Category: Health and Wellbeing

Active Learning in Health and Wellbeing using Smart Notebook software on a Smart Board interactive whiteboard

Malcolm Wilson, ICT Curriculum Development Officer in Falkirk Council Education Services Curriculum Support team, organised and supported a hands-on continuing professional development session presented by Anne Forrest of Steljes for staff from primary schools in Falkirk on the use of Smart Notebook software with the Smart Board interactive whiteboard to support active learning in Health and Wellbeing.

Anne Forrest guided participants through hands-on use of a host of interactive techniques using Smart Notebook software with the Smart Board which a teacher could use to support learning and teaching in the classroom in health and wellbeing. These included different ways of using tools like the magic pen tool (to zoom in, magnify, spotlight, and fade out annotations), object animations to provide feedback, rub and reveal, move pictures to reveal, hyperlinked objects on images, pulling items to self-correct, matching images within tables, page activity recording. The variety of different gallery items from images to engaging interactive tools such as timers were illustrated in health and wellbeing activity contexts, as well as how to adapt the host of lesson activity toolkit pre-created game-type interactives to any topic. Hands-on use of the resources on the Smartboard by participants illustrated how the activities can be used to help engage pupils in their learning.

There are also many free pre-created templates and question sets ready to be downloaded and adapted by teachers from Smart Exchange to suit the needs of their own pupils. Click here for the online Smart Exchange site where these can be downloaded.

Anne Forrest made her resources available to all participants, which can be accessed by clicking here (note that a Glow username and password is required to access these resources).

Feedback from participants included:

“Excellent with clear explanations and practical examples.” HK – Bonnybridge Primary School

“Excellent presenter.” MS – Kinnaird Primary School

Airth Nursery Class – Larbert NHS Site

Airth Nursery Class have also embarked on the Outdoor Learning Early Years Project.  They are visiting the Larbert NHS Woodland Site on a regular basis.  A group of 10 children are off-site every week on a Tuesday for the full nursery session.  Karen Thomson, Senior Early Years Officer, Falkirk Council Curriculum Support Team, visited the group on 30th April.

 It was clear that the children are becoming more confident in this new exciting environment and they were able to explain to Karen what they like to do in the woods and where they like to explore.

During the session, it was clear to see that the children are experiencing a wide range of Curriculum for Excellence Outcomes and Experiences for example:-

The children noticed that there were more ‘flowers’ (daffodils and dandelions) than their previous visit.  They are discussing and examining the changes that have occurred since they were last here.   (I explore and discover the interesting features of my local environment to develop an awareness of the world around me.  SOC 0-07a) 

 On the walk to the woods, one child decided to count the dandelions at the side of the path.  (I am developing a sense of size and amount by observing, using and communicating with other about things in the world around me.  MNU 0-01a).  She discovered that there were “80 dandelions!”

It was one of the few sunny days that we experience in Scotland and the children noticed that their shadows were cast onto the path.  They asked the question “why is my shadow in front of me but when I turn around it is still there?”   This began a conversation about where the sun was in the sky and how this has created the shadow there.  Later on in the session, when the sun had moved, the children recalled this discussion and noticed that “my shadow has now moved to the side of me”  (By observing and recording the sun and moon at various times, I can describe their patterns of movement and changes over time SCN 1-06a). 

We then went for a walk around the pond.  The children were keen to feed the ducks and tried to attract them over to them.  Where the children were standing was very mucky and the children commented that they should move to another spot as the ducks would not come over in the muck.  We discussed that we might have to be a bit quieter as they may be scared of us. 

At the water the children also explored a variety of objects and whether they would sink or float and which object made the biggest splash!

Throughout all these child directed activities they are developing a curiosity and understanding of their environment and their place in the living, material and physical world.

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St Andrew’s Nursery Class – Outdoor Learning

St Andrew’s Nursery Class are the latest nursery to embark on the Outdoor Learning Project.  Karen Thomson, Senior Early Years Officer, Falkirk Council Curriculum Support Team, has supported staff, pupils and parents in the development of this programme.

Having met with staff and identified a site within Callendar Park, Karen met with parents to offer an information session (click here for presentation).  Some of the staff also visited another nursery to see how they ran their outdoor sessions as part of the preparation to getting off-site. 

The main aim of the project is to give children the opportunity to explore and play in the natural environment, using it as a stimulus for learning.  The children are actively encouraged to self-assess the risks and challenge themselves in this new exciting environment.  During the first session, the children took part in a number of activites:-

Measuring – children used a variety of materials to measure their hand, arm, leg and height and compare the sizes.  (I have experimented with everyday items as units of measure to investigate and compare sizes and amounts in my environment, sharing my findings with others – MNU 0-11a).

Sorting and Matching – the children found a variety of objects and brought them back to camp.  They were then involved in the discussion how to categorise these – this became a detailed discussion as some children were wishing alternative categories.  “I want to put the green leaf in the green pile and not with the other brown leaves”.  The children also discussed at great length how to sort the varying sizes of sticks and how to tell the difference between a stick and a twig.  (I can match objects, and sort using my own and others’ criteria, sharing my ideas with others – MNU 0-20b).

It was then decided that the children would go exploring to see what else we could find.  A group of children found a huge puddle that ran all the way under the bridge and had a fantastic time splashing and playing the water – they were very wet!!  We also found frog spawn at the side of the water which has brought to life the Spring/Life Cycle Topic they are currently investigating in nursery.

A great first session in the woods!

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Stirling University – Outdoor Learning

Initial Task - Den Building

Karen Thomson, Senior Early Years Officer, Falkirk Council Curriculum Support Team was invited to facilitate an Outdoor Learning session  for Third year initial teacher education students at Stirling University. The students were provided with a brief overview of how Outdoor Learning has developed in early years establishments over the last year.

The students then took part in a variety of different activities ranging from den building to  storytelling.  Here are some of the comments received from the students:-

“Unlike the weather, the morning we spent with Karen was fantastic.  Not only was it great fun and full of inspiring ideas, but I feel it’s really given me the confidence I was lacking to take children outside and utilise the natural resources we are surrounded with.  I’ve since contacted a local nursery and I’m scheduled to spend time with them during their forest school sessions.  This will help develop my knowledge and confidence further in this aspect of teaching, however without Karen’s enthusiasm its not something I would probably have done.”  

“The session served in the first instance to help when dealing with concerns from care-givers on the risks associated with outdoor learning, Karen and Laura highlighted that the use of research and associated data on accidents would be key in allaying concerns.  The practical element of the lesson highlighted the opportunities for cross curricular learning with the literacy and story telling exercises, numeracy with the clock making, learning new skill, taking risks through novel physical activity and hopefully the children then becoming advocates in their own households when they return home expressing the enjoyment they have had during the lesson.”

 “The session was great, I really enjoyed the teaching ideas for the early level, such as finding the numbers hidden in the woods, and making a clock to teach time. I feel a lot more confident about taking learning outdoors and can’t wait to try out some of the ideas!”

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Creativity – What Is It?

Gayle Martin, Arts & Culture Officer, Curriculum Support Falkirk Council is working in partnership with Stirling and Clackmannanshire Council to develop Creative Learning.  Gayle recently attended a presentation by Sheila Paige of Education Scotland who is leading Creativity Across Learning, which is a creative review across a range of education establishments in Scotland.  The review will complete in June and results will be published in September.  As part of this Sheila was able to share how Education Scotland has defined Creativity, which is listed below:

 Definitions of Creativity

 Creative skills, sometimes referred to as capacities, include being:

  • Inquisitive
  • Open-minded
  • Able to harness imagination
  • Able to identify and solve problems

 We also define people who have well-formed creative skills as being:

  • Confident in their right and ability to influence change

 These organisers are used to describe more fully those key learning behaviours which will support the development of these skills and capacities.  The following list aims to expand these concepts.  It is not exhaustive but includes:

  • Being curious
  • Registering patterns and anomalies
  • Drawing on previous knowledge
  • Researching productively
  • Formulating good questions
  • Defining problems
  • Exploring multiple viewpoints
  • Functioning with uncertainty
  • Lateral thinking
  • Hypothesising
  • Synthesising and refining multiple options and viewpoints
  • Inventing
  • Crafting, delivering and presenting solutions
  • Applying discipline and resilience
  • Evaluating impact and success of solutions
  • Identifying next steps in refinement or development of process

We would also expect children and young people to become increasingly:

  • Motivated and ambitious for change
  • Confident in validity of their own viewpoint
  • Able to apply a creative process to other situations
  • Able to lead and work well with others

Active Literacy and the Specialist Subject in Primary

Sharon Wallace, Effective teaching and learning teacher, Curriculum Support Team delivered an Active Literacy workshop to the Primary Specialists team. Specialists in P.E., Music, Modern Foreign Languages, Art and Drama examined the connections between their subject area and active literacy. We examined the literacy skills needed for each area which included: subject specific vocabulary, visual literacy, sharing ideas, following instructions, interpretation of texts and presenting.

Feedback from colleagues included:
“Will work with class teachers to enable pupils to create a piece of writing linked to work carried out in a drama session”
“This builds confidence and encourages me to do more. Will use Victoria Libraries and GLOW links as suggested”
“Makes me more aware that a lot of what I am doing already links well to active literacy. Makes me more confident”
“I will get my pupils to work more in pairs (Reciprocal teaching) to improve their communication skills”
“Some practical ideas of how to include Active Literacy in a specialist lesson”
“To work co-operatively with the class teacher to enhance active literacy in music class”

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First Outdoor Learning Network within Falkirk

Jane Jackson – Outdoor Learning Development Officer of the Falkirk Council Education Services Curriculum Support Team organised the first Outdoor Learning Network within Falkirk.

The outdoor learning network has been established to assist schools with delivering CfE through Outdoor Learning.  As well as giving opportunities for colleagues to share good practice the network will link schools with outside providers who can help with the delivery of outdoor learning.

Comments from participants have included:

“Great meeting last week.  was very pleased to be part of it so thanks for inviting me along.”

LGBT Young Person Group FKInclude

Marian Boyle Curriculum Support Officer Health and Well Being in Falkirk Council Education Services Curriculum Support Team supported the implementation of LGBT Young Person Group FKInclude. This is the new Falkirk group for lesbian, gay, bisexual and transgender young people and their friends and allies aged 13-26.This group runs every Thursday.  It  is an inspiring, fun and great place to be! There is a programme of weekly activities, which include workshops on young people rights, sexual health, ‘coming out’, mental health, the National Youth Council, LGBT History Month and Film nights, to name but a few. Workers and volunteers are also on hand for check-ins, support, advocacy and information.If you would like to be kept up to date with information about the group and other opportunities, please go to  www.lgbtyouth.org.uk/Falkirk

Quality P.E.- The 2 Hour Target

Morag Simpson, Physical Education Lead Officer in Falkirk Council Education Services, Curriculum Support Team has been engaging in series of meetings supporting the delivery of quality physical education in Falkirk primary schools. These meetings with Headteachers of the Larbert and Falkirk cluster primary schools were to explore a variety of ways in which schools were able to meet the delivery of the 2 hour target to fulfil the pupil entitlement. These discussions provide the means to share different solutions to the different contexts in relation to staffing, accomodation and resources to name but a few.