire the natural phenomena; enjoy every season” and more specific being able to “to

describe (based on your experience) the summer, fall, winter, spring. To extract attractive features

in every season”, underlying the big ideas of adaptation and seasonal changes.

In lower secondary, the emphasis in the national curriculum is on environmental awareness,

geographic environmental monitoring and nature of science. In grade 7-8, students are “to identify

the possibilities of modern technology (GIT) which develop the knowledge of geography.” and “By

analysing and comparing the climate maps, assess climate-forming factors and their influence on

the formation of different climatic zones.”, emphasising some of the big idea of georeferenced

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system and layering of geographic data.

4.3 Spain In Spain, references to Phenology and GIT can be found in several subjects, although the terms

phenology and GIT are not specifically mentioned in the national curriculum (se annex 7).

For key stage 2, strong arguments for big ideas of nature of science and numeracy (data collection

and representation) are found in mathematics. The curriculum for natural science for key stage 2,

emphasises nature of science (scientific process) and use of ICT to gather, understand and present

results of research. In social science, the big ideas about climate change (and pollution) can

provide arguments for addressing seasonal changes of blooming of plants, migration of birds, etc.

and relating that to human intervention.

For key stage 3, strong arguments for phenology are found in the curriculum for biology, where big

ideas of classification, adaptation and nature of science are emphasised. In mathematics, big ideas

of numeracy are seen, for example ICT use to understand statistical concepts

4.4 United Kingdom In the UK, arguments for Phenology and GIT can be found in several subjects, not only in science,

but also in social science, computing, mathematics, Design and Technology, Modern Foreign

Languages and geography.

In the science curriculum, adaptation, classification and climate change are key ideas. It is in the

geographical and biological curriculum that concepts as “climate change”, “change over time”,

“abiotic and biotic factors affecting communities”, “the cycling of materials through ecosystems”,

“photosynthesis” are mentioned. Key concepts in understanding the role of changes in biodiversity

and climate changes impact on this. There is a focus on fieldwork in the geography and science

curricula, along with the importance of collecting, analysing and communicating the collected

data. Both in the mathematics and computing curricula the focus is on understanding the cycle of

collecting, presenting and analysing data.

Skills in understanding and using new technologies are mentioned in many subjects in the UK

national curriculum. In the curriculum of geography (England and Wales) one learning outcome

mentioned that the students must use the Geographical Information Systems (GIS) to view,

analyse and interpret places and data and the students must undertake fieldwork in contrasting

locations to collect, analyse and draw conclusions from geographical data, using multiple sources

of increasingly complex information.

The curriculum from Scotland has focused on STEM subjects (Sciences, Technologies, Engineering

and Mathematics). Citizen science is mentioned as a theme that can include learning across the

curriculum and in Scotland it is often mentioned as citizen STEM. STEM learning has been

identified as a priority by the Scottish Government.

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4.5 EU-competences/21st skills Twenty-first Century Skills (C21st) offer perspectives on what have long been valued approaches in

science education and how students’ own investigations are emphasised (Partnership for

C21st skills). . The following is an excerpt from the Partnership for C21st skills-project (Partnership

for C21st skills, 2009):

● Creativity and Innovation: Science is, by its nature, a creative human endeavour. Scientific

and technical innovations are advanced through processes that build on previous knowledge

and the application of theory to real world situations. Modern societal and environmental

challenges require new and creative scientific and technical approaches, as well as

investigations that are more cross-disciplinary.

● Critical thinking and creative problem solving are the hallmarks of the scientific process.

Students can use abilities developed in science to think logically and reasonably about

concepts they are learning, and to apply them to their everyday lives. Compelling, and often

complex, problems are at the root of many science investigations.

● Communication; Effective communication is central to scientific research practices.

Scientists describe their work so that the research can be duplicated, confirmed, and

advanced by others, but also understood by public, non-technical audiences. Scientific

thinking is communicated in many different ways including oral, written, mathematical, and

graphical representations of ideas and observations.

● Collaboration: Science is inherently a collaborative process with 21st Century emphasis on

interdisciplinary and international research, as well as increasing collaboration between

‘hard’ science and social sciences. A trend toward greater specialization in scientific careers

requires researchers to rely on the disciplinary expertise of others as collaborators in their

work.

● Information and Communications Technology (ICT) Literacy: Increased computing capacity

enables large-scale data analysis, wide-array instrumentation, remote sensing, and

advanced scientific modeling. ICT innovations provide new tools for doing science including

gathering and analyzing data and communicating results.

● Information Literacy: Being information literate in the context of science involves assessing

the credibility, validity, and reliability of information, including its source and the methods

through which the information and related data are derived, in order to critically interpret

scientific arguments and the application of science concepts.

● Media Literacy: Media interpretation of scientific information may be different from the

interpretation by the scientific community of that same information. Complexities in science

do not always convert well into short media messages.

Textbox 3.

It is not difficult to argue that the PhenoloGIT project will have the potential of developing

students 21st century skills like communication, collaboration, ICT and information literacy. It is

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also possible for instance to identify IBSE and the BSCE 5E instructional model’s emphasis on

developing students’ abilities and skills associated with critical thinking and creative problem

solving literacy.

5. Fieldwork methodology In the needs analysis (Bevainis 2016), teachers from partner countries emphasized the importance

of doing field word. At the same time they also expressed concerns due to students and devices’

safety and security concerns.

5.1 Why fieldwork? Fieldwork improves students’ observations skills and gives them a better understanding of the

processes that contribute to the development of environmental features. They develop their

experimental skills because fieldwork provides opportunities to learn through direct, concrete

experiences that enhance the understanding that comes from observing the ‘real’ world. Other

skills that are improved in fieldwork are for example the ability to observe, synthesise, evaluate,

reason, solve problems and innovate. Fieldwork is often organized in teams, so the practical

experiences provide an important opportunity for collaboration, with social benefits derived from

working cooperatively with others in a setting outside the classroom. Some authors also mention

that fieldwork often relies on technology so students also benefit from the experience of applying

technology to investigate problems and issues (Fieldwork Methodology, Marion and Strømme,

2008)

Lastly, there are a lot of affective outcomes from doing fieldwork with students that are difficult to

measure, but can have a positive effect on learning. Fieldwork brings learning outside the four

walls of a classroom, in a free environment that doesn’t limit students’ movements. The good

feeling walking in the sunshine in a forest, the smell of the flowers etc. can sometimes affect the

students’ values and attitudes towards nature. If the students are more familiar with nature it will

help in the development of their environmental awareness in their adult life.

5.2 Organization of fieldwork Fieldwork can be categorised according to its degree of student-centredness. The traditional

teacher-centred approaches to fieldwork, like an excursion where the teachers explain about

nature, do not have a high degree of active student involvement. At best the students are required

to observe, describe and explain features of the environment using previously acquired

knowledge. A more interesting but also time-consuming approach is one that incorporates the

process of practical fieldwork. This kind of fieldwork requires support through pre-and post-

excursion classroom activities that establish the context for learning and provide the necessary

follow-up to the data collected in the field.

There are both deductive and inductive fieldwork methodologies (Barcelona Field Studies Centre

S.L., n.d.).

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● The deductive method works from the more general to the more specific. The students

formulate a hypothesis they want to explore, collect data, make data analysis and then

confirm or reject the hypothesis.

● The inductive fieldwork moves from specific observations to broader generalizations and

theories. In inductive reasoning the students begin with the exploration of an area,

recording specific observations or data. An analysis of the data enables the students to

identify patterns that help them to formulate hypotheses they can explore. The inductive

field study is more open-ended and exploratory, but also requires a lot of time.

Figure 3: The deductive field study method

The inductive field study is more open-ended and exploratory, but also requires a lot of time.

The PhenoloGIT project can embrace both the inductive and deductive field study methods.

Mostly the fieldwork in schools will be based on elements from both. The students will often find

the inductive way more motivating because they can work with a wide range of study topics

instead of only one.

In PhenoloGIT the students will engage in both pre- and post- classroom activities. Before field

observations the students will need to know the characteristics of the different species they may

encounter in the field. They must, for example, have some knowledge about the species

characteristics, phenology, evolution and issues about climate changes. It is also necessary that

topics about the nature of science have been considered before the fieldwork.

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In the field the students use their observation skills and combine them with their knowledge about

where to find the species and how to identify them.

Back at school the students can work with the collected data in different ways.

5.3 Effective fieldwork Fieldwork is an effective learning method when it:

- is well planned, interesting, cost effective and represents an effective use of the time

available

- has specific learning outcomes

- provides opportunities for students to develop both cognitive and innovative skills

- is integrated with the subject matter to ensure that students take full advantage of

enhanced understanding that can be achieved through direct observation, data collection

and inquiry learning

- is supported by pre-and post-excursion classroom activities that establish the context for

learning and provide the necessary follow-up.

6. GIS/GIT and ICT methodology

All across Europe and indeed globally there has been huge investment in enhancing the use of ICT

in education, with the argument that modern technology can improve students’ learning and

motivation. However, a definitive pedagogy shown to enhance pupils’ knowledge and

understanding in curricular subjects has yet to be characterised (BECTA, 2007; OECD, 2009).

Among the many reasons for this lack of impact is the fact that a lot of the ICT usage is merely

simple substitution of what is already done in science classes, offering nothing new or any

functional change in practice. According to the SAMR-model (see Figure 4), simple substitution is

the most basic usage where ICT is used only to enhance science teaching. The PhenoloGIT project

is aiming at what would be Redefinition in the SAMR-model (Puentedura 2008) where ICT will

allow for a transformation of the way science is learned in schools, with new activities previously

impossible to undertake in a school setting; for example simulated investigations in physiology,

astronomy, etc. The affordances of the mobile app and a geoportal, both of which are unique

features of the PhenoloGIT project, will help to redefine how students work with some of the big

ideas of science.

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Figure 4: SAMR-model (Puentedura, 2008).

The PhenoloGIT project aims to use ICT to transform science education, focusing on activities that

can be categorised as Redefinition in the SAMR-model.

Many teachers and science teacher educators consider GIT to be one of the most promising means

for implementing curriculum reform, (Bodzin, 2010) with students working collaboratively to

reflect on observations, undertake their own analyses and construct scientific representations of

real-world data sets. However,

6.1 The TPAC model

The cycle of pedagogic action, described by Shulman (1987) is based on a teacher’s knowledge

about something s/he intends to teach.

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Comprehension

Transformation

Instruction

Evaluation

Reflection

Preparation

Representation

Instructional

Selection

Adaptation

Figure 5: Shulman’s Pedagogic Cycle (after Baggott la Velle, 2002).

The cycle begins and ends with an act of comprehension. The teacher knows about something to be taught. S/he then has to ‘transform’ that knowledge into a form that is learnable by the pupils. This transformation requires the deployment of several stages and skill sets. The pedagogic act of transformation is what Shulman (ibid) described as pedagogic content knowledge (PCK). In Fig 5 the sub-cycle to right shows the process of transformation with the teacher serially preparing (critical scrutiny and choice of materials of instruction); representing (consideration of the key ideas and how they might best be represented in the form of analogies, examples etc); selecting (choice of teaching strategies) and adapting, sometimes called differentiating: (tailoring input to pupils’ capabilities and characteristics). The teacher will sequence a series of teaching/learning episodes to create a logical yet varied lesson. S/he then provides that lesson (instruction) during which there will be in-flight checks for pupil understanding as well as more formal assessments and feedback, (which itself requires all the processes above): evaluation. Following the lesson, the effective teacher will set aside time for reconstruction, re-enactment or recapturing of events and accomplishments: reflection, which is the critically important process of analysis through which the profession learns from experience. This brings the teacher to a new, more informed and nuanced level of comprehension about the topic of the lesson. The pedagogic cycle should therefore not be thought of as a flat cyclic diagram, but rather as an upward, three-dimensional spiral in which professional knowledge and expertise are continually built. GIT is often seen as too complex for teachers and students to access its wide-ranging potential in

class. The PhenoloGIT project aims to build a solid educational and technological solution that

allows teachers and students to use every day mobile devices and open source GIT technologies in

an easy but flexible way. This approach to open source GIT + Mobile learning +phenology is thus

redefining science education. Acknowledging the difficult, but important role of the teachers when

deploying their PCK to transform science education where ICT helps redefine the way students

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learn science challenge us to make clear the complex relationships between technology, content,

and pedagogy.

“Quality teaching requires developing a nuanced understanding of the complex relationships

between technology, content, and pedagogy, and using this understanding to develop

appropriate, context-specific strategies and representations. Productive technology integration in

teaching needs to consider all three issues not in isolation, but rather within the complex

relationships in the system defined by the three key elements.” (Mishra & Koehler, 2006, p.

1029)”.

In the TPACK model (Mishra and Koehler, ibid, see Figure 5), there are three main components of

teachers’ knowledge: content, pedagogy, and technology. Equally important to the model are the

interactions between and among these bodies of knowledge, represented as PCK (pedagogical

content knowledge), TCK (technological content knowledge), TPK (technological pedagogical

knowledge), and TPACK (technological pedagogical content knowledge).

Figure 6. The TPACK framework and its knowledge components. (Koehler & Mishra, 2009)

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6.2 Learning in the Digital Age

6.2.1 The Pedagogy of Semiotics

Semiotics is the study of signs and symbols, how meaning is made of them and the significance of

this for communication. The importance of this discipline for education generally has long been

realised, but more recently has become known as ‘edusemiotics,’ (Danesi, 2010). In this, a

connexion is made between semiotics (the study of signs), learning theory (the study of how signs

are processed psychologically) and education (the theory and practice of teaching and learning

how signs are interpreted and understood). Arguing for a pedagogy of semiotics, Noth (2010)

surveys the foundations for this: semiotics develops learners’ cognitive faculties and offers a

theory of communication (Bense, 1977, p23). Semiotics has also been argued to relate directly to

mind, learning and information and also to contribute to pedagogy by moving from the verbal to

the non-verbal (Sebeok et al, 1988, p9). Within a project such as PhenoloGIT, which utilises digital

technology, the design and deployment of the semiotic representations within the apps of a

mobile device together with those within the map server, are central to learning success. Accurate

and meaningful data capture and subsequent analysis relies on the learner’s understanding of the

meaning of the symbols deployed within the project’s technical solutions. This has presented a

new and complex pedagogic challenge for the teacher. The piloting of the PhenoloGIT project in

schools has provided an insight into how the interactions of technology and semiotics is leading to

a new approach to both learning and teaching.

6.2.2 Connected learning

Learning in the Digital Age brings the evidence of learning as a life-long process, and not (only)

linked to educational institutions. Learning has become ubiquitous and takes place in many

different contexts – it takes place in communities of learning, and learners participate in both

open and restricted communities. Knowledge continues to grow and evolve, and the realisation

that exhaustive knowledge cannot exist in the mind of one person requires a different approach to

creating an overview of a given situation. Access to what is needed becomes more important. The

network nodes that enable us to learn appear to become more and more important. When

knowledge is needed, but not known, the ability to plug into sources to access what is needed

becomes a vital skill. Therefore learners take on the role of organising their own learning and

developing their “personal learning environment” PLE.

Social software and apps give adults / children the possibility to contribute, connect or collaborate

by use of a computer network easily. Therefore, social software supports the creation of networks

of people, content and services that are more adaptable and responsive to the individual’s

changing needs and goals, providing also human feedback (social interactions to content, such as

"likes" or "comments") to users, which can lead to a better engagement with the learning subject.

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6.2.3 Online Communities of Practice

While the flexibility of working with online resources means practitioners can use them to meet

their own individual needs for professional development, there are advantages to incorporating

online resources into structured programmes for group learning. Such programmes offer a

combination of interaction, engagement and collaboration – features integral to the theory of

community of practice, which is often applied to studies of online learning. This theory derives

from Vygotsky’s basic contention that all learning is social; learners interact with other people,

including people who are more experienced. Their learning is mediated by cultural tools

developed by society to improve the way members can act upon the world. A community of

practice, according to Lave and Wenger (1991), consists of members who are engaged in some

kind of practice in which they are developing expertise. Learning starts as members enter the

practice and continues as they develop expertise, watching and modelling their behaviour on

more experienced colleagues and moving towards the centre of the practice. As this happens, the

practice can be changed by the recent arrivals who contribute new knowledge and skills into the

practice. Learning is supported through collaboration, interaction and engagement.

An online community of practice shares the features of a community of practice but is

electronically mediated, developed, and maintained using the Internet. Opportunities are

provided ‘for teachers to reflect and collaborate without the usual limitations of time, space, and

pace (Blitz, 2013). Garrison et al. (2000) suggest three aspects of such learning which are needed

to contribute to the development of feeling part of a group of learners: emotional expression,

open communication, and group cohesion. In the absence of face-to-face encounters, structures

must be created to facilitate the kinds of interactions needed to imbue a sense of social presence

(Swan 2002), in which less experienced members can learn from more experienced, and new

members can play an increasing role in the community by sharing their ideas and so shaping what

everyone is learning.

Smith, Hayes and Shea (2017) in their review of the use of Communities of Practice as a theoretical

framework for research into online learning and CPD suggest, however, that researchers should be

looking ‘beyond the traditional practice of theory verification to provide more complex and more

nuanced understandings of online/blended learning environments’. Technology is developing so

rapidly rate that there is a risk that the routine application of Communities of Practice theory can

limit the scope of investigations and the depth of analysis. Adopting broader sociocultural theories

to understanding online learning is likely to allow researchers take a more agile approach to

investigate the structures and tools which medicate online group learning - the ‘dynamic human

interactions mediated by computers at both the micro level (psychological and interpersonal) and

the macro level (sociological or cultural) to understand—and construct—zones of proximal

development’ (Russell, 2001).

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6.3 Some final comments

GIT and mobile technologies have the potential to facilitate PBL and Inquiry-Based learning if the

techniques are incorporated into secondary school curricula.

The recent emphasis on pedagogy focuses on a shift from a behaviourist to a constructivist

approach in learning. Problem-Based Learning (PBL) and Inquiry-Based learning are instructional

methods, which are based on constructivism and are challenging the customary methods used in

secondary schools. Students’ roles are changing from passive recipients of geographical

information to active members of an interacting group, which processes and interprets

geographical information on real-world issues and collectively builds up knowledge through

inquiry and reflection.

Similarly, teachers’ roles are changing too. They will not be the sole source of information

anymore as the students are encouraged to use the Internet and construct their knowledge on the

basis of sources which provide information outside the narrow framework of textbooks and paper

maps. Rather, the teachers will become instructors who will guide their students to the right

sources and provide them support and motivation in the process of self-directed learning.

7. Special Educational Needs considerations

Our methodology will need to take into account the constraints and conditions that may arise

from the individual needs of students and teachers in schools, such as support for special

education needs, attention to physical difficulties in accessing technologies etc.

There are many guidelines to build applications which facilitate access for all, regardless of their

physical or cognitive circumstances. The World Wide Web Consortium (W3C) has specified a set of

rules1 to ensure web applications have “universal access”, regardless of the device (mobile,

desktop, OS) or personal preferences. These guidelines will be followed in the development of our

project web applications.

According to recent research studies the use of ICT to support learning can enable students with

special education needs to communicate, participate in lessons, and learn more effectively

(UNESCO 2006). Key benefits from the UNESCO project are outlined below (UNESCO, 2006):

● Enables greater learner autonomy;

● Unlocks hidden potential for those with communication difficulties;

● Enables students to demonstrate achievement in ways which might not be possible with

traditional methods;

● Enables tasks to be tailored to suit individual skills and abilities.

● Computers can improve independent access for students to education

1 https://www.w3.org/WAI/intro/accessibility.php

25

● Students with special educational needs are able to accomplish tasks working at their own

pace

● Visually impaired students using the internet can access information alongside their

sighted peers

● Students with profound and multiple learning difficulties can communicate more easily

● Students using voice communication aids gain confidence and social credibility at school

and in their communities

● Increased ICT confidence amongst students motivates them to use the Internet at home

for schoolwork and leisure interests

When designing activities and technology/apps special attention needs to be on special education needs relating to students with reading disorder, visual or mobility impairment, and other special needs (BECTA ICT Research (2003), quoted in UNESCO 2006).. Online: http://www.becta.org.uk/page_documents/research/wtrs_ictsupport.pdf

Lani Florian noted that technology is generally accepted as: ‘a great equalizer, that for many people with disabilities technology can serve as a kind cognitive prosthesis to overcome or compensate for differences among learners’. (Florian, 2002). She goes on to argue that this is especially true when an inclusive pedagogy approach is adopted and technology helps to ‘create the conditions for equal opportunity to learn and equal access to the curriculum for all’ (Florian, 2002). Challenges arise however when adaptations are needed for learners to use technology, and indeed to learn about how to use it in the first place. This can risk another ‘dilemma of difference’ (Norwich 2008) - turning a seemingly universal resource into a targeted intervention – thereby producing another aspect of educational provision in which some children need to be treated differently.

In particular constraints on use of ICT by learners with special education need can arise because ICT resources can

increase dependence, either because the technology used is not a good match, is not easy to use, or not compatible with setting systems, or is unreliable. The leaner then becomes dependent on others to trouble-shoot problems. Alternatively, technology that matches a child’s needs perfectly can induce dependence because that the child feels unable to operate without this resource.

make extra demands on staff, to ensure that they keep up-to-date with technological innovation

be used inappropriately; ‘simply because a program or approach has been validated by research does not necessarily mean it will be used as intended in practice’ (Woodward et al., 2001p. 21).

require digital literacy – as well as literacy and numeracy – all of which might be area of weakness for particular children

require extra manual dexterity, particularly with small touch screens on mobiles and iPads. For some children with physical impairments, this will require modifications.

draw attention to difference, or create resentment when child with special educational needs is provided with a resource not available to others

26

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Soh, T.M.T. and Meerah, T.S.M. (2013) Outdoor Education: an alternative approach in teaching and

learning science. Asian Social Science 9 (16) 1-8.UNESCO Institute for Information Technologies in

Education (2006): ICT in education for people with special needs.

http://iite.unesco.org/pics/publications/en/files/3214644.pdf

Steinert and Ehlers. 2010. ConnectLearning – an answer for the new challenges? eLearning Papers www.elearningpapers.eu Swan, K. (2002) Building Learning Communities in Online Courses: the importance of interaction.

Education, Communication & Information, Vol. 2, No. 1, 2002

Woodward, J., Gallagher, D. and Rieth, H. (2001) The instructional effectiveness of technology for students with disabilities, in J. Woodward and L. Cuban (eds) Technology, Curriculum and Professional Development: Adapting Schools to Meet the Needs of Students with Disabilities. Thousand Oaks, CA: Corwin Press.

Van Tuijl, C. and Walma van der Molen, J.H. Study Choice and Career development in STEM fields: an

overview and integration of the research. International Journal of Technology and Design Integration.

26 (2) 159-183.

Vygotsky, L.S. (1989) Concrete Human Psychology. Soviet Psychology 27 (2) 53-77.

29

Annex 1: Curriculum mapping in Denmark

Country Denmark

Report team/Organisation Harald Brandt Pernille Ulla Andersen/VIA

Date of mapping 02.05.2016

Age group/key-stage 11-12 years/grade 5-6

Subject Nature and technology (Natur og teknologi)

Subject area/goal Nature and the environment (Danish: Natur og miljø)

Learning objectives

relevant for phenology

and/or GIT

· The student can perform simple field studies in natural

areas, including with digital measurement equipment (Danish:

Eleven kan udføre enkle feltundersøgelser i naturområder,

herunder med digitalt måleudstyr)

· The student can describe a natural area on the basis of

own studies (Danish: Eleven kan beskrive et naturområde på

baggrund af egne undersøgelser)

Learning outcome

relevant for phenology

and/or GIT

· The student has knowledge of characteristic nature types.

(Danish: Eleven har viden om karakteristiske naturområder)

· The student has knowledge of factors to describe natural

areas. (Danish: Eleven har viden om faktorer til at beskrive

naturområder)

Big ideas - Key concepts

addressed – in the

learning

objectives/outcome

selected

· For any particular environment, some kinds of plants and

animals thrive, some do not live as well, and some do not

survive at all.

· Evolution

· Biodiversity

Evaluation · There are no formal exams in Nature and technology.

Formative evaluation is the most appreciated …

Other comments

relevant for PhenoloGIT

· Phenology will not at all be seen as a core subject area in

Nature and technology.

30

Age group/key-stage 13 -15 years/grade 7-9

Subject Physics/Chemistry (Fysik/kemi)

Subject area/goal Earth and the Universe (Danish: Jorden og Universet)

Learning objectives

relevant for phenology

and/or GIT

· The student can describe relationships between living

conditions on earth and earths movements, atmosphere and

magnetic field. (Danish: Eleven kan beskrive sammenhænge

mellem livsbetingelser og Jordens bevægelser, atmosfære og

magnetfelt)

· The student can explain how Earth's systems affect

human living conditions (Danish: Eleven kan forklare, hvordan

Jordens systemer påvirker menneskets levevilkår)

Learning outcome

relevant for phenology

and/or GIT

· The student has knowledge of the Earth's structure and

movements. (Danish: Eleven har viden om Jordens opbygning

og bevægelser)

· The student has knowledge of climate change and

weather phenomena. (Danish: Eleven har viden om

klimaændringer og vejrfænomener)

Big ideas - Key concepts

addressed – in the

learning

objectives/outcome

selected

· Living conditions is affected by climatic conditions

· The seasonal changes on earth is due to earth’s axial tilt

(of about 23°) relative to the ecliptic plane.

· Climatic conditions result from latitude, altitude, and

from the position of mountain ranges, oceans, and lakes.

Dynamic processes such as cloud formation, ocean currents,

and atmospheric circulation patterns influence climates as

well

· Climatic patterns on earth is determined by long-term

variations in eccentricity, axial tilt, and precession of the

Earth's orbit through orbital forcing.

· Weather phenomena is caused by

Evaluation · At the completion of 9th grade, pupils must take the

compulsory public school final examinations. For Geography,

Biology and Physics/chemistry there a cross-curricular

practical, oral examination where students are to

demonstrate science competences (investigative, modelling,

perspectivation, communication) working problem based and

experimental.

Other comments · Phenology will not at all be seen as a core subject area in

31

relevant for PhenoloGIT Physics/Chemistry, but the (physical) conditions for seasonal

changes will be…

Age group/key-stage 13-16 years/grade 7-9]

Subject Biologi/Biology

Subject area/goal Evolution, Ecosystems, Nature of Science

Learning objectives

relevant for phenology

and/or GIT

· The student can design, implement and evaluate studies in

biology

· The student can perspective biology to the outside world and

relate the content of the course for the development of

scientific cognition

Learning outcome

relevant for phenology

and/or GIT

· The student can study organisms systematic affiliation

· The student has knowledge about biological systematics and

classification

· The student can investigate and explain organisms adapting

to habitats

· The student has knowledge about the organisms

morphological, anatomical and physiological adjustments

· The student can explain how the organisms adapt in

response to environmental changes

· The student has knowledge about how environmental

changes effects on organisms phenotypes and genotypes

· The student can study organisms living conditions in different

habitats, including continuous digital data collection

· The student has knowledge about environmental factors in

different habitats

32

· The student can compare the characteristic of Danish and

foreign ecosystems

· The student has knowledge of climate impacts on

ecosystems

· The student can discuss environmental issues that impact on

biodiversity

· The student has knowledge about biodiversity

· The student can explain the causes and effects of natural and

man-made changes in the ecosystem

· The student has knowledge of the biological, geographical

and physical-chemical relationship that impact on ecosystems

· The student can collect and evaluate data from their own

and others' studies in science

· The student has knowledge of the collection and validation of

data

· The student can conclude and generalize on the basis of their

own and others practical and investigative work

· The student has knowledge of the criteria for the evaluation

of studies in science

· The student can describe science issues in the immediate

surroundings

· The student has knowledge of the current issues with natural

sciences content

Big ideas - Key concepts

addressed – in the

learning

objectives/outcome

selected

The diversity of organisms, is the result of evolution

Adaptation to different habitats is a key concept in evolution

of organisms

The man-made changes in ecosystems impact on organisms

survival and evolution

How to make investigations and practical work in science

Evaluation The cross curricular exam in science in 9. Grade (in Denmark)

could use elements from the PhenoloGit-study.

33

[Please provide info on how evaluation might be relevant to

PhenoloGIT. E.g. national exam, implication for degrees of

freedom the teacher have in deciding methods, content,

curriculum material … ]

Other comments

relevant for PhenoloGIT

Age group/key-stage 13-16 years/grade 7-9]

Subject Geografi/geography

Subject area/goal The earth and its climate, Nature of Science

Learning objectives

relevant for phenology

and/or GIT

· The student can design, implement and evaluate studies in

geography

· The student can perspective geography to the outside world

and relate the content of the course for the development of

scientific cognition

Learning outcome

relevant for phenology

and/or GIT

· The student can study impact of climate change on local and

global conditions

· The student has knowledge of climate zones and vegetation

· The student can collect weather data over time from the local

area, including with digital tools

· The student has knowledge of weather and

weather phenomena

· The student can analyze the human impact of

water and carbon cycle

· The student has knowledge about issues related

to water and carbon cycle

· The student can describe solutions in relation to climate

34

change and global warming

· The student has knowledge of current climate issues, climate

theory and climate models

· The student can collect and evaluate data from their own

and others' studies in science

· The student has knowledge of the collection and validation of

data

· The student can conclude and generalize on the basis of their

own and others practical and investigative work

· The student has knowledge of the criteria for the evaluation

of studies in science

· The student can describe science issues in the immediate

surroundings

· The student has knowledge of the current issues with natural

sciences content

Big ideas - Key concepts

addressed – in the

learning

objectives/outcome

selected

· Global warming and the climate changes impact on

ecosystems

· How to make investigations and practical work in science

Evaluation The cross curricular exam in science in 9. Grade (in Denmark)

could use elements from the PhenoloGit-study.

Other comments

relevant for PhenoloGIT

35

Annex 2: Curriculum mapping in Lithuania

Cognition of the world

1-2 class

Achievements.

Admire the natural phenomena; enjoy every season.

3.5. To describe (based on your experience) the summer, fall, winter, spring. To extract attractive

features in every season.

3.6. Explain how Lithuanian weather is governed by the sun, wind, water. To be able to properly

dress for a certain season.

3-4 class

Achievements.

Exploring the environment, to capture and summarize the data.

3.6. Monitor the weather. To be able to fill "Weather calendar“. To observe changes in the

weather.

Lithuanian national curriculum (2008)

Scope. Environmental awareness and research - describes the students' ability to perform

geographic environmental monitoring and research, formulate hypotheses, collect data, perform a

variety of measurements and calculations, to look for solutions, formulate conclusions and

evaluate the results.

5-6 class

Achievements.

2.5. Using charts and maps of climate is able to describe the daily, monthly and annual weather.

Understand the readings of devices used in meteorology.

Willingly and safely explore the nearest surroundings. Develop responsibility in environmental

monitoring and research.

36

4.1.  To know and to describe natural and social objects in their environment.

4.2.  To create a simple plan of the place, and using it orientate in the environment. To be able to

draw the main forms of the Earth surface.

7-8 class

2.2.3.  to identify the possibilities of modern technology (GIS) which develop the knowledge of

geography.

2.4.  By analyzing and comparing the climate maps, assess climate-forming factors and their

influence on the formation of different climatic zones.

2.4.1.  To explain the reasons of temperature distribution on earth and the consequences of this

process.

4.1.  According to the model to plan and carry out investigations. Properly record results of the

test, to feel the responsibility for their work. To improve the skills of working individually, group; in

the classroom and in the surroundings.

9-10 class

2.1.  to read various cartographical works (diagrams, plans, maps, aerial photographs, natural

geographic profiles, space images) and use geographic information system (GIS).

2.5.  to describe the climate factors by analyzing and comparing the climate maps and pictures

4.1.  To plan the natural, social and economic studies and research, to select appropriate

strategies to influence Lithuania and the European climate. Critically evaluate weather forecasts.

4.2. During environmental monitoring and research to use of devices and sources of information

to draw conclusions. To share with others the results obtained in different forms.

37

Annex 3: Curriculum mapping in United Kingdom - key stage 2 Template for mapping phenology and GIS in national curriculum

Please use this template for the curriculum mapping. Deadline is 18/3-2016.

Country UK

Report team/Organisation Linda la Velle (Plymouth University)

Date of mapping 13/3/16

[Please copy the following table for each meaningful “entity” in your national context PhenoloGIT

for (equivalent to) UK Key Stage 2 (ages 7-11) and Key Stage 3 (11-14. This could be for each

grade/subject relevant for in the national curriculum). Please delete text in [brackets] as you fill

out the form]

Age group/key-stage Key Stage 2, 7-11 years

Subject Mathematics

Subject area/goal Numeracy and mathematics

Learning objectives

relevant for phenology

and/or GIT

Pupils should be taught to apply arithmetic fluently to

problems, understand and use measures, make estimates and

sense check their work.

They should also understand the cycle of collecting,

presenting and analysing data.

They should be taught to apply their mathematics to both

routine and non-routine problems, including breaking down

more complex problems into a series of simpler steps.

Statistics

Pupils should be taught to complete, read and interpret

information in tables.

Through interpretation of time graphs, they begin to decide

which representations of data are most appropriate and why.

They should be taught to:

· interpret and construct pie charts and line graphs and use

these to solve problems

· calculate and interpret the mean as an average

38

Pupils both encounter and draw graphs relating two variables,

arising from their own enquiry and in other subjects.

Pupils know when it is appropriate to find the mean of a data

set.

Learning outcome

relevant for phenology

and/or GIT

Big ideas - Key concepts

addressed – in the

learning

objectives/outcome

selected

Evaluation [Please provide info on how evaluation might be relevant to

PhenoloGIT. E.g. national exam, implication for degrees of

freedom the teacher have in deciding methods, content,

curriculum material … ]

Other comments

relevant for PhenoloGIT

Template for mapping phenology and GIS in national curriculum for England

Please use this template for the curriculum mapping. Deadline is 18/3-2016.

Country UK

Report

team/Organisation

Linda la Velle (Plymouth University)

Date of mapping 13/3/16

Age group/key-stage Key Stage 2, 7-11 years

Subject Computing

Subject area/goal

39

Learning objectives

relevant for

phenology and/or

GIT

Key stage 2

Pupils should be taught to:

· understand computer networks including the internet;

how they can provide multiple services, such as the world

wide web; and the opportunities they offer for

communication and collaboration

· use search technologies effectively, appreciate how

results are selected and ranked, and be discerning in

evaluating digital content

· select, use and combine a variety of software (including

internet services) on a range of digital devices to design

and create a range of programs, systems and content that

accomplish given goals, including collecting, analysing,

evaluating and presenting data and information

Learning outcome

relevant for

phenology and/or

GIT

Big ideas - Key

concepts addressed

– in the learning

objectives/outcome

selected

A high-quality computing education equips pupils to use

computational thinking and creativity to understand and change

the world. Computing has deep links with mathematics, science,

and design and technology, and provides insights into both

natural and artificial systems. The core of computing is

computer science, in which pupils are taught the principles of

information and computation, how digital systems work, and

how to put this knowledge to use through programming.

Building on this knowledge and understanding, pupils are

equipped to use information technology to create programs,

systems and a range of content. Computing also ensures that

pupils become digitally literate – able to use, and express

themselves and develop their ideas through, information and

communication technology – at a level suitable for the future

workplace and as active participants in a digital world.

Evaluation [Please provide info on how evaluation might be relevant to

PhenoloGIT. E.g. national exam, implication for degrees of

freedom the teachers have in deciding methods, content,

curriculum material…]

40

Other comments

relevant for

PhenoloGIT

Template for mapping phenology and GIS in national curriculum for England

Please use this template for the curriculum mapping. Deadline is 18/3-2016.

Country UK

Report team/Organisation Linda la Velle (Plymouth University)

Date of mapping 13/3/16

Age group/key-stage Key Stage 2, 7-11 years

Subject Language and literacy

Subject area/goal Teachers should develop pupils’ spoken language, reading,

writing and vocabulary as integral aspects of the teaching of

every subject.

Learning objectives

relevant for phenology

and/or GIT

Spoken Language

Pupils should be taught to:

· listen and respond appropriately to adults and their

peers

· ask relevant questions to extend their understanding

and knowledge

· use relevant strategies to build their vocabulary

· articulate and justify answers, arguments and

opinions

· give well-structured descriptions, explanations and

narratives for different purposes, including for

expressing feelings

· maintain attention and participate actively in

collaborative conversations, staying on topic and

initiating and responding to comments

· use spoken language to develop understanding

through speculating, hypothesising, imagining and

41

exploring ideas

· speak audibly and fluently with an increasing

command of Standard English

· participate in discussions, presentations,

performances, role play, improvisations and debates

· gain, maintain and monitor the interest of the

listener(s)

· consider and evaluate different viewpoints, attending

to and building on the contributions of others

· select and use appropriate registers for effective

communication.

Learning outcome

relevant for phenology

and/or GIT

Big ideas - Key concepts

addressed – in the

learning

objectives/outcome

selected

A high-quality education in English will teach pupils to speak

and write fluently so that they can communicate their ideas

and emotions to others and through their reading and

listening, others can communicate with them. Reading also

enables pupils both to acquire knowledge and to build on

what they already know. All the skills of language are

essential to participating fully as a member of society.

Evaluation [Please provide info on how evaluation might be relevant to

PhenoloGIT. E.g. national exam, implication for degrees of

freedom the teacher have in deciding methods, content,

curriculum material … ]

Other comments

relevant for PhenoloGIT

Template for mapping phenology and GIS in national curriculum

Please use this template for the curriculum mapping. Deadline is 18/3-2016.

Country UK

Report team/Organisation Linda la Velle (Plymouth University)

Date of mapping 13/3/16

42

[Please copy the following table for each meaningful “entity” in your national context PhenoloGIT

for (equivalent to) UK Key Stage 2 (ages 7-11) and Key Stage 3 (11-14. This could be for each

grade/subject relevant for in the national curriculum). Please delete text in [brackets] as you fill

out the form]

Age group/key-stage Key Stage 2, 7-11 years

Subject Geography

Subject area/goal Geography

Learning objectives

relevant for phenology

and/or GIT

Pupils should

· understand the processes that give rise to key physical and

human geographical features of the world, how these are

interdependent and how they bring about spatial variation

and change over time.

· understand the processes that give rise to key physical and

human geographical features of the world, how these are

interdependent and how they bring about spatial variation

and change over time

· collect, analyse and communicate with a range of data

gathered through experiences of fieldwork that deepen their

understanding of geographical processes

· interpret a range of sources of geographical information,

including maps, diagrams, globes, aerial photographs and

Geographical Information Systems (GIS)

· communicate geographical information in a variety of ways,

including through maps, numerical and quantitative skills and

writing at length.

Geographical skills and fieldwork

· Use world maps, atlases and globes to identify the United

Kingdom and its countries, as well as the countries,

continents and oceans studied at this key stage.

· Use simple compass directions (North, South, East and West)

and locational and directional language [for example, near

and far; left and right], to describe the location of features

and routes on a map

Key stage 2

· Pupils should extend their knowledge and understanding

beyond the local area to include the United Kingdom and

Europe,

43

Locational knowledge

· Locate the world’s countries, using maps to focus on Europe

(including the location of Russia) and North and South

America, concentrating on their environmental regions, key

physical and human characteristics, countries, and major

cities Name and locate counties and cities of the United

Kingdom, geographical regions and their identifying human

and physical characteristics, key topographical features

(including hills, mountains, coasts and rivers), and land-use

patterns; and understand how some of these aspects have

changed over time

· Identify the position and significance of latitude, longitude,

Equator, Northern Hemisphere, Southern Hemisphere, the

Tropics of Cancer and Capricorn, Arctic and Antarctic Circle,

the Prime/Greenwich Meridian and time zones (including day

and night)

Place knowledge

· Understand geographical similarities and differences through

the study of human and physical geography of a region of the

United Kingdom, a region in a European country, and a region

within North or South America

Human and physical geography

· Describe and understand key aspects of physical geography,

including: climate zones,

Geographical skills and fieldwork

· Use maps, atlases, globes and digital/computer mapping to

locate countries and describe features studied

· Use the eight points of a compass, four and six-figure grid

references, symbols and key (including the use of Ordnance

Survey maps) to build their knowledge of the United Kingdom

and the wider world

· Use fieldwork to observe, measure, record and present the

human and physical features in the local area using a range of

methods, including sketch maps, plans and graphs, and digital

technologies.

Learning outcome

relevant for phenology

and/or GIT

Big ideas - Key concepts A high-quality geography education should inspire in pupils a

44

addressed – in the

learning

objectives/outcome

selected

curiosity and fascination about the world and its people that

will remain with them for the rest of their lives. Teaching

should equip pupils with knowledge about diverse places,

people, resources and natural and human environments,

together with a deep understanding of the Earth’s key

physical and human processes. As pupils progress, their

growing knowledge about the world should help them to

deepen their understanding of the interaction between

physical and human processes, and of the formation and use

of landscapes and environments. Geographical knowledge,

understanding and skills provide the frameworks and

approaches that explain how the Earth’s features at different

scales are shaped, interconnected and change over time.

Evaluation [Please provide info on how evaluation might be relevant to

PhenoloGIT. E.g. national exam, implication for degrees of

freedom the teacher have in deciding methods, content,

curriculum material … ]

Other comments

relevant for PhenoloGIT

Template for mapping phenology and GIS in national curriculum

Please use this template for the curriculum mapping. Deadline is 18/3-2016.

Country UK

Report team/Organisation Linda la Velle (Plymouth University)

Date of mapping 24/2/16

Age group/key-

stage

Key Stage 2, 7-11 years

Subject Science

Subject area/goal Science

Learning objectives KS2

45

relevant for

phenology and/or

GIT

The nature, processes and methods of science - ‘Working

scientifically’

Types of scientific enquiry should include: observing over time;

pattern seeking; identifying, classifying and grouping, comparative

testing and researching using secondary sources. Pupils should

seek answers to questions through collecting, analysing and

presenting data.

Lower KS2

They should do this through exploring, talking about, testing and

developing ideas about everyday phenomena and the

relationships between living things and familiar environments, and

by beginning to develop their ideas about functions, relationships

and interactions.

They should ask their own questions about what they observe and

make some decisions about which types of scientific enquiry are

likely to be the best ways of answering them, including observing

changes over time, noticing patterns, grouping and classifying

things, carrying out simple comparative and fair tests and finding

things out using secondary sources of information.

They should draw simple conclusions and use some scientific

language, first, to talk about and, later, to write about what they

have found out.

Pupils should be taught to use the following practical scientific

methods, processes and skills through the teaching of the

programme of study content:

· setting up simple practical enquiries and comparative tests

· making systematic and careful observations and, where

appropriate, taking accurate measurements using standard

units.

· gathering, recording, classifying and presenting data in a

variety of ways to help in answering questions

· recording findings using simple scientific language,

drawings, labelled diagrams, keys, bar charts, and tables

· reporting on findings from enquiries, including oral and

written explanations, displays or presentations of results

and conclusions

· using results to draw simple conclusions, make predictions

for new values, suggest improvements and raise further

46

questions

· identifying differences, similarities or changes related to

simple scientific ideas and processes

· using straightforward scientific evidence to answer

questions or to support their findings.

They should begin to look for naturally occurring patterns and

relationships and decide what data to collect to identify them.

They should help to make decisions about what observations to

make, how long to make them for and the type of simple

equipment that might be used.

Upper KS2

They should explore and talk about their ideas; asking their own

questions about scientific phenomena; and analysing functions,

relationships and interactions more systematically.

They should encounter more abstract ideas and begin to recognise

how these ideas help them to understand and predict how the

world operates.

They should also begin to recognise that scientific ideas change

and develop over time.

They should select the most appropriate ways to answer science

questions using different types of scientific enquiry, including

observing changes over different periods of time, noticing

patterns, grouping and classifying things, carrying out comparative

and fair tests and finding things out using a wide range of

secondary sources of information.

Pupils should draw conclusions based on their data and

observations, use evidence to justify their ideas, and use their

scientific knowledge and understanding to explain their findings.

Pupils should be taught to use the following practical scientific

methods, processes and skills through the teaching of the

programme of study content:

· planning different types of scientific enquiries to answer

questions, including recognising and controlling variables

where necessary

· taking measurements, using a range of scientific

equipment, with increasing accuracy and precision, taking

47

repeat readings when appropriate

· recording data and results of increasing complexity using

scientific diagrams and labels, classification keys, tables,

scatter graphs, bar and line graphs

· using test results to make predictions to set up further

comparative and fair tests

· reporting and presenting findings from enquiries, including

conclusions, causal relationships and explanations of and

degree of trust in results, in oral and written forms such as

displays and other presentations

· identifying scientific evidence that has been used to

support or refute ideas or arguments.

They should use their results to identify when further tests and

observations might be needed; recognise which secondary sources

will be most useful to research their ideas and begin to separate

opinion from fact.

They should use relevant scientific language and illustrations to

discuss, communicate and justify their scientific ideas and should

talk about how scientific ideas have developed over time.

Pupils should study and raise questions about their local

environment throughout the year.

They should observe life-cycle changes in a variety of living things,

for example, plants in the vegetable garden or flower border, and

animals in the local environment.

Pupils should find out about different types of reproduction,

including sexual and asexual reproduction in plants.

Pupils might work scientifically by: observing and comparing the

life cycles of plants and animals in their local environment with

other plants and animals around the world, asking pertinent

questions and suggesting reasons for similarities and differences.

Pupils might work scientifically by: using classification systems and

keys to identify some animals and plants in the immediate

environment.

Learning outcome

relevant for

phenology and/or

GIT

48

Big ideas - Key

concepts addressed

– in the learning

objectives/outcome

selected

Pupils should be encouraged to recognise the power of rational

explanation and develop a sense of excitement and curiosity

about natural phenomena. They should be encouraged to

understand how science can be used to explain what is

occurring, predict how things will behave, and analyse causes.

Evaluation [Please provide info on how evaluation might be relevant to

PhenoloGIT. E.g. national exam, implication for degrees of

freedom the teacher have in deciding methods, content,

curriculum material … ]

Other comments

relevant for

PhenoloGIT

Template for mapping phenology and GIS in national curriculum for England

Please use this template for the curriculum mapping. Deadline is 18/3-2016.

Country UK

Report team/Organisation Linda la Velle (Plymouth University)

Date of mapping 13/3/16

[Please copy the following table for each meaningful “entity” in your national context PhenoloGIT

for (equivalent to) UK Key Stage 2 (ages 7-11) and Key Stage 3 (11-14. This could be for each

grade/subject relevant for in the national curriculum). Please delete text in [brackets] as you fill

out the form]

Age group/key-stage Key Stage 2, 7-11 years

Subject Design & Technology

Subject area/goal

Learning objectives

relevant for phenology

and/or GIT

When designing and making, pupils should be taught to:

Evaluate

· investigate new and emerging technologies [devices in

nature*]

· evaluate their ideas and products against their own

49

design criteria and consider the views of others to

improve their work [data reporting and interpretation*]

Cooking and Nutrition

· Pupils should be taught to: Key stage 2

· understand seasonality, and know where and how a

variety of ingredients are grown, reared, caught and

processed. * Plymouth wording in italics

Learning outcome

relevant for phenology

and/or GIT

Big ideas - Key concepts

addressed – in the

learning

objectives/outcome

selected

To understand developments in design and technology, its

impact on individuals, society and the environment, and the

responsibilities of designers, engineers and technologists.

Evaluation [Please provide info on how evaluation might be relevant to

PhenoloGIT. E.g. national exam, implication for degrees of

freedom the teacher have in deciding methods, content,

curriculum material … ]

Other comments

relevant for PhenoloGIT

Template for mapping phenology and GIS in national curriculum for England

Please use this template for the curriculum mapping. Deadline is 18/3-2016.

Country UK

Report team/Organisation Linda la Velle (Plymouth University)

50

Date of mapping 13/3/16

[Please copy the following table for each meaningful “entity” in your national context PhenoloGIT

for (equivalent to) UK Key Stage 2 (ages 7-11) and Key Stage 3 (11-14. This could be for each

grade/subject relevant for in the national curriculum). Please delete text in [brackets] as you fill

out the form]

Age group/key-stage Key Stage 2, 7-11 years

Subject Art & Design

Subject area/goal

Learning objectives

relevant for phenology

and/or GIT

Pupils should be taught:

· to create sketch books to record their observations and

use them to review and revisit ideas

· to improve their mastery of art and design techniques,

including drawing, painting and sculpture with a range of

materials [for example, pencil, charcoal, paint, clay]

Learning outcome

relevant for phenology

and/or GIT

Big ideas - Key concepts

addressed – in the

learning

objectives/outcome

selected

Art, craft and design embody some of the highest forms of human

creativity. A high-quality art and design education should engage,

inspire and challenge pupils, equipping them with the knowledge

and skills to experiment, invent and create their own works of art,

craft and design. As pupils progress, they should be able to think

critically and develop a more rigorous understanding of art and

design. They should also know how art and design both reflect and

shape our history, and contribute to the culture, creativity and

wealth of our nation.

Evaluation [Please provide info on how evaluation might be relevant to

PhenoloGIT. E.g. national exam, implication for degrees of

freedom the teacher have in deciding methods, content,

curriculum material … ]

Other comments

relevant for PhenoloGIT

51

52

Annex 4: Curriculum mapping in United Kingdom - key stage 3 Template for mapping phenology and GIS in national curriculum for England

Please use this template for the curriculum mapping. Deadline is 18/3-2016.

Country UK

Report team/Organisation Linda la Velle (Plymouth University)

Date of mapping 13/3/16

Age group/key-stage Key Stage 3, 7-11 years

Subject Modern Foreign Language

Subject area/goal The national curriculum for languages aims to ensure that all

pupils:

· understand and respond to spoken and written language

from a variety of authentic sources

Learning objectives

relevant for phenology

and/or GIT

Teaching should enable pupils to understand and

communicate ideas, facts and feelings in speech and writing,

focused on familiar and routine matters, using their

knowledge of phonology, grammatical structures and

vocabulary. The focus of study in modern languages will be on

practical communication.

Learning outcome

relevant for phenology

and/or GIT

Big ideas - Key concepts

addressed – in the

learning

objectives/outcome

selected

Learning a foreign language is a liberation from insularity and

provides an opening to other cultures. A high-quality

languages education should foster pupils’ curiosity and

deepen their understanding of the world. The teaching should

enable pupils to express their ideas and thoughts in another

language and to understand and respond to its speakers, both

in

speech and in writing. It should also provide opportunities for

53

them to communicate for practical purposes, learn new ways

of thinking and read great literature in the original language.

Language teaching should provide the foundation for learning

further languages, equipping pupils to study and work in

other countries.

Evaluation [Please provide info on how evaluation might be relevant to

PhenoloGIT. E.g. national exam, implication for degrees of

freedom the teacher have in deciding methods, content,

curriculum material … ]

Other comments

relevant for PhenoloGIT

Exchanging and analysing data should provide opportunities

for foreign language exposure; eg foreign names of species

monitored.

Template for mapping phenology and GIS in national curriculum for England

Please use this template for the curriculum mapping. Deadline is 18/3-2016.

Country UK

Report

team/Organisation

Linda la Velle (Plymouth University)

Date of mapping 24/2/16

Age group/key-stage Key Stage 3, 11-14 years

Subject Computing

Subject area/goal

Learning objectives The national curriculum for computing aims to ensure that

54

relevant for

phenology and/or

GIT

all pupils:

· can evaluate and apply information technology,

including new or unfamiliar technologies, analytically to

solve problems

· are responsible, competent, confident and creative

users of information and communication technology

Pupils should be taught to:

· undertake creative projects that involve selecting,

using, and combining multiple applications, preferably

across a range of devices, to achieve challenging goals,

including collecting and analysing data and meeting the

needs of known users.

Learning outcome

relevant for

phenology and/or

GIT

Big ideas - Key

concepts addressed

– in the learning

objectives/outcome

selected

A high-quality computing education equips pupils to use

computational thinking and creativity to understand and change

the world. Computing has deep links with mathematics, science,

and design and technology, and provides insights into both

natural and artificial systems. The core of computing is

computer science, in which pupils are taught the principles of

information and computation, how digital systems work, and

how to put this knowledge to use through programming.

Building on this knowledge and understanding, pupils are

equipped to use information technology to create programs,

systems and a range of content. Computing also ensures that

pupils become digitally literate – able to use, and express

themselves and develop their ideas through, information and

communication technology – at a level suitable for the future

workplace and as active participants in a digital world.

Evaluation [Please provide info on how evaluation might be relevant to

PhenoloGIT. E.g. national exam, implication for degrees of

freedom the teachers have in deciding methods, content,

curriculum material…]

Other comments

relevant for

55

PhenoloGIT

Template for mapping phenology and GIS in national curriculum for England

Please use this template for the curriculum mapping. Deadline is 18/3-2016.

Country UK

Report team/Organisation Linda la Velle (Plymouth University)

Date of mapping 24/2/16

Age group/key-stage Key Stage 3, 11-14 years

Subject Mathematics

Subject area/goal Numeracy and mathematics

Learning objectives

relevant for phenology

and/or GIT

· Pupils should be taught to apply arithmetic fluently to

problems, understand and use measures, make estimates and

sense check their work.

· They should also understand the cycle of collecting,

presenting and analysing data.

· They should be taught to apply their mathematics to both

routine and non-routine problems, including breaking down

more complex problems into a series of simpler steps.

By the end of key stage 3, pupils are expected to know, apply

and understand the matters, skills and processes specified in

the relevant programme of study. Pupils should be taught to:

· describe, interpret and compare observed distributions of a

single variable through: appropriate graphical representation

involving discrete, continuous and grouped data; and

appropriate measures of central tendency (mean, mode,

median) and spread (range, consideration of outliers)

· construct and interpret appropriate tables, charts, and

diagrams, including frequency tables, bar charts, pie charts,

and pictograms for categorical data, and vertical line (or bar)

56

charts for ungrouped and grouped numerical data

· describe simple mathematical relationships between two

variables (bivariate data) in observational and experimental

contexts and illustrate using scatter graphs.

Learning outcome

relevant for phenology

and/or GIT

Big ideas - Key concepts

addressed – in the

learning

objectives/outcome

selected

Pupils should apply their geometric and algebraic

understanding, and relate their understanding of probability

to the notions of risk and uncertainty.

See above, learning objectives.

Evaluation [Please provide info on how evaluation might be relevant to

PhenoloGIT. E.g. national exam, implication for degrees of

freedom the teacher have in deciding methods, content,

curriculum material … ]

Other comments

relevant for PhenoloGIT

Template for mapping phenology and GIS in national curriculum for England

Please use this template for the curriculum mapping. Deadline is 18/3-2016.

Country UK

Report team/Organisation Linda la Velle (Plymouth University)

Date of mapping 24/2/16

Age group/key-stage Key Stage 3, 11-14 years

Subject Language and literacy

Subject area/goal Teachers should develop pupils’ spoken language, reading,

writing and vocabulary as integral aspects of the teaching of

every subject.

Learning objectives

relevant for phenology

Spoken language:

· Pupils should be taught to speak clearly and convey ideas

57

and/or GIT confidently using Standard English.

· They should learn to justify ideas with reasons; ask questions

to check understanding; develop vocabulary and build

knowledge; negotiate; evaluate and build on the ideas of

others; and select the appropriate register for effective

communication.

· They should be taught to give well-structured descriptions

and explanations and develop their understanding through

speculating, hypothesising and exploring ideas. This will

enable them to clarify their thinking as well as organise their

ideas for writing.

Learning outcome

relevant for phenology

and/or GIT

Big ideas - Key concepts

addressed – in the

learning

objectives/outcome

selected

Communication with diverse peoples, experiences, cultures,

forms of language. Reaching across national and experiential

boundaries.

Evaluation [Please provide info on how evaluation might be relevant to

PhenoloGIT. E.g. national exam, implication for degrees of

freedom the teacher have in deciding methods, content,

curriculum material … ]

Other comments

relevant for PhenoloGIT

58

Template for mapping phenology and GIS in national curriculum for England

Please use this template for the curriculum mapping. Deadline is 18/3-2016.

Country UK

Report team/Organisation Linda la Velle (Plymouth University)

Date of mapping 24/2/16

Age group/key-stage Key Stage 3, 11-14 years

Subject Geography

Subject area/goal Aims

The national curriculum for geography aims to ensure that all

pupils:

§ understand the processes that give rise to key physical and

human geographical features of the world, how these are

interdependent and how they bring about spatial variation

and change over time

§ are competent in the geographical skills needed to:

· collect, analyse and communicate with a range of data

gathered through experiences of fieldwork that deepen

their understanding of geographical processes

· interpret a range of sources of geographical

information, including maps, diagrams, globes, aerial

photographs and Geographical Information Systems

(GIS)

· communicate geographical information in a variety of

ways, including through maps, numerical and

quantitative skills and writing at length.

Learning objectives

relevant for phenology

and/or GIT

Pupils should consolidate and extend their knowledge of the

world’s major countries and their physical and human

features. They should understand how geographical

processes interact to create distinctive human and physical

landscapes that change over time. In doing so, they should

become aware of increasingly complex geographical systems

in the world around them. They should develop greater

59

competence in using geographical knowledge, approaches

and concepts [such as models and theories] and geographical

skills in analysing and interpreting different data sources. In

this way pupils will continue to enrich their locational

knowledge and spatial and environmental understanding.

Human and physical geography

Pupils should be taught to understand, through the use of

detailed place-based exemplars at a variety of scales, the key

processes in:

Physical geography relating to:

· geological timescales and plate tectonics; rocks,

weathering and soils; weather and climate, including the

change in climate from the Ice Age to the present; and

glaciation, hydrology and coasts.

Geographical skills and fieldwork:

· build on their knowledge of globes, maps and atlases and

apply and develop this knowledge routinely in the

classroom and in the field

· interpret Ordnance Survey maps in the classroom and

the field, including using grid references and scale,

topographical and other thematic mapping, and aerial and

satellite photographs

· use Geographical Information Systems (GIS) to view,

analyse and interpret places and data

· use fieldwork in contrasting locations to collect, analyse

and draw conclusions from geographical data, using

multiple sources of increasingly complex information.

Learning outcome

relevant for phenology

and/or GIT

Big ideas - Key concepts

addressed – in the

learning

objectives/outcome

selected

Purpose of study

A high-quality geography education should inspire in pupils a

curiosity and fascination about the world and its people that

will remain with them for the rest of their lives. Teaching

should equip pupils with knowledge about diverse places,

people, resources and natural and human environments,

together with a deep understanding of the Earth’s key

physical and human processes. As pupils progress, their

60

growing knowledge about the world should help them to

deepen their understanding of the interaction between

physical and human processes, and of the formation and use

of landscapes and environments. Geographical knowledge,

understanding and skills provide the frameworks and

approaches that explain how the Earth’s features at different

scales are shaped, interconnected and change over time.

Evaluation [Please provide info on how evaluation might be relevant to

PhenoloGIT. E.g. national exam, implication for degrees of

freedom the teacher have in deciding methods, content,

curriculum material … ]

Other comments

relevant for PhenoloGIT

Template for mapping phenology and GIS in national curriculum for England

Please use this template for the curriculum mapping. Deadline is 18/3-2016.

Country UK

Report team/Organisation Linda la Velle (Plymouth University)

Date of mapping 24/2/16

Age group/key-stage Key Stage 3, 11-14 years

61

Subject Art & Design

Subject area/goal

Learning objectives

relevant for phenology

and/or GIT

Pupils should be taught:

· to use a range of techniques to record their observations

in sketchbooks, journals and other media as a basis for

exploring their ideas

· to use a range of techniques and media, including

painting

· to increase their proficiency in the handling of different

materials

· to analyse and evaluate their own work, and that of

others, in order to strengthen the visual impact or

applications of their work

Learning outcome

relevant for phenology

and/or GIT

Big ideas - Key concepts

addressed – in the

learning

objectives/outcome

selected

Art, craft and design embody some of the highest forms of human

creativity. A high-quality art and design education should engage,

inspire and challenge pupils, equipping them with the knowledge

and skills to experiment, invent and create their own works of art,

craft and design. As pupils progress, they should be able to think

critically and develop a more rigorous understanding of art and

design. They should also know how art and design both reflect and

shape our history, and contribute to the culture, creativity and

wealth of our nation.

Evaluation [Please provide info on how evaluation might be relevant to

PhenoloGIT. E.g. national exam, implication for degrees of

freedom the teacher have in deciding methods, content,

curriculum material … ]

Other comments

relevant for PhenoloGIT

62

Template for mapping phenology and GIS in national curriculum for England

Please use this template for the curriculum mapping. Deadline is 18/3-2016.

Country UK

Report team/Organisation Linda la Velle (Plymouth University)

Date of mapping 24/2/16

Age group/key-stage Key Stage 3, 11-14 years

Subject Design & Technology

Subject area/goal

Learning objectives

relevant for phenology

and/or GIT

When designing and making, pupils should be taught to:

Evaluate

· investigate new and emerging technologies [devices in

nature*]

· test, evaluate and refine their ideas and products against

a specification, taking into account the views of intended

users and other interested groups [data reporting and

interpretation*]

Cooking and Nutrition

· Pupils should be taught to: Key stage 3

· understand the source, seasonality and characteristics of

a broad range of ingredients. * Plymouth wording in italics

Learning outcome

relevant for phenology

and/or GIT

63

Big ideas - Key concepts

addressed – in the

learning

objectives/outcome

selected

To understand developments in design and technology, its

impact on individuals, society and the environment, and the

responsibilities of designers, engineers and technologists.

Evaluation [Please provide info on how evaluation might be relevant to

PhenoloGIT. E.g. national exam, implication for degrees of

freedom the teacher have in deciding methods, content,

curriculum material … ]

Other comments

relevant for PhenoloGIT

Template for mapping phenology and GIS in national curriculum for England

Please use this template for the curriculum mapping. Deadline is 18/3-2016.

Country UK

Report team/Organisation Linda la Velle (Plymouth University)

Date of mapping 24/2/16

Age group/key-stage Key Stage 3, 11-14 years

Subject Science

Subject area/goal Biology

Learning objectives Reproduction · reproduction in plants, including flower structure, wind and

64

relevant for phenology

and/or GIT

insect pollination, fertilisation, seed and fruit formation and

dispersal, including quantitative investigation of some dispersal

mechanisms. · Photosynthesis · photosynthesis as the key process for food production and

therefore biomass for life · the process of photosynthesis · factors affecting the rate of photosynthesis

Ecosystems · some abiotic and biotic factors which affect communities; the

importance of interactions between organisms in a community · how materials cycle through abiotic and biotic components of

ecosystems · the role of microorganisms (decomposers) in the cycling of

materials through an ecosystem · organisms are interdependent and are adapted to their

environment · the importance of biodiversity

· methods of identifying species and measuring distribution,

frequency and abundance of species within a habitat

Learning outcome

relevant for phenology

and/or GIT

Big ideas - Key concepts

addressed – in the

learning

objectives/outcome

selected

Biology is the science of living organisms (including animals, plants,

fungi and microorganisms) and their interactions with each other

and the environment. The study of biology involves collecting and

interpreting information about the natural world to identify

patterns and relate possible cause and effect. Biology is used to

help humans improve their own lives and to understand the world

around them.

Evaluation [Please provide info on how evaluation might be relevant to

PhenoloGIT. E.g. national exam, implication for degrees of

freedom the teacher have in deciding methods, content,

curriculum material … ]

Other comments

relevant for PhenoloGIT

65

Template for mapping phenology and GIS in national curriculum

Please use this template for the curriculum mapping. Deadline is 18/3-2016.

Country UK

Report team/Organisation Linda la Velle (Plymouth University)

Date of mapping 24/2/16

Age group/key-stage Key Stage 3, 11-14 years

Subject Science

Subject area/goal Earth and atmospheric science

Learning objectives

relevant for phenology

and/or GIT

· evidence for composition and evolution of the Earth’s

atmosphere since its formation

· evidence, and uncertainties in evidence, for additional

anthropogenic causes of climate change

Learning outcome

relevant for phenology

and/or GIT

Big ideas - Key concepts

addressed – in the

learning

objectives/outcome

selected

Evolution; climate change theories; origins of life.

Evaluation [Please provide info on how evaluation might be relevant to

PhenoloGIT. E.g. national exam, implication for degrees of

freedom the teacher have in deciding methods, content,

curriculum material … ]

Other comments

relevant for PhenoloGIT

66

Template for mapping phenology and GIS in national curriculum for England

Please use this template for the curriculum mapping. Deadline is 18/3-2016.

Country England

Report team/Organisation Linda la Velle, Plymouth University

Date of mapping 7/3/16

Age group/key-stage Key Stage 3, ages 11-14

Subject Physical Education

Subject area/goal Pupils should build on and embed the physical development and

skills learned in key stages 1 and 2, become more competent,

confident and expert in their techniques, and apply them across

different sports and physical activities. They should understand

what makes a performance effective and how to apply these

principles to their own and others’ work.

Learning objectives

relevant for phenology

and/or GIT

Pupils should be taught to:

· take part in outdoor and adventurous activities which present

intellectual and physical challenges and be encouraged to work

in a team, building on trust and developing skills to solve

problems, either individually or as a group

· analyse their performances compared to previous ones and

demonstrate improvement to achieve their personal best

· take part in competitive sports and activities outside school

through community links or sports clubs.

Learning outcome relevant

for phenology and/or GIT

Big ideas - Key concepts

addressed – in the learning

objectives/outcome

selected

They should develop the confidence and interest to get involved in

exercise, sports and activities out of school and in later life, and

understand and apply the long-term health benefits of physical

activity

Evaluation

Other comments relevant

for PhenoloGIT

67

Annex 5: Curriculum mapping in UK/Scotland

NATIONAL CURRICULA IN the UK: Scotland.

Background:

Education Scotland is an Executive Agency of the Scottish Government, tasked with improving the

quality of the country's education system. The creation of the Agency was announced by Scottish

Government Education and Lifelong Learning Cabinet Minister in October 2010. The schools

curriculum is therefore entirely separate from that of England and Wales.

Curriculum for Excellence for Education Scotland

In Scotland, Curriculum for Excellence is designed to achieve a transformation in education in

Scotland by providing a coherent, more flexible and enriched curriculum from 3 to 18.

The curriculum includes the totality of experiences which are planned for children and young

people through their education, wherever they are being educated.

Learning across the curriculum allows practitioners to make links and draw on a range of themes

and topics for delivering the curriculum. Citizen Science is one such theme. Citizen science should

be referred to as citizen STEM as it also supports learning in technologies, mathematics and

numeracy as well as the sciences and offers a natural opportunity for interdisciplinary learning

across the STEM subjects (sciences, technologies, engineering and

mathematics). STEM learning has been identified as a priority by the Scottish Government.

Citizen science involves the gathering, recording and analysis of scientific data by members of the

public. This is often done in collaboration with, or under, the guidance of professional scientists. It

can be undertaken by one individual or by millions of people working together

towards a common goal.

Sciences:

· Sampling, identification and classification of living things

· Formulate questions and make predictions based on observations

· Collect information and data using appropriate unit and equipment, mobile devices and ICT

· Use observations and evidence to develop an informed view and present reasoned arguments

about the wider world

68

· Collecting data about local environment and creating habitats.

Literacy:

· Talk about and discuss observations and relate to their own lives

· Ask questions to collect information and explain reasons for sorting

· Discuss in groups relationships between living things, behaviour and survival and human activity

on environment

· Use literacy skills to navigate websites and mobile apps

· Use literacy skills when using a key to identify species

· Use social media to communicate with others and produce blogs and presentations about their

findings

· Present in a variety of ways to peers, at assemblies and to the community.

Numeracy and Mathematics:

· Using counting skills when recording data

· Gather, organise and display collected information, using technologies to present

and ask questions about it

· Use mental strategies when collecting data and consider inaccuracies and error

· Estimating areas outdoors and using calculations to check estimates of size

· Using tally marks for recording

· Apply understanding of probability, use this to make predictions and informed choices and

assess risk.

Social Studies:

· Describe the effects of weather and climate on living things

· Consider the importance of environmental management

· Compare and contrast land use of a local environment with that of a contrasting environment

· Evaluate a range of data and use it to research an environmental issue

· Develop their own balanced view of an environmental issue

· Use relevant numeracy and ICT skills to interpret data from maps.

69

Health and Well-Being:

· Make connections to the community

· Bring about positive change to the school and wider community

· Recognise their own skills and abilities

· Making good use of outdoor space in the school grounds and local area

· Using data collected to make informed choices.

In curriculum areas, Expressive Arts, Health and Well-Being, Religious and Moral Education,

Sciences, Social Studies, Mathematics, Languages and Technologies there is more grouping than in

the curricula for England and Wales.

http://www.educationscotland.gov.uk/learningandteaching/curriculumareas/index.asp

Keith Ansell

March 2016.

70

Annex 6: Curriculum mapping in England and Wales NATIONAL CURRICULA IN the UK: England and Wales.

Background:

The National Curriculum for England was first introduced by the Education Reform Act of 1988. At the

time of its introduction the legislation applied to both England and Wales. However, education later

became a devolved matter for the Welsh government. The current statutory National Curriculum dates

from 2014 at which point it was introduced to most year groups across primary and secondary

education. Some elements were introduced in September 2015. The National Curriculum sets out the

content matter which must be taught in a number of subjects in "local authority–maintained schools".

The National Curriculum for Wales

In Wales, the following subjects are included in the national curriculum at the key stages shown.

Key Stage 2

English, Welsh, Welsh second language, mathematics, science,

design and technology, information and communication technology,

history, geography, art and design, music and physical education.

Key Stage 3

As at Key Stage 2, plus a modern foreign language.

Specific subject goals at Key Stages 2 and 3:

English: communicate for a range of purposes, e.g. recount and present information, instruct,

argue and explain a point of view, discuss an issue, persuade, question and explore

interpretations, convey feelings

· speak and listen individually, in pairs, in groups and as members of a class

71

· use a variety of methods to present ideas, including ICT, dramatic approaches, discussion and

debate

· use appropriate vocabulary and terminology to discuss, consider and evaluate their own work and

that of others, e.g. authors, peers

Geography: Examples of activities that can offer opportunities for skills development include:

• using an enquiry approach to encourage learners to ask and find answers to relevant questions

• carrying out fieldwork; including identifying questions for investigation, gathering and selecting

information, e.g. by observation, measurement or research, and evaluating why the information

might be incomplete or skewed, e.g. by carrying out a survey of public opinion

• using visual images to develop an understanding of places and processes, e.g. by annotating a

photograph to identify natural or human features of a locality or to identify particular patterns or

processes using maps, photographs or data to identify and analyse differences between places or

changes over time

• analysing data by sorting and sequencing, classifying or ranking to identify trends and patterns;

using a Venn diagram to explore similarities and differences

• using maps, atlases, Google Earth, the OS web site, Geograph or geographical information systems

(GIS) sites together with aerial photographs to locate places and to identify the characteristics and

patterns of an area, e.g. wind farms

• creating sketch maps that locate places and features

• answering a question by producing a structured response in extended writing

• researching an issue and holding a debate to develop

• communication skills and to demonstrate an understanding of different points of view, e.g. on a

sustainability issue

• using peer assessment; learners write text, present a report or presentation that is evaluated by

peers against set criteria for effectiveness of description or explanation

• participating in problem-solving activities about development Mathematics:

Mathematics:

Developing thinking:

Learners develop their thinking across the curriculum through the processes of planning,

developing and reflecting.

72

In mathematics, learners ask questions, explore alternative ideas and make links with previous

learning in order to develop strategies to solve problems. They gather, select, organise and use

information, and identify patterns and relationships. They predict outcomes, make and test

hypotheses, reason mathematically when investigating, and analyse and interpret mathematical

information. They describe what they have learned, reflect on their work by evaluating their

results in line with the original problem, and justify their conclusions and generalisations.

This section of the skills framework is closely reflected in the mathematical skills of Solve

mathematical problems and Reason mathematically.

Developing communication:

Learners develop their communication skills across the curriculum through the skills of oracy,

reading, writing and wider communication.

In mathematics, learners listen and respond to others. They discuss their work with others using

appropriate mathematical language. They read and extract information from mathematical texts.

When solving problems, they present their findings and reasoning orally

and in writing, using symbols, diagrams, tables and graphs as appropriate.

Developing ICT:

Learners develop their ICT skills across the curriculum by finding, developing, creating and

presenting information and ideas and by using a wide range of equipment and software.

In mathematics, learners use a variety of ICT resources to find, select, organise and interpret

information, including real-life data, to explore relationships and patterns in mathematics, to

make and test hypotheses and predictions, to create and transform shapes, and to present their

findings using text, tables and graphs.

Learners should be given opportunities to use a variety of ICT resources, including simple and

graphic calculators, presentation software, databases and spreadsheets, the internet, digital

instruments and programmable toys as tools to help develop their mathematical skills and

understanding. There is, therefore, an expectation that the use of ICT will have a

central place in activities provided for learners.

ICT:

Developing a Skills focus

73

Learners should have opportunities to develop, practise and apply the skills identified in the ICT

programmes of study: Find and analyse information, and Create and communicate information.

These clearly link with the two ICT strands in the Skills framework for 3 to

19-year-olds in Wales: Finding and developing information and ideas, and Creating and presenting

information and ideas. Learners’ progress should be evident through a developing sense of

purpose for their work, increasing competence and sophistication in their use of ICT applications,

and greater independence, both in selecting and

using resources. Safe and appropriate use of ICT should be embedded throughout

all activities. Current and emerging technologies should be covered so that learners gain an

understanding of the importance of safe, responsible and legal use of ICT at all times, minimising

risks to data, themselves and others. The learner should progress from working

safely with support and supervision to working safely, responsibly and independently, thus

ensuring their safety when using digital communications both within and outside of the school

environment. Schemes of work should allow relevant and realistic experiences

through which learners are able to develop skills for life.

Modern Foreign Language (MFL) Learners

Learners’ experience of modern foreign languages has often focused on the acquisition of

vocabulary over a range of topics. There is a need for learners to be able to transfer language and

skills, to allow learners to become more independent and to make real progress in their ability to

use the language. The revised programme of study

provides learners with opportunities to: learn about the cultures and countries of the language

they are learning through accessing authentic resources and interacting with speakers of the

language.

In other curriculum areas, there is significant similarity with the National Curriculum for England,

eg Design Technology, Physical Education; Art & Design.

http://learning.gov.wales/resources/browse-all/curriculumforlearners/?lang=en

Joanna Watt

March 2016.

74

Annex 7: Curriculum mapping in Spain

Country Spain

Report team/Organisation CPI O Cruce / CESGA

Date of mapping 7-3 - 2014

Age group/key-stage 10-11 years/ Years 4 -5 Primary

Subject Maths

Subject area/goal Maths

Learning objectives

relevant for phenology

and/or GIT

● Defining small research in numerical, xeometrical

and everyday contexts, following the scientific

method

● Approaching to scientific method through studying

some of its characteristics and its practice in easy

situations

● Using technological tools to obtain information,

solve matematical calculations, solve problems and

present results.

Learning outcome relevant

for phenology and/or GIT

● The project may lead to the approach of scientific

observation and collection of data, as well as

obtaining simple analysis from it.

● PhenoloGIT can help in providing a meaningful

context to aquire learning on real world data, that

can be turned into numerical results.

● Technological tools to learn and aquire information

will be used in the project (mobile app, geographical

informaion map) in a meaninful context

● Reasoning (classifying, understanding relations, etc.)

creation of hipothesis, creating opinion and

providing arguments, taking decisions.

● Initiation of intuitive calculation of the probability of

an event

75

Big ideas - Key concepts

addressed – in the

learning

objectives/outcome

selected

● Scientific method

● understanding process

● easy scientific practice

● numerical data management and graphical

representation

●

Evaluation - The assessment will be done with the following tools:

- Reporting on the experiences. - Assessment of the following: · Works search of information. · Use of dichotomous keys to identify species. · Use of the necessary technological tools

(mobile phone, GIT). - Preparation of schemes and conceptual maps. - Written tests with questions of various types (closed

answer, open and short answer, open and

comprehensive answer). - Monitoring student participation in all phases of the

process.

Other comments relevant

for PhenoloGIT

-

Age group/key-stage 11-12 years / 4-5 primary ed

Subject Nature Sciences

Subject area/goal Nature Sciences

Learning objectives

relevant for phenology

and/or GIT

● Learning the basics of scientific activity (learning

about events or phenomena, predict events in

nature, integrate direct observation data from direct

and indirect sources of information)

● Planning and carrying out easy projects and

research goals, defining problems, hipothesis,

76

selecting necessary material, gathering data and

analysing and extracting conclusions and presenting

them in different media.

● Using ICT to search and select information and

simulate processes and communicate conclusions

on the works carried out.

● Collaborative learning, taking care of colleagues and

tools used

Learning outcome relevant

for phenology and/or GIT

● Scientific process on nature events

● Use of ICT to gather, understand and present results

of research

● Collaborative learning

Big ideas - Key concepts

addressed – in the

learning

objectives/outcome

selected

There’s a first objective in Nature Sciences subject:

initiation to science activity, which comprises most of the

secondary learning objectives pointed out

Evaluation - - Preparation of schemes and conceptual maps.

- Written tests with questions of various types (closed

answer, open and short answer, open and

comprehensive answer). - Monitoring student participation in all phases of the

process.

Other comments relevant

for PhenoloGIT

-

Age group/key-stage 10-11-12 years / 4-5-6 primary ed

Subject Social Sciences

Subject area/goal Social Sciences

Learning objectives

relevant for phenology

● Pollution and climate change.

77

and/or GIT

Learning outcome relevant

for phenology and/or GIT

This objective is dealt in social sciences from 3 year to 6

year (with different degrees of depth). It can be related to

our project with the analysis of seasonal changes of

blooming of plants, migration of birds, etc. and relating that

to human intervention.

Big ideas - Key concepts

addressed – in the learning

objectives/outcome

selected

● climate change

● human intervention

● scientific process

Evaluation - Preparation of schemes and conceptual maps.

- Written tests with questions of various types (closed

answer, open and short answer, open and comprehensive

answer).

- Monitoring student participation in all phases of the

process.

Other comments relevant

for PhenoloGIT

-

SECONDARY EDUCATION

Age group/key-stage 12 years/ Year 1 Secondary

Subject Biology

Subject area/goal Biology

Learning objectives

relevant for phenology

and/or GIT

Learning objetives Relevant for phenology and / or GIT:

● Conduct experimental work, describe the

implementation and interpretation of results from

observations

● Determine the adaptacións that allow animals and

plants survive in particular ecosystems, paying

particular attention to Galician ecosystems

● Participate in a colaborative research project,

organizing, presenting conclusions, etc.

78

Learning outcome relevant

for phenology and/or GIT

● Identifying specimens of plants and animals typical

of some ecosystems

● Match the adaptation to the environment to the

presence of certain structures in most common

animals and plants

Big ideas - Key concepts

addressed – in the

learning

objectives/outcome

selected

-

Evaluation ● Preparation of schemes and conceptual maps.

● Make a project research about plants and

ecosystems

● Written tests with questions of various types (closed

answer, open and short answer, open and

comprehensive answer).

● Monitoring student participation in all phases of the

process.

Other comments relevant

for PhenoloGIT

-

Age group/key-stage 12-13 years / Years 1-2 Secondary Ed

Subject Maths

Subject area/goal Maths

Learning objectives

relevant for phenology

and/or GIT

Use ICT to:

◦ collect orderly and organized sets of data

◦ ellaborate graphical representations of

numerical, estatistical or real life data

◦ facilitate understanding of concepts of numerical

data

◦ Create predictions, write reports, communicate

and share information and mathematical ideas

Learning outcome

relevant for phenology

and/or GIT

Using ICT, representing data gathering in tables, taking

conclusions, predicting, making hipothesis

79

Big ideas - Key concepts

addressed – in the

learning

objectives/outcome

selected

● ICT use to understand math concepts

● elaborate graphs, tables

● present information, share

Evaluation ● Preparation of schemes and conceptual maps.

● Use info.gr to present data

● Answer a questionaire

Other comments relevant

for PhenoloGIT

Age group/key-stage 12-13 years / Year 1 -2 Secondary Ed

Subject Maths

Subject area/goal Statistics and probability

Learning objectives

relevant for phenology

and/or GIT

● Understand concepts: statistics, variables,

frequence etc. in real life situations

● use of ICT to understand, interpret and represent

data in tables, graps, polygons

Learning outcome relevant

for phenology and/or GIT

Using ICT, representing data gathering in tables, taking

conclusions, predicting, making hipothesis

Big ideas - Key concepts

addressed – in the learning

objectives/outcome

selected

● ICT use to understand statistical concepts

● elaborate graphs, tables

● present information, share

Evaluation ● Preparation of schemes and conceptual maps.

● Use a research work to set up their hipotesis

Other comments relevant

for PhenoloGIT