Tag: contexts

British Council IDL Resources and Competition

The British Council have a range of education resources which may be useful sources of ideas for interdisciplinary learning linked to sustainable and international education. Here http://schoolsonline.britishcouncil.org/classroom-resources is a link to the resource section of their website.

Click here to take a look at the Rivers of the World resource pack. It has learning experiences for various age groups linked to bundles of social subject, science, art & design and maths learning. These include field work skills to support taking learning out of the classroom.

You may have time to use any comparative river study work already done with your primary 5 & 6 pupils in this http://glo.li/1kx9OMY competition run by the British Council – see details below:

Win a trip to Totally Thames with Rivers of the World  
     
 
 
Enter your primary school into our ‘Design a River Creature’ competition
 
The prize We will pay for the winning team to take part in the Totally Thames season of events and enjoy lots of fun activities including a student workshop at the British Council and a visit to the Tower Bridge Experience.
What do I need to do?

Using the Rivers of the World education pack as a resource, ask students to work in groups of five to create an art work and an accompanying piece of creative writing. It can be based on a real or imaginary creature from an overseas country and river ecosystem.

Who can enter?

Primary Schools Years 4 & 5 (5 and 6 in Scotland)

Deanburn Primary School Global Storyline Celebration

On Friday 30th May, Liz Stephen and Laura Beattie of Deanburn PS celebrated the conclusion of their Giant of Thistle Mountain global citizenship storyline. They have both been part of the first cohort of  Falkirk teachers being trained by the West of Scotland Development in  Education Centre (WOSDEC) to deliver their global citizenship storylines.

All of the teachers who have taken part in this interdisciplinary learning have reported very valuable impact on their pupils. This includes development of pupil understanding of social justice and equality (Why is the giant so unhappy? What can we do to help?), their respect for diversity (Don’t assume the giant is bad because he is loud and scary-looking), and their critical thinking and ability to understand the importance of communities.

The pupils in Liz Stephen’s primary 1 class greeted fellow pupils, parents and other guests by miming their character role in their imaginary village of Thistle Mountain. They then took their guests on a guided tour of their work throughout the storyline and the frieze and model village they had created. Both classes had created their own giant too.

This storyline bundles a small number of experiences and outcomes from Religious and Moral Education, Health and Well Being and Social Subjects. It skillfully combines active learning experiences with drama interludes where the children are in role and have to deal with very difficult questions and issues. They are taken on a journey which effectively supports them in forming their social attitudes and emotional development. There was lots of evidence of deep understanding of the dangers of stereotyping and the value of co-operation and collaboration to build a succesful community. It was clear from the children’s readiness to take on their character role, that they thoroughly enjoyed the whole experience. (Click here to view a video compilation of the work displayed)

 Laura effectively built opportunities for pupils to apply their literacy knowledge and understanding through a before and after “role on the wall” activity. Each class created their own giant and village using their chosen media.

Liz and her class used a flip chart to capture their developing ideas throughout the project, and this was available for parents to view during their visit. It can be very difficult to capture evidence of developing learning during discussion with groups of children, and Liz found this flip chart method worked really well.

Developing literacy skills through Storyline in Secondary School

On 23rd May, Yvonne McBlain visited Falkirk High School to see Lynne Ferguson, English teacher, and her S1 class working on their Space storyline.

Lynne has continued to develop her use of this approach following initial exploration with Yvonne 4 years ago. This year, Lynne’s pupils needed to develop their listening skills in particular, so she tailored the storyline to help pupils progress these. She structured the literacy tasks to allow particular development of note-taking and the associated understanding required to do this well.   The E & Os targeted were 4-05a & 4-09a, and Lynne also integrated significant aspects of learning which she knew the pupils would need to develop for NQ5.

During this lesson, some pupils took on their storyline role as a member of the crew destined to save Earth. They were making themselves available to the world’s press who wanted to find out about their mission to initiate the colonisation of a new and unpolluted planet in order to save human kind. The rest of the pupils were in role as international press reporters from a publication of their choice. The mission director conducted the conference according to protocols observed on the news. Pupils had prepared some initial questions, but readily used their listening and notes to question statements made by the crew. There was strong evidence that pupils were developing questions from their notes and they grew increasingly skilled and direct in building on the answers of the crew. Their questions showed that they were an informed audience with deep concerns over issues around the mission, and they were increasingly probing in pursuing satisfactory answers. 

The pilot of the mission crew got a particular grilling about his lack of English and any communication issues this might cause during the journey – particularly if anything went wrong. The agriculturalist was confident that he had all of the requirements to grow food once they arrived on planet Tenalp Wen, but was a bit miffed that he couldn’t bring his dog and house it with the other beasts in the special hold. The scientist, medical officer, chief of security and supplies expert were also confident that they could fulfil their roles. Pupils were very able to apply their drama improvisation skills in conjunction with their listening to help them understand and respond. The crew answered well and increased in confidence visibly. They were able to sustain their roles with ease and all pupils made good use of factual and inferential information.

Following the press conference, pupils came out of role and were asked to pretend that lift off had happened, and the mission was now in progress. Lynne showed a video of life in the international space station during which pupils had to prepare to answer the following questions:

What is the purpose of this film (text)?  Who is the audience for the Film?

What did you learning about the environment? What surprised you about living in space?

Lynne paused the video to give pupils a chance to capture relevant notes before viewing the next section.

Lynne’s use of storyline has enabled her pupils to develop specific literacy skills within an engaging context. The storyline approach ensured that pupil voice/personalisation and choice was embedded in this work. Pupils were able to apply science knowledge and understanding through the context. They were also able to apply their drama and art & design skills in the development of their characters, setting, and the plot of their story.

Bo’ness Schools contribute to new Kinneil Museum

On 20th May 2014, pupils from every Bo’ness school worked together to create a giant Bo’ness historical timeline. Lyndsay Lennie and Hanneke Scott van Wel facilitated sessions which allowed the primary 5, 6 & 7 pupils to demonstrate their understanding &  appreciation of “the history, heritage and culture of their local area.” Another main objective was to give pupils the opportunity to show how they personally related to local history – why does the heritage of their home town matter to them?

This experience is part of wider community involvement in the re-design of exhibition space in Kinneil Museum and has proven to be a rich multi-partnership including Falkirk Community Trust and The Friends of Kinneil. 

Pupils taking part broadened their research and information handling skills and deepened their knowledge of their particular aspect of local heritage. Click here to see Blackness Primary pupils busy at their research, and click the image on the right  to view one of their presentations. Pupils were also challenged to present their findings to a wider audience than usual and to contribute to a collaborative display. They were required to analyse and evaluate the timeline and decide which events they felt had a positive impact on their community and which had a negative impact. Click on the timeline photo below to view a short video tour.

Falkirk Global Citizenship Showcase

Teachers and pupils from a range of Falkirk establishments showcased their Global Citizenship work at an event in Larbert Village Primary School on 15th May 2014.

Bo’ness Academy shared International Education and Commenius projects worked on by their S2 & 3 pupils. This work targeted a range of skills and there was great evidence of pupil research and information handling capabilities. Larbert High School pupils confidently shared a range of Global Citizenship and Sustainability work. It was obvious that they have worked in a really effective way with partner organisations like Communities on the Carron to change their local environment. The school captains have also driven the Captain’s challenge initiative which is motivating  pupils to really push their own personal achievements out with their academic studies. Click here to see a flyer or use this link  http://youtu.be/SMmsECVH3zE  to get more information about this inspirational project.

 Inchlair Nursery children spoke confidently to visitors about all of the Commonwealth Games learning they have gained over the last few months. Click http://glo.li/1idQWh7 to read more about this work. They have been really engaged by the story of Captain Bristle’s Thistles and wore their special Inchlair Commonwealth T-shirts.  Larbert Day Nursery staff shared the learning their children have  gained about the Commonwealth and the games using their floor book and examples of children’s work.

There was also lots of good primary school practice on show, linked to the Commonwealth Games theme. Teachers in Falkirk schools have been creative in their planning and delivery of lessons within the cross-cutting theme of global citizenship. They have used the Commonwealth context to make their teaching relevant and coherent for their pupils. The examples displayed showed that pupil skills, knowledge and understanding were being broadened and deepened through this work – sometimes to develop new skills, sometimes to offer a new way to apply existing skills.

Pupils have also been developing their attitudes and ability to challenge their thinking about global citizenship issues. Teachers taking part in Global Storyline training shared their development of The Giant of Thistle Mountain. These teachers have adapted this storyline for their pupils and were able to evidence extremely valuable teaching and learning around issues like stereotyping, racism, needs and wants. Pupils from Limerigg PS and Carron PS shared their learning experiences with guests. Each class involved in these storylines has created their own visualisation of the “giant” character – see some of these in the photo above. 

Isabel Ross from Scotdec attended the event and shared valuable resources and training opportunities with people who attended. The showcase was organised by Megan Farr of Falkirk Service Support and Improvement Team in conjunction with Laura Willox and her Global Citizenship strategy group colleagues. Jane Jackson and Yvonne McBlain of Falkirk Service Support and Improvement Team hope to work with this group and other colleagues to support our authority implementation of the recommendations in the Learning for Sustainability report. Click here to link to this report http://glo.li/1nIWaZW .

Moray Primary School Teachers Develop Storyline Practice

Gillian Brodie, principal teacher at Moray PS, and her Raci task colleagues have been working since last session to develop staff use of the storyline approach to enhance interdisciplinary learning. All staff agreed that they would use this approach with their pupils between January and March 2014 to link experiences and outcomes within social subjects: people, past events, and societies and other relevant areas of the curriculum. Staff identified historical contexts for learning which they felt addressed the principles of curriculum design, consulted with pupils, and then planned the learning in a collaborative and mutually supportive way.

Nursery pupils tracked Dora the Explorer’s travels across the world which will lead to development of their knowledge of the Commonwealth Games later this term. Through various activities, they have been able to develop and apply their literacy and fine motor skills.

 Primary 1 have also focused on literacy skills using the Fairyland Learning Unlimited resource as a starting point. These pictures hopefully give a flavour of the way the pupils and teachers have developed this storyline. Staff reported that pupil motivation for writing and the amount of writing produced was greatly increased by the Fairyland context. It was a very successful context within which pupils could develop their independent writing skills.

 

Most teachers have offered pupils the opportunity to choose from a range of rich homework tasks which can be done with parents and grandparents.

Primary 2 pupils led their storyline to help them learn everything they need to know about Pirates. Their teachers are ensuring that they develop skills across the technologies which extending their knowledge and understanding of piracy in the past. Click here to read the pirate code created by the pupils, and here to see and example of a power point presentation created by a pupil.

The children are revelling in their pirate alter ego characters, as can be seen from the biography here.

The primary 3 teachers are using the character of Howard Carter to guide their pupils through a range of challenges which extend their knowledge and understanding of Ancient Egypt. These challenges allow pupils to develop their problem solving capabilities, and apply skills within a small selection of relevant curricular areas.

 The pupils have also written some “little questions” which they want to have answered during their studies.

 Staff in primary 3/4 & 4 have adapted Falkirk’s own Roman storyline to meet the needs of their pupils. They are comparing the lives of rich and poor Romans and considering the conflict between the Romans stationed on the Antonine Wall and the native Celts already living here at that time.

Connor said “I learned that there’s a lot of differences – the rich ones have bigger houses and they can afford slaves… and the poor have to help their mums at home.”

Primary 5 staff and pupils are adapting Falkirk’s own Scottish Wars of Independence storyline. to broaden understanding of Scottish history and extend and consolidate a range of skills. Pupils are now creating a museum space for the exhibits they have made.

Primary 6 staff  worked with Sallie Harkness to pilot a Storyline Scotland Drovers plan. Pupils have followed Rob their young drover main character from his home in Lochaber to the Falkirk Tryst. This plan develops pupil understanding of people, place and society as well as people, past events & society within the Scottish context.

 

Staff have used the context to apply knowledge of Scot’s Language with traditional tales. Pupils were particularly worried when the prize bull of the herd went missing and they suspected he might have been kidnapped for slaughter! Click here to see their appeal for help during this incident in their storyline. 

Yvonne McBlain worked with Gillian and the raci group last session and returned on 23rd April 2014 to see how things had developed (unfortunately, she didn’t make it to primary 7 to hear about their drugs and alcohol work). Teachers, staff, SMT and pupils gave positive feedback about how the storylines have impacted on learning. It is clear that good progress is being made through collaborative planning and professional dialogue about interdisciplinary learning. Some storylines have really taken off and are ongoing. A few teachers have adapted and combined their storyline with other approaches such as rich task and big question, little question. Others can now see how they would like to adapt and improve their interdisciplinary learning through these contexts next session.

St Francis Xavier RC PS host Rich Task Open Day

On 23rd March, staff and pupils at St Francis Xavier RC PS welcomed parents, guests and members of the community into their school to share their interdisciplinary learning. Yvonne McBlain of Falkirk Council curriculum support team did her best to visit each classroom to capture a flavour of the learning which had taken place. The afternoon was a real success with a strong turnout of visitors leaving very positive feedback.                                             

Primary 1 & 1/2 classes had studied the film Monsters Inc to develop their ability to interpret digital text. Their teacher employed a storyline approach to guide their learning using the character of Boo. The class explored pattern and shape in a range of ways and worked with a parent who was an interior designer. They created a new room for Boo, complete with a new bed. Tegan enjoyed “when we made the pipes…because we got to paint them and put glitter on them”. Pupil learning linked experiences & outcomes in literacy, science and ICT.

Primary 2 used the story of Willie Wonka and the Chocolate Factory to develop their understanding of the design process. On the open day the children in each class experienced a rotation of tasks which their parents & guests could join in with. One of the tasks was making real chocolate crispy cakes.  Every classroom visited had great examples of rich task homework which pupils had self-selected.  

Primary 3 studied Ancient Egypt and most were dressed as Egyptians. Ahmad said “My favourite bit was doing my name in hieroglyphics.”

  In primary 4 Isla was an expert guide and explained the moon missions, alien creation and outdoor survival skills developed during their Space topic. She “enjoyed learning how the rockets work.”

Primary 5 pupils had studied the rainforest and linked learning in science, social studies, and developed their research and literacy skills. Primary 6 classrooms had gone all French and one even had a very large model of the Eiffel Tower in the centre of the room.

    Primary 7 had been working on a SCIAF project to develop their understanding of sustainability and global citizenship.

Staff across all stages had obviously planned thier interdisciplinary learning in a creative and collegiate way. They have impacted positively on their pupils’ engagement in and enjoyment of learning, and employed a range of approaches to “enrich” the curriculum for their pupils.

Deanburn Nursery Developing Interdisciplinary Planning

Deanburn Primary School nursery staff have been developing their approach to planning interdisciplinary learning with Yvonne McBlain, curriculum support teacher from Falkirk Education Services. They took an enquiring approach to exploring how their planning procedures could help them to identify and select related “bundles” of experiences and outcomes which were relevant for their learners. Caroline McKay, principal teacher with nursery responsibility, and Karen Stewart, senior early years officer, took an innovative approach to integrating learning through the storyline approach. During the project, Yvonne worked with the team for half a day once a week with a working lunch evaluation/planning meeting straight afterwards. The team used the storyline approach to explore how the children would engage with an initial stimulus story linked to winter and Jack Frost. Click here to read the stimulus story.

In this way, planning for next steps responded to the children’s interest and engagement with the characters and the story. Click here to see the initial simple daily plan which was trialled for use in the floor book. As suspected, this proved unsustainable as a planning procedure in the long term, but has helped the team explore exactly where and how they met the essential  elements of the NAR planning flow chart – they are still tweaking their planning formats to maximise impact, but minimise unnecessary workload. The project included an opportunity for parents to take part in the storyline and was very positively evaluated – click here to see some parental evaluation. Clicking here will allow you to see the results of the assessment activity designed to guage impact on the pupils – lots to consider from a sample assessment! Everyone involved was fascinated to observe the degree to which each child opted in and out of the storyline context while still fulfilling the learning intentions and success criteria during free play, outdoor time and group time.

 As a result of the project, the team are now consolidatng the children’s knowledge of the seasons through relevant development of specific skills, understanding and attitudes across the curriculum. Click here to see the floor book page gathering the children’s existing knowledge of spring. Karen and the early years officers have developed their use of the floor book  as a record of all of the learning taking place across nursery. They now feel that their ability to evidence and track progression in learning is enhanced by the changes they have made. As can be seen from the photo at the start of the post, the team are also developing their use of a learning wall in the waiting area to try to inform and engage parents as much as possible in their child’s learning processes. The experience as a whole has supported the team in reviewing their systems to meet the requirements of the NAR planning flowchart and improve their application of the principles of curriculum design – both for discrete and interdisciplinary learning.

Bo’ness Public PS staff develop IDL linked to local area

In March 2010, Gill Genoe, head teacher at Bo’ness Public PS, invited Yvonne McBlain, curriculum support teacher to work with her staff towards the following outcomes:

  1. All pupils in school will gain insight, knowledge and understanding of their local environment and the community they live in.
  2. All pupils will have opportunities to take learning outdoors linked to their topic.
  3. Members of the local community will be invited into school to share their experiences and expertise.

Yvonne visited in late February 2014 to see how staff have continued to develop interdisciplinary learning linked to their local area context. As can be seen from the above photo of the nursery field trip, early years practitioners have taken the children around the town while developing mapping skills, and gathering prior knowledge of the local area. When the children recognised and were able to name a particular building or place, they took a photo of “their” place, and EY staff recorded what they said. Click here to look at one of the mind maps which informed this nursery planning.

Primary 1 and primary 2/1 are developing knowledge & understanding within social studies, & applying a range of literacy & art & design skills. Click here & here to see their Bo’ness Pottery displays, and here to see some of the animal “ornaments” which they have made. Callum in P1 enjoyed “making the animal…I made a hedgehog” best, and Asher in P 2/1 liked “going down the shore to find pottery.” Pupils from Bo’ness Academy have been working alongside these two classes to support learning in their senior courses too.

Primary 2 have only just started learning about the huge role that coal mining used to play in Bo’ness – click here to see the beginnings of their storyline frieze. Their teacher is linking their literacy & social studies knowledge & understanding, while developing pupil ability to interpret a variety of sources, and identify & use persuasive language.

Primary 3/2 are developing their mapping skills & learning about significant local landmarks and buildings. They have worked with a parent helper to make a model/map of the immediate surroundings of the school, click here & here to see some individual pupil development of research & construction skills.

Primary 3 are using the storyline approach to link learning in social studies, RME & Numeracy. Click here to view their developing storyline frieze & here to see the families of characters the pupils have created to help them understand how Bo’ness harbour & trade was central to the development of the local area.

Primary 4 are working on a rich task collaboration with Friends of Kinneil. Click here & here to see some of their planned layout pages for the new Kinneil House Museum information booklet they are designing. This work enables the pupils to develop their chronological awareness, their understanding of the lives of people in the past, and their mapping skills. All of this work is enriched through direct involvement with partner organisations like Friends of Kinneil.

Primary 5/4 and primary 5 have just started learning about the buildings of local architect Matthew Steele. They will take walking tours of Bo’ness to study the variety of buildings designed by this architect and will both focus on the Hippodrome which is an historic local cinema and one of Falkirk’s main tourist attractions. While developing their knowledge, both classes will consolidate their HWB risk management skills during learning outside the classroom. They will also apply & progress their grid reference, and reading for information capabilities. P5/4 will focus specifically on the Hippodrome connection and consolidate their higher order reading skills using films as texts. P5 will make a comparative study betweeen the architectural style of Matthew Steele & other buildings of the period.

Click http://www.boness.falkirk.sch.uk/ to view the primary 6 blog which documents how they are linking their local area study to their studies for the SEPA Sustainability Award. P6 pupils will therefore develop knowledge of the environmental impact of the way Bo’ness people live, but will also extend their ability to form and express reasoned points of view, & be able to apply a range of map reading skills.

Primary 7 are developing their understanding of the history, heritage & culture of Bo’ness by studying local graveyards. By treating the information gathered during their field trips, including what they find on the gravestones, as primary sources, pupils are encouraged to interpret a range of texts very deeply. Their information handling and comprehension skills are further developed when using the national census and other official sources to build up their own interpretation of a typical Bo’ness family in the past. Click here to view an example of pupil work from the 1911 census. Through this and other work, they will develop their ability to analyse information and synthesise it through elements of storyline.

The local area context has proven to be a rich, valuable and sustainable context for learning which is open to a range of interdisciplinary connections across the curriculum. Teachers have developed the initial concept with confidence and creativity to enhance the knowledge, skills and understanding of their pupils and involve parents, grandparents and members of the local community very effectively. Pupils now show interest and pride in their local area and classes now sometimes meet and share their learning while out on their various field trips.

Interdisciplinary Learning at Head of Muir PS

Yvonne McBlain from Falkirk Education Service Support and Improvement team gathered some good interdisciplinary learning practice during a validation visit at Head of Muir Primary School on 10th and 11th February 2014.

Alan McNab’s primary 6/7 class were learning about WWII – click here and here to see their fantastic classroom displays. Alan is using the storyline approach – click here to see a family biography and find out whether the pupils decided to evacuate the children in their household. Alan had carefully planned opportunitites for his pupils to develop and apply their literacy skills within this context.  Click to see posters and war leaflets where his pupils develop their note taking, writing and reading comprehension skills. Click here and here  to see how Alan enabled pupils to apply numeracy and technology skills within the WWII context. Alan is very effectively linking small numbers of experiences and outcomes to make learning relevant and coherent for his pupils. He is also making sure that his pupils are aware of which skills are being developed within interdisciplinary learning and showing pupils that these skills can be transferred to many tasks.

Nicola Taylor, primary 3 teacher, took a very creative and responsive approach to planning learning within the Vikings context. She initially used a collection of stimulus objects to encourage pupils to come up with questions about the Vikings (click to view a KWL Viking Shield). She was then able to plan learning intentions, success criteria and learning experiences which would enable pupils to evidence progression in their learning linked to SOC 1-02a & 1-04a, and LIT 1-01a. Click here and here to see some of the tasks she designed to help answer the questions her pupils had. They were particularly interested in what the Vikings ate – click here & here to view specific literacy tasks. Click to see another example of a text created by a pupil which allows the application of literacy skills within the Viking context. As can be seen from the photo below, Nicola and her pupils had turned their classroom entrance into the exterior of a Viking home, and pupils are now A Viking  in their longships (click to view).