Tag: breadth

Deanburn Primary 6F learn about the Jacobites

On Friday 12th December, Yvonne McBlain visited primary 6F at Deanburn PS to find out about their Jacobites interdisciplinary learning. Robyn, Findlay, Cara, and Aiden volunteered to write the rest of this blog post to show everyone how much they have learned.

 We started learning about the British Royal family tree. We discovered that this went down and down to James II of England and VII of Scotland. He got exiled to France and was the grandad of Charles Edward Stewart – also known as Bonnie Prince Charlie (the young pretender). 6F made up a Jacobite character called Angus Ferguson (see our photo of Angus with the prince).

 Angus, our made up character was good friends with the Macdonalds, and went to the massacre of Glencoe.

Findlay and Aiden got to become Angus – they got asked questions by the rest of the class and had to think on their feet to answer the questions. Robyn really liked it when Aiden was pretending to be Angus and described how he fought back. We all liked it when we got to pretend to be talking in Gaelic as Angus. He had 3 children and a wife. Cara learned “Angus was in danger because he kept some Jacobites in his house with his wife and his kids so he might have got caught.

 We have also learned the Robert Burns song “Ye Jacobites by Name” which we think is an anti-war song. We think Robert Burns sympathised with the Jacobites but thought that they should stop fighting. 

We learned that the final battle on British soil was the battle of Culloden and after this Bonnie Prince Charlie left Scotland forever.   We made targes, Highland sheep and pictures of Highland cows.” The Jacobites was a great topic because we got to learn about wars in history and we got to make targes, highland sheep and Highland cows pictures in art.”

Findlay “I feel I learned that the Jacobites were intelligent at some points – not all points.”

Aiden “The Earl of Mar wasn’t very bright – he tried to get inside a castle but the ropes he brought were too short!”

Robyn liked when we learned about the old and young pretender trying to come back to Scotland – the old pretender got no support but the young pretender’s army grew from 7 men to thousands. And I really liked how it was the last battle and he was like we can do it again but he didn’t. I liked making the targes too.”

 

Yvonne McBlain was impressed by the pupils’ knowledge of these important Scottish historical events, and was bowled over by their enthusiasm for their learning. It is clear that their teacher  made powerful use of Angus the storyline character to deepen the children’s understanding of the impact of these events on real people at the time. By using drama conventions and building in skill development in technology and expressive arts, learning has obviously been very engaging for these primary 6 pupils.

More Interdisciplinary Maths at Falkirk HS

Martin Opgaard and Stuart Pearson, maths teachers at Falkirk HS are developing maths and numeracy across learning in various ways with colleagues in their school.

Most recently, teachers throughout the school used the Commonwealth Games as a rich context for their pupils to develop and apply skills, knowledge and understanding across the curriculum (type 2 interdisciplinary learning). Pupils in S1 and S2 took part in these linked learning experiences and gave very positive evaluations. For maths, these opportunities consolidated pupil skills in rounding numbers and graph work. They also calculated how foreign exchange rates might impact on visitors coming to the games. Click here to see a maths lesson presentation.

The project ended with a sharing of learning and celebration of pupil achievement at a “market-place” event in the school hall. The team of teachers delivering this project are now building pupils’ ideas and thoughts into their planning of a bi-annual version which will continue to happen during Commonwealth Games, and Olympic Games years.

Previously, FHS S1 pupils have enjoyed connecting their learning between maths, art and design and business education. Claire Jack, maths teacher developed an educational partnership with a local kilt hire business. The owner of this business worked with school staff to plan a tartan competition (click to view). This may be developed into a school tartan and a range of suitable products.

The photos show S 1 pupils learning how to measure properly for full Highland dress. Pupils enjoyed learning through this real-life context and developed their ability to interpret a range of number texts. In addition, they broadened their team working skills and explored their creativity within the constraints of a plaid pattern.

In the past, FHS teachers have also used the school’s annual Litter Pick as a context for pupils to consolidate and apply numeracy, literacy and computing skills. Click here to view a lesson presentation created by Maths staff for this IDL context.

Martin, and Stuart are now exploring topical science contexts and NASA resources (click here)with a view to creating some new and creative interdisciplinary learning for their pupils.

S5 Interdisciplinary Maths at Falkirk High School

Martin Opgaard and Stuart Pearson, maths teachers at Falkirk HS are developing maths and numeracy across learning in various ways with colleagues in their school.

In session 2013-14, they collaborated with the modern languages department and involved S5 Higher Maths pupils in the Mathematiques sans Frontiere competition run by Heriot Watt University. Pupils had one afternoon to solve 10 fiendishly difficult maths problems and provide their answers in French or Spanish. These involved creative and critical thinking, problem solving and offered pupils an opportunity to apply their maths and modern language skills in a very unusual context. The Falkirk HS team did this so well, that they reached the top 10 across the whole of Scotland, and were invited to the award ceremony at the university.

Pupils were obviously thrilled with their achievement and gained valuable insight into university life through their visit and attendance at a maths lecture there. Stuart and Martin felt that this experience complemented their pupils’ preparations for their exams really well, and built pupil confidence and understanding. Consequently they intend to make FHS participation in Mathematiques Sans Frontieres and annual occurrence.

Daily 5 and Cafe at Wallacestone Primary School.

On Wednesday 26th November Yvonne McBlain visited primary 7D at Wallacestone PS to hear what the pupils think of using Daily 5 and Cafe to develop their literacy skills.

First pupils shared their thoughts with their shoulder partner, then Zander Thomson wrote these on the board, and Mia Beveridge typed up the summary below:

Café and Daily 5 is a different way of doing literacy.  It helps us to learn independently and will be helpful in the future.  Read to Self and Work on Writing is more enjoyable and we are reading more books than we used to.

While this was happening, Gregor Fullerton and Jacob Campbell took the photos you see in this post which they felt would show how Daily 5 and Cafe worked in their classroom. You can see how organised their books and literacy tools are, and how the pupils identify and share their skill development and progress.                               

Mrs McBlain loved hearing  how enthusiastic pupils were about the difference this way of learning is making for them. She was also very impressed by how well they could explain their thoughts and opinions and use their literacy skills in other parts of their learning.

Global Storyline develops at Carron PS

Heather Nicol and her primary 6 class at Carron PS in Falkirk, are working on the Global Storyline project “Our Crop, Our Land” created by WOSDEC. Click here to learn more about this excellent global citizenship resource.

Heather’s pupils created the community of Springfield where most of the villagers rely on farming the crop Berryblush to earn their living. Each pupil has a Springfield persona which they pop in and out of during the storyline to help them understand complex global citizenship and sustainability issues. Click here to see how pupils shared their existing knowledge of farming, and here to see the daily diary of Olivia Spriengeer, one of the Springfield farmers.

Within the drama, it is harvest time and the people of Springfield are preparing to sell this year’s crop of berryblush to the highest bidder at market. (See their marvellous harvesting machines on the right). Outside the drama they have been learning about farming and global commerce and how the cost of real life crops is appropriated to each party who helps to get it to our shops. Click here  and here to see how pupil thinking has been affected by a learning experience called Banana Split, and explore pupil thoughts on why people are hungry by clicking here.

These are some of the learning activities integrated within the storyline to develop real and deep understanding of global commerce, rights, fair trade and social responsiblity and help pupils to become responsible citizens and effective contributors.

Heather’s class are really enjoying this connected learning experience which links experiences & outcomes in social studies, expressive arts and health and well-being. The storyline approach develops empathy and genuine understanding of global issues, as well as making the learning coherent and relevant to the pupils. Heather has applied her global storyline training and context building so well, that pupils asked to take some of their learning experiences home to work on them with their parents. They feel outraged that most farmers get so little payment compared to the other parties involved in getting food to us, and want to make sure others get to know about this too. Heather and her pupils will soon discover just how volatile this market can be, and how that volatility impacts on food producers around the world.

This is an excellent example of type 2 interdisciplinary learning where pupil skills and understanding are broadened and challenged through the cross-cutting themes of global citizenship and sustainability. The storyline approach and integration of drama and art and design ensure that pupils are consistently engaging in higher order thinking and reflection, which results in real progression.

Inference the Interdisciplinary Way!

Ewan Shanks, P7 class teacher at Carron PS has been developing his pupils’ understanding of inference by linking literacy and art.

Ewan explored and built on existing pupil understanding  by asking them to analyse images of Scottish inventors (their class topic as context).  

Ewan found that his pupils could say and write their thoughts. (see one group’s example on the right.) However, they found it difficult to say how they were able to make these statements. Ewan used  questioning to increase pupil awareness of how they were picking up on the clues around the people in their picture, its composition, the objects which were visible, etc.

Pupils were then asked to create a self-portrait using a simple interior composition (see left). At first, the children were too obvious with the clues they added to their pictures. Through careful questioning and discussion though, they were soon able to be infer information about their likes/dislikes, character traits, etc in a more subtle way.

To broaden and challenge pupil understanding even more, Ewan then played his primary 7 pupils various pieces of music to explore the ideas and images this suggested to them. He used various listening exercises and a staged process (see storyboard on the left) to build up to a creative writing text which demonstrated that pupils could use inference themselves. Click here to read one of the children’s stories. (You will also see the success criteria rubric Ewan and his class use as part of their assessment of and for learning)

As you might imagine, the children were very engaged by this whole process, and were able to demonstrate their understanding in a range of ways, as can be seen above. This is a great example of deep and creative learning in literacy of course, but it is also a very clever use of type 1 interdisciplinary learning. By showing pupils the natural overlaps and common features in written, drawn/photographed and musical texts, Ewan helped develop deep understanding of inference, AND higher order skills transferable across literacy and the expressive arts.

S2 IDL at Braes High School

Fiona Malcolm, Faculty Head of Social Subjects and RMPS at Braes HS worked with a range of colleagues to create an interdisciplinary unit of work entitled Braes Anatomy. Over the course of last session, all S2 pupils experienced connected learning across science, history and religious, moral and philosophical education. The theme which connected this learning was vaccination and its impact on society past and present. In science, pupils discovered how vaccination works with the body’s immune system, and in RMPS they explored the ethics of the ways in which vaccines are produced and used. During history lessons, pupils explored the pioneering role of Edward Jenner and his discovery of the first “vaccinations” as the cure for smallpox.

The overarching learning intentions for this connected learning were:

By the end of these courses, I will:

Be able to develop an understanding of medical knowledge and innovation in the past and present

Be able to develop an understanding of social, moral and ethical views on medical discoveries, past and present.

The project was launched during a history lesson, then each teacher taught their subject content discretely. Click here to see the introductory teaching presentation and here to see the final one for pupils. Pupils then used the 2 weeks leading up to their Easter holiday in their RMPS lessons to begin the task below – they completed this as a homework task. Click here to see the overall IDL homework task.

You are part of the original scientific team that discovered HPV. This is the most important scientific discovery on cancer research in the past 5 years. As such, your evidence is in demand. To keep your funding, you have to produce an article for Medical News Today sharing your findings on HPV.

You must consider the social, moral and ethical implications of your research, including the historical background.

One challenging element of the collaboration for staff was their shared responsibility for marking the pupils’ work. To help with this, each department prepared assessment guidance on their subject content – click here for science, here for history, and here for RMPS key learning points. Fiona and colleagues are still working on how best to manage the joint assessment and maintain their focus on teaching for deep understanding and higher order thinking in line with Curriculum for Excellence ideals.

Staff involved in the project are keen to develop it further this session because it obviously engaged pupils’ interest in all 3 subjects. By making the overlap between subjects evident to the pupils, staff increased the coherence and relevance of learning. Pupils have responded positively and enthusiastically, and can better appreciate how curricular learning in school is actually used and applied in an interconnected way in the workplace and by society. Despite the challenges of finding time to communicate and co-ordinate their work, Fiona and her colleagues have designed connected learning which uses an interesting theme to integrate effective assessment, and develop a shared set of skills, knowledge and understanding for their pupils.

STEM support materials for Interdisciplinary Learning

STEM Central is a very rich source of support materials for discrete and interdisciplinary learning which develops understanding of Science, Technology, Engineering and Mathematics. Click here to explore the range of learning journeys and contexts available. These resources also support planning of learning which meets recommendations of the Learning for Sustainability Report. Click here to view a second level learning journey linked to the theme of Using Water, and here to view a third level example. These documents demonstrate how to bundle related experiences and outcomes across the STEM subjects. They also show the prior learning required for the study, and the skills being developed. There are suggested success criteria, learning experiences and evidence of learning and next steps. Most learning journeys have additional “challenges” which  follow on and allow pupils to apply and deepen their understanding using an unfamiliar context – click here to see an example. The STEM website also has excellent information on how higher order thinking skills are integrated into the learning journeys.

Senior Interdisciplinary Learning Partnership

In early September 2014, Yvonne McBlain of Falkirk Council Education Services met  with Alan Christie, Community Engagement Manager and his colleague David Love of Falkirk Council Housing Services to explore potential partnership working. Alan and David had noticed links between the pupil entitlements of our education services policy Learning to Achieve, and their Housing Services’ Tenants’ & Residents Participation Strategy 2013-16. They hope to involve Falkirk young people from S5 & 6 in a Stepping up to Scrutiny Course (click to view) they intend to run between February and March 2015. The course is accredited by the Chartered Institute of Housing – level 3 (GCSE equivalent) Award in Resident Scrutiny http://glo.li/Z6MOgx . The course  takes around 5 days over 8-12 weeks and pupils will work with politicians, senior managers, residents and employment training unit participants. This would therefore be a very diverse working group which could significantly enrich the experience of the young people involved.

Initial discussion between Alan, David and Yvonne suggested that this opportunity might enhance and enrich existing course work in Modern Studies. Yvonne will also consult school pupil council representatives about the opportunity  and alert colleagues in a pastoral or careers advice role. Participation in this course offers valuable chances to challenge and apply a range of transferable and higher order skills such as: development of text analysis, interpersonal skills, team working, and a culminating task which will require pupils to collaboratively evaluate a range of data and apply systems thinking to their suggested action plan.

What is interdisciplinary learning?

 Education Scotland states that  interdisciplinary learning: “enables teachers and learners to make connections across learning through exploring clear and relevant links across the curriculum. It supports the use and application of what has been taught and learned in new and different ways. It provides opportunities for deepening learning, for example through answering big questions, exploring an issue, solving problems or completing a final project.”

The importance of interdisciplinary learning as one of the 4 contexts for learning is highlighted by this quotation. Education Scotland has just published assessment and moderation exemplar materials which show how teachers carefully select a relevant and related “bundle” of experiences and outcomes. These  exemplars (click here to view the collection) provide an assessment overview of the significant aspects of learning being developed  in one subject area, but almost always show the teacher making a type 1 connection between one or more subject areas and/or with the cross-cutting themes of Curriculum for Excellence.. Click here to see how E & Os within HWB & LIT were linked at early level. Click here to see how higher order reading skills were integrated with contexts for learning at first level. To see how modern language vocubulary skills and thinking skills within literacy were linked at second level, click here. To explore how RME & Buddhism were linked to modern life at third level, click here. These do not prescribe the way these things must be done – they simply show how teachers have planned, delivered and assessed linked learning  for their pupils. They may act as useful examples of very focused IDL which provides breadth, challenge and/or application opportunities for pupils.