GHOU and the curriculum in Northern Ireland

A changing landscape

Robert Hill

Director

Northern Ireland Space Office

New curriculum

• New curriculum for 11 – 14 year olds (Key stage 3)

• Joined up approach to learning

• Project based activities

• Core Science, Technology , Engineering and Mathematics (STEM) base

New resources

• Astronomy and Space science to be one of the key units for Key Stage 3

• All schools connected to the Classroom 2000 C2K network

• elearning environments for teacher and pupil resources

Key problems

• Need to address the decline of pupils taking up STEM activities at higher level (supporting evidence UK Case4Space review, Barstow report)

• 11-14 year olds decide on which subjects to take at 14 years old

• Science inspiring but time too short in class to grasp basic concepts

What would encourage teachers to use space related materials in science teaching and learning?

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It encourages students' enthusiasm for STEM subjects

It illustrates possible science or technology career pathways

It stimulates pupils' curiosity

It engages underachieving pupils

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ASE BNSC ESA NASA PPARC QCASchemesof Work

SetPoint

Level of familiarity with the activities or resources of the following organisations’ education related programmes

Never heard of

Heard of but notsure what they do

Familiar withactivities

Northern Ireland Space Office

• NISO jointly funded by curriculum authorities and regional development agency Yorkshire Forward

• RH asked to write astronomy and space units for Key Stage 3 by CCEA (Council for Curriculum, Examinations and Assessment)

• Integrate new Information Technology resources into new curriculum

• Develop new thematic units that can be separate or cross curricular by nature

Underneath the Stars ScienceThe aim of this unit: help young people understand the significance of the constellations and how the stars of the constellations are formed.

There are five main sections in this unit:

• 1. Discovering what a Star is and how it is formed.• 2. Exploring the life cycle of a star• 3. Using resources to look at the night sky, such as the star-finder/planisphere, Faulkes telescope • 4. Developing an awareness that the night sky changes with the seasons• 5. Exploring the causes, consequences of, and possible solutions to light pollution.

Underneath the Star Maths

There are three main sections in this unit:

• Exploring how we locate objects in the night sky using a coordinate system

• Looking at aspects of geometry, shape and design using some of the constellations

• Using Powers of Ten to generate units and numbers that are manageable, from the microscopic to the telescopic.

Underneath the Stars Religious Education Unit

The aim of this unit is to develop pupils understanding of the Christmas Star and how the existence of the universe is used to base arguments for belief in a God.

There are three main sections to this unit:• Exploring the story of the Christmas star and the possible

suggestions of explanation that have been put forward• Explore how the order of the night sky influenced the

Psalmist’s and others belief in God• Examine and question the Cosmological theory for the existence of God (existence of order in the universe – first cause).• How have other religions used celestial activity for their religious festivals and understanding of the universe?

Questions to ask

• Am I/Are we making an impact in the region?

• Who is aware of the work undertaken?

• Does my/our work relate to others visions, missions, objectives or agendas?

• Have I/we evidence of the impact?

• Can I/we influence regional actors?

• Can I/we sustain the work?

rob@spaceconnections.net

www.armaghplanet.com

www.spaceconnections.net