Tag: motivation

Denny PS makes BBC 10 Pieces into Powerful IDL

IMG_2341Catherine Cybulska, primary 5 teacher, and Susanne Bell, Youth Music Tutor, at Denny Primary School used the BBC 10 pieces project to truly enrich and link their curriculum for pupils. Primary 5 were among many Falkirk classes who attended the premier of 10 pieces at Falkirk Town Hall last autumn, but went on to become one of only 4 Scottish winners. Their “prize” was to host a Scottish Symphony Orchestra-led BBC 10 Pieces music takeover day which happened on 23rd March 2015. Mrs Cybulska and her pupils are also learning how to the play the violin from scratch and are enjoying their lessons from Mr Atkinson, their music tutor.DSCN0180

These musical experiences have naturally linked learning and skills development across the curriculum and made a very positive difference to the life and ethos of Denny PS. The SSO/BBC visit was a truly transformative experience for everyone involved. Pupils applied to take part in stop motion animation workshops linked to the pieces of music and got to work with a BBC film crew. Catherine said “There are no words to explain how good it was…just amazing…I would advise anybody to do it” The people in Denny PS also made an impact on BBC staff involved, who wrote a lovely thank you letter with the following extract “Denny is a truly wonderful school…staff/pupil interaction we witnessed were both humbling and inspiring”. 145

Catherine and Susanne felt that BBC 10 pieces helped them bring CfE to life for pupils by linking their analysis, interpretation and evaluation skills across music, ICT, media studies and literacy. The project has also developed pupil confidence, motivation, enthusiasm and creativity and contributed to a more positive attitude towards learning which pervades the classroom and certainly extended across the school on the 10 pieces day. Pupils model the 4 capacities better in their contributions to all areas of learning, and in their increased attention to detail, behaviour and ability to persevere with tasks. Use this link to hear some of the primary 5 pupils being  interviewed about their experience by Radio Scotland.

Catherine and Susanne have succeeded in involving others very effectively in the project in order to create a lasting legacy from the project. Click here to listen to the pupils’ composition, and here to read their song lyrics. The PR video P 5 made to inform other classes about the upcoming takeover day can be viewed by clicking here. The photos below show one of the banners each class made to interpret one of the pieces of music. P5 invited 2 pupils from each of the other cluster schools to join in on the day.  Look out for 10 Pieces 2 which will begin in session 2015-16 for primary 7 – S2 classes.

IMG_0867  DSCN0176

 

Moray PS do powerful IDL Storylines

WP_20150429_005Over 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.   WP_20150429_002

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. WP_20150429_003

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. WP_20150429_013

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”. WP_20150429_006

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.” WP_20150429_016

WP_20150429_012

 

 

 

WP_20150429_010

 

Class 2 in Timezone go back in time!

P1010105 Yvonne McBlain  was delighted to return to class 2 in the Timezone at Maddiston Primary School to find out how their “Castles” storyline had gone. Heather Garland teaches class 2 and has outlined this project below:

“Attending the fantastic storyline course provided me with an excellent opportunity to learn how to progress to the next stage of storyline with children with additional support needs.  Yvonne provided valuable advice and together we were able to plan a storyline which gave the pupils more of a leading role than previously carried out.  My class embraced this opportunity and provided fantastic work in a variety of curriculum areas.  P1010112This interdisciplinary approach allowed children to be creative in a variety of ways from role play (Battle of Bannockburn) through to story writing using the characters they created.  It allowed scope for inclusion and all pupils were engaged and worked extremely hard producing work of a very high standard.  It was lovely to have parents into our class for our celebration which consisted of a feast in mainstream and then showing our film, stories and all our other work to parents.  I am very proud of Class 2 in the Timezone.  Well Done everyone!”

P1010106Heather adapted a tried and trusted storyline called “There was a princess long ago” to engage her pupils really effectively in their learning. It was wonderful to watch the video of the children re-enacting the Battle of Bannockburn at the site of the Bruce memorial. Below are comments from pupils:

What was your favourite bit of learning? P1010111

Mala – Writing my story.

Mollie – Being a princess in the battle and writing in pen.

Jamie B – The battle…knights and swords.

Jaimie – Going in the castle and learning to fight.

P1010110

Parents also gave feedback on their children’s storyline work:

“It was a very interesting, informative and enjoyable afternoon.”

 “ From acting to editing I thought it was fab.”

 “It was an absolute privilege to attend and watch the castles project work.  I was blown away by the outstanding commitment, attention to detail and effort from staff and pupils alike.  The delight on Lewis’s face will stay with me forever.”

P1010109

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.

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.

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.

Titanic Disaster at Deanburn PS

On Friday 12th December, Yvonne McBlain visited Deanburn PS to hear all about the Titanic storyline topic which primary 6/5C have been working on. Hollie, Miah and Iona were kind enough to give her a tour of their classroom and wrote the rest of this blog post.

We received secret missions with information about what we had to do for our topic. One Monday morning, we were told we had to wear old clothes – it was the 16th of October. On that morning, we were told we were going to be doing arts and crafts and that we had to build a 2D model of the Titanic. We didn’t know much about the ship, but worked in four groups and there was a funnel group, a deck and promenade group, a hull and under-hull group, and a sea group. Our teacher Mrs Crawford showed us lots of pictures and we searched Google images for more. It took us two days, but in the end we managed to finish our ginormous picture of the Titanic.

 Hollie took a photo of the first class cabin, Iona took one of the second class cabin and Miah took the ones of the crew cabin. 

The girls felt that this topic helped them to understand how things have changed since those days and nowadays. It also helped them respect other people more because “when we were reading the novel about the Titanic, the book says “life’s too short for arguing”.  So now we think it’s a good thing to teach people that, and you should make sure you make the most of life.” Iona said “When we worked in the groups there was a lot of arguing and I think this topic helped us with problem-solving and we HAD TO solve the problem together.”

Miah looked through the evaluations written by others in the class and picked out Sophie’s which said “I really enjoyed my character and completing the missions. It was a very interesting topic.” Jamie’s said “I liked building the Titanic because it was super fun and we got to work together in teams.”

Hollie picked out some comments from the parents of people in our class. One parent said “Thought it was excellent and was really impressed with the effort they had all made, dressing up, etc.” another parent said  “I was most impressed by the amount of research that was carried out. The children obviously worked very hard and it showed.”

It is very clear that these pupils have gained a great deal of knowledge and understanding from Mrs Crawford’s use of the storyline approach with this topic. Yvonne McBlain also noticed the real changes in attitude pupils had developed through taking on roles as characters on the ship, and really enjoyed sharing in the girls’ obvious enthusiasm for their learning.

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.

S1 Curriculum Enhancement Course

Fiona Malcolm, Faculty Head of Social Subjects and RMPS at Braes HS worked with colleagues to create a new course for S1 pupils which is currently being delivered. Click here to see the presentation shown to all Braes cluster primary 7 pupils as an introduction to the course. The rationale for the course states:

Curriculum for Excellence is seen as a continuous process of learning during and beyond the school years. The purpose of this course is to provide the pupils with time in S1 to build on skills and values learnt in primary school and develop them for further use across the secondary curriculum and into adult life.

In her message to S1 pupils inside the cover of their enhancement course booklet (click to view), Helen McCulloch, head teacher writes:

Our Enhancement Course is designed to improve and increase the quality of your education at Braes High School by helping you to pull together all the skills you gain across the different subjects you study in the junior school so that you can link them together and put them to good use in every classroom and in this way, have real success in your learning at Braes High School. …

One obvious problem with our Enhancement Course is the title. Enhancement Course sounds pretty boring so as the year goes on we are hoping that one of our pupils can come up with a good catchy name for our course. There will be a prize for the winning entry – so get your thinking caps on, pay attention to what is in the course and see if you can come up with an innovative and catchy title.

I look forward to receiving your ideas!

Staff used collegiate time in session 2013-14 to design the course, ensure that it meets the needs of all learners, and uses a wide variety of activities and different methodologies. This course is interdisciplinary – click here to see the skills poster for pupils. In addition, the course connects the four contexts for learning in Braes HS: pupils have opportunities for personal achievement; they contribute to the life and ethos of the school as a community; and specific knowledge and understanding is developed within curriculum areas, and through interdisciplinary experiences. (Click here for more information about these) http://glo.li/1rRhBYp

The course is being delivered over 2 periods per week – click on each term below to see the overview of learning for each term.

Term 1          Term 2           Term 3            Term 4

As part of the course, pupils are encouraged to explore, develop and share their personal achievements through Braes HS own award system called BRAW. Staff also intended that the course would enable pupils to achieve a Dynamic Youth Award, but are now in discussion with primary colleagues to explore how this element could be taken forward in primary 7 leading up to S1. This holistic approach to curricular planning for S1 helps build a coherent learning experience for pupils and alerts them to the transferability of the skills they will be developing. In addition, in contributes to a positive transition for pupils and encourages them to apply their skills, knowledge and understanding within a range of contexts.