Tag: literacy

June 30, 2017

Real Life IDL at Langlees Primary School

Between 1^st and 29^th June 2017, primary 5 pupils at Langlees Primary School worked with their teacher Ashley Turnbull & Yvonne McBlain, curriculum support teacher, Falkirk Children’s Services to try to solve a real-life problem. Some members of the class had previously worked with Jane Jackson, curriculum support teacher & with Grounds for Learning to have part of their playground landscaped. They launched their wonderful new outdoor play area in spring 2017, but could not then use it because of their local cats!

As you can see from the photo below, the cats were using the gorgeous new sand pit as their toilet! This meant that pupils at Langlees couldn’t use their fantastic new play area. Dylan and Iona from primary 5 have written the following blog post about how the class tried to solve this problem – Jane and staff at the school had previously tried various solutions, and wanted to offer the children themselves the chance to explore possible options.

First we figured out what the problem was and then we had a look at the sand pit. We estimated how long the sand pit was in metres, then we made a decision about how we thought we should solve the problem. We tried to count how many cat droppings there were – about 42 we thought!

We worked in pairs to decide what we thought was the best solution – replacing the sand, making a cage, etc.

Then we made little models of what we thought might help solve the problem. We made these out of pipe cleaners and damp sand.

We also researched and found out about cat sensors and alarms. Then we researched about toxoplasmosis – this is a disease you can get from the cat poo. 4 of us did more detailed research and gave a power point presentation to the class.

Next we had a closer look at the 3 best cat alarms and the class voted for the one they felt was most effective – Alarm A. We also thought about getting a cover for the sand pit. We were worried that the cat alarm wouldn’t stop the cats from doing the toilet – it might take a while to work. So we thought we should get both to help the cat sensor to take its time to work.

We knew our estimated measurements weren’t good enough for ordering our cover. We took a metre stick and some cones outside so that we could measure the sand pit properly. We needed to know how big the sand pit was for our cover and to check how much distance the alarm sensor could cover. We took the measurements back into class and talked about a long jump cover which Mrs McBlain had found online here http://longjumprunway.co.uk/sand-pit-cover/

Then we felt we were ready to go and see our head teacher and the other adults in school who would have to help us look after our sand pit. We planned what to say to them, and chose 3 people to be the voice of the whole class. (Kai, Gregor & Amy).

On the 28/6/17 the meeting happened in the Mrs McGlynn’s office. The next day Mrs McBlain came back to hear what the outcome of the meeting was. Kai, Gregor & Aimee did a speech and told us that the outcome of the meeting was to replace the sandpit with rubber tiles.

We all showed how we felt about the outcome using our thumbs –

Up = 6 Middle = 6 Down = 2

Then we had a think about what we learned throughout the journey of solving our Sandpit Problem. Take a Look below

As can be seen from the Smart doc image above, pupils felt they had progressed well with the project success criteria they set. Ashley and Yvonne had a very brief opportunity to review the impact of this work on the pupils. They agreed that the children had risen to the challenge of working with others as part of a team – enabling the class to listen more effectively to others while they focused on the job in hand. This project linked experiences and outcomes in Health and Wellbeing, as well as developing key listening, talking and reading skills in Literacy across learning. During the project pupils had a chance to apply other skills they had learned in Technology and Numeracy.

May 11, 2015

Moray PS do powerful IDL Storylines

Over the last few school sessions, staff at Moray PS have been developing the methodology they use to deliver interdisciplinary learning. Gillian Brodie, principal teacher, and a working party of teachers within the school have researched and developed the storyline approach and taken part in training sessions and development work with Sallie Harkness and Dr Joyce Gilbert. They have admirably supported colleagues in their use of storylines with classes at all stages in the school. Initially, each teacher delivered a storyline from an existing plan, but now some teachers are beginning to adapt and make storylines creatively with their pupils.

At second level teachers are using characters and storyline devices to connect science, literacy and numeracy experiences and outcomes through contexts such as Space, and study of the sinking of the Titanic. Moray pupils gained deep understanding of Edwardian life and society, maritime history and bereavement through their study of the Titanic disaster. (see cabin model picture right). Primary 7 were challenged by a character called Doctor Diabolical to solve a range of scientific problems through their Captain’s blog (click here to visit) and the Don’t Panic Corporation.

Primary 3 & P3/2 officially opened their storyline Zoo on 29th April with a very large and excited audience attending. During their storyline, pupils adopted zoo keeper characters to inspire their development of research and literacy skills, and their knowledge and understanding of the habitats and needs of different animals. They created their zoo creatures and set up the care regimes required to keep their animal healthy and happy.

As can be seen from the photos, pupils also developed technology skills through rich task homework which could be done with parents and carers. When asked what they thought their most important learning during their storyline had been, Ellie said “That sometimes keeping animals is hard work…You’ve got to look after them … I had fun feeding the animals. We like to keep the animals so they don’t get lost (become extinct)”. Holly said “They escape…the turtle escaped and he died…probably because he was hungry”.

Staff at Moray PS are finding storyline methodology enables them to connect relevant areas of the curriculum through a context which really engages their pupils. In addition, the key questions and pupil involvement in developing the story, enables teachers to truly respond to pupil prior/existing knowledge and deliver learning in a way which is meaningful to the whole child (emotions and all!) This was clearly evidenced when Oliver in Miss Mitchell’s primary 1 class enthusiastically grasped the floor book created by his class during their “People who Help Us” storyline, and pointed out all of the learning experiences which he so obviously relished. His favourite learning was “Big walk to look at houses… and booking a holiday on the train with nana.”

April 22, 2015

BBC Ten Pieces as Creative Interdisciplinary Learning

Primary 5 pupils at Wallacestone PS, and primary 6 pupils at St Mary’s PS have now completed their final video responses to the BBC Ten Pieces project. Click here to read more detail of the process pupils went through with their music teacher Audrey Mackay.

Click here to see Wallacestone pupils’ “A Very Small Car in a Very Large School”

And here to watch St Mary’s pupils’ “Inspired ”

These videos clearly show the power of real interdisciplinary learning. Pupils have clearly developed their music and ICT skills, but this project/context for learning has also developed higher order skills such as analysis, synthesis and creativity. In addition, these successful outcomes would not have been possible without effective team work and collaborative problem solving.

Audrey will provide every child with a hard copy of their creation to share with family members. She now plans to develop pupils’ reflection, self-evaluation and literacy skills through peer interviews about the whole creative process.

April 20, 2015

Great Arty Collaboration at Comely Park PS

On 27th March, staff and pupils at Comely Park PS proudly presented their successful collaborative work with The Park Gallery. This project was initiated by the gallery and was inspired by Ruth Nicol’s exhibition, Three Rivers Meet which combined landscape painting with poetry. The project links to Falkirk’s successful Creative Place Award and encouraged pupils to look at their place and select their favourite icons of the area.

Ruth Nicol is an award winning Scottish Contemporary landscape artist based in Edinburgh. In her exhibition Three Rivers Meet she is inspired by Alexander Moffat’s “Poets’ Pub”, and investigates the landscapes of the seven great Scottish poets. She worked directly with 8 P7 pupils from Comely Park School in her Edinburgh studio, where they produced their own landscape paintings of well-known Falkirk landmarks. The pupils had to go through a selection process to be one of the final 8 who learned new techniques and created the stunning works included in this post.

Zara said it was “A really different experience from what we were used to.” Her partner Megan said “I was really glad I put my name down. I loved being in the real artist’s studio. It was great to work with Ruth.”

Reid and Amy chose to depict the Kelpies and said “It was really easy cos we’re best friends. I drew the background then we did a horse each.”

Heather and Lisa said “I just enjoyed a bit of everything about the paint – we sprayed, and painted and chucked everything, then it really started to come to life when we added parts in.”

Tomi said “I think my favourite bit was actually going to the artist’s studio. I’ve wanted to be an artist since I was 5”

Yvonne McBlain and other invited guests were highly impressed by the whole occasion and the work shared. The paintings took centre stage, but the poetry linked to their local area produced and read by the pupils was well-written and moving. It was obvious that teachers Gillian Hepburn and Gillian Cain had maximised the value and impact of this interdisciplinary learning for their pupils in partnership with Ruth Nicol, and Barbara Murdoch, visual arts assistant with Falkirk Community Trust. Comely Park PS has a Makar named Ruby, who read her poem inspired by her local area and said “I like writing poems – it’s another way of expressing yourself.” Click here to see Barbara’s record of the second of the studio visits.

Ruth Nicol said:

“Working with the pupils and staff of Comely Park School was very exciting and has been a privilege. The creativity, commitment and expression of all the pupils was evident to see. I hope everyone enjoys the paintings and poems we have made together.”

April 2, 2015

S2 Design Unit Update at Braes HS

Alison Morton and colleagues in the art department at Braes HS continue to develop and improve their S2 design unit. Since their initial development of Curriculum for Excellence courses for S2 in art and design in session 2011-12, they have adapted their unit through collaborative working within their department, and with student teachers and a graphic designer. Yvonne McBlain initially worked with Alison to build in elements of Teaching for Understanding and link pupils’ learning to other parts of their S2 curriculum.

These course developments and collaborations succeeded in deepening pupil understanding of the ways product packaging persuades consumers. Alison, Yvonne and Janine White from the English department, shared this work at the Scottish Learning Festival in 2012. Yvonne also shared how elements of the storyline approach contribute to this pupil understanding at the 6th International Storyline Conference on Saturday 28th March 2015. She was able to pass on the impact and images of current S2 pupil work following a recent chance meeting with Alison. Delegates attending Yvonne’s workshop at the conference were enthused by the idea of building small elements of storyline into their practice at secondary level. Some of them had not previously appreciated the impact the use of characters and setting could have in subjects across the curriculum. They were also struck by the idea of product packaging as a “text” which could be analysed and evaluated in the same way as a written text or digital image. They felt this approach could help them develop subject-specific skills while also addressing their responsibility for the development of transferable literacy skills.

Braes HS is developing interdisciplinary connections across all departments, with teachers looking for opportunities to take full advantage of natural overlaps between subjects in order to deepen and enrich pupil learning. Read more about Falkirk’s contributions to the 2015 Storyline Conference by clicking here.

March 25, 2015

Falkirk Schools Do BBC 10 Pieces!

Audrey Mackay, primary music teacher at Wallacestone PS and St Mary’s RC PS, has been working with pupils on the BBC 10 Pieces initiative. Click here to learn more about this project.

A number of her classes have been listening and responding to classical music during the “Ten Pieces” project. This project is designed to introduce young people to the world of classical music in a fun and interesting way. Primary 7 at St Mary’s RC PS have been particularly inspired to create their own response to the music by working together to compose a fusion between the opening bars of Beethoven’s 5th Symphony, the familiar theme from Greig’s “In the Hall of the Mountain King” and Scottish Composer Anna Meredith’s body percussion piece “Connect”. The class are now in the final stage of rehearsing and hope to complete the video of their composition in the next week.

At Wallacestone PS, primary 5 classes attended the launch of the project at Cineworld in October and have been studying the various pieces during their Music lessons. Primary 5D chose Anna Meredith’s “Connect it” as the piece they would like to create a response to – click here to watch a performance of this piece. In co-operative learning groups they created their own body percussion compositions. Their performances were videoed for evaluation in class .

Primary 5E chose “A short ride in a fast machine” by John Adams. Their response was completely different to the other class. A suggestion from one child about playing the music whilst running his remote control car round the classroom led to a filming project in and around the school. Video clips were taken in various locations and then edited using Moviemaker. Whilst some children were filming others were experimenting with the mp3 track of the music and Audacity. The children were able to select how much or little of the original to use and then experiment with Audacity’s various features. After consultation with the class, one track was chosen to be the sound track for their film and was further edited using Audacity. The film is now in its final stages of editing and will hopefully be completed by 25 March 2015.

Audrey’s work is a good example of interdisciplinary learning, with pupils applying their musical literacy analysis skills while broadening their understanding of music in our society. The pupils have been able to use personalisation and choice and develop their creativity and ICT skills while creating their responses to their chosen pieces. Pupils will also develop understanding of how each subject within the expressive arts can be combined through a performance.

February 9, 2015

Grand Space Library opening at Wallacestone PS!

Primary 5E and Primary 5D at Wallacestone PS have been working together to develop their enterprising learning. On Friday 6th February the children and their teachers Mrs Davidson and Miss Eaglestone were delighted to welcome a great turn out of guests. Click on the photo on the left to watch the eagerly awaited moment when guest of honour, Yvonne Manning, officially cut the ribbon and declared the primary 5 Space themed library open.

This event celebrated interdisciplinary learning which the pupils and teachers of both classes have developed since last October. Cameron, 5E said “We wanted to learn new stories and have a greater imagination of books to read…We wanted to turn the room between our classrooms into a library. We all came up with ideas then voted for a space theme – it was a tie between a jungle and space but space won by a point!”

Cameron liked making the bookmarks for the books – he enjoyed being able to “design it however you liked”. Megan, Zoe and Leoni from 5D enjoyed doing the drawings for the library – they liked choosing whether “to do a space man or a rocket”

The children began their project by considering how they could use their quiet room – thinking about how to create the right atmosphere to encourage good reading and use of imagination. Click here to see all of the stages involved in creating the library.

Take a tour of the project display by browsing the photos below and watch the impromptu video of their library made by the children during the event.

Mrs Davidson and Miss Eaglestone carefully structured this learning so that pupils led as much of the learning as possible during this project. The enterprising skills across learning pupils progressed include: working with others, problem-solving, managing self and others, literacy – talking, listening, reading and writing, numeracy. Pupils also developed their creativity in a whole range of ways – most noticeably through their art, design and technology work in the library itself.

January 12, 2015

Primary 5H Use Music to Improve their Writing

Emma Holmes (probationer teacher at Carron PS) and her primary 5 pupils have been using music to help them develop their reading and writing skills. They listened to Mussorgsky’s Night on the Bare Mountain (click to listen) and used their reading strategies to explore the music like a text. First they discussed the title and what it could mean, then they created word banks to describe what they heard as they listened. The next steps were to storyboard their interpretation of the music and, finally, to create their own piece of writing.

Working in this way had a very positive effect on the writing the pupils produced. They found it easy to use their imagination when writing, and were able to write more than usual. The pupils created structured stories which were interesting and creative. By exploring what they felt was inferred by the music of Mussorgsky, they were able to produce longer, more detailed and stimulating stories.

Mrs Holmes was pleased that the pupils were able to transfer elements of their learning to another context. This happened when pupils attended a performance of The Wizard of Oz in school. By chance, part of Mussorgsky’s Night on the Bare Mountain was used during the performance. Primary 5 pupils reacted immediately when they heard it and were able to say that it was used for dramatic effect and to explain its specific purpose at that point in the performance.

December 18, 2014

Interdisciplinary Learning at Falkirk High school

Yvonne McBlain was pleased to be able to meet with teachers from Falkirk HS to explore how they have been developing interdisciplinary learning across the school. James Thomson, Head of Language faculty and his colleagues Amanda Gouther and Melanie, shared two collaborations taken forward this session.

The first involved English, Social Studies, PSE and Pupil Support staff, and took place over 2 weeks for S2. Staff in all of these departments recognised a need to develop pupil ability to speak confidently and well in public. They had observed that many pupils lost confidence between S1 and S2 in their ability to apply their skills to structure and deliver a verbal presentation. Consequently, staff worked together to plan a series of tasks which used social studies content as a focus for the pupils’ final presentations, which were delivered in English. In this way, staff were able to co-ordinate their course content with minimal change or disruption to their unit plans and normal timetables. The experience built into a cross-year competition which raised the profile of these skills for learning, and allowed pupils to appreciate their own, and others’ progression.

The second IDL development also involved S2 and was a collaboration between Modern Languages and HE. Each subject planned activities which were delivered within their usual timetable. In the early stages, most took place discretely, but then culminated in more obviousl integration of subject learning when pupils opened and ran their French Cafe. Pupils developed their knowledge of French vocabulary by using this in Home economics. They tried samples of traditional French food and used role play to deal with currency conversion between Euros and Sterling. Teachers used co-operative learning strategies to ensure that pupil groups had specific responsibilities for setting up and running the cafe. The pupils had real customers and were able to apply their conversational use of the French language and money-handling skills as well as the obvious and valuable social interaction. Staff built assessment of agreed criteria into the learning experience via a pupil quiz, and this learning experience proved very motivating and engaging for the pupils involved.

James also shared a planned IDL activity for December 2014 linked to the famous football game truce which took place in No Man’s Land 100 years ago between British and German troops. This will be called Joyeux Noel and will involve S3 modern languages and history pupils. He hopes that pupils can attend a special film screening and use associated resources to develop their knowledge and understanding of the conflict, as well as offering an opportunity to develop and use language skills.

November 27, 2014

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.