Tag: teaching

Falkirk Probationer teachers go Interdisciplinary!

WP_20151105_001[1]“In early November 2015, Yvonne McBlain, curriculum support officer with Falkirk Children’s Services enjoyed working with primary and secondary probationer teachers as part of their core induction programme. Click here to see the presentation which the primary teachers experienced, and here to see the adapted version for secondary teachers. You will note that much of the content of these training sessions needed to be similar to reflect the generic nature of interdisciplinary learning and its vital role within Curriculum for Excellence.

The culminating task for these sessions was to identify small groups of experiences and outcomes which could develop into effective interdisciplinary learning. Practitioners in most schools are engaged in developing interdisciplinary “bundles” of experiences and outcomes to help build their curriculum framework and enable them to ensure progression across all four context for learning. Probationer teachers were shown exemplar pro formas to model how a “bundle” might look when developed further – click here to see a 4th level example, and here to see an early level version.

There was no time during these sessions for proper sharing of the bundles created by each co-operative group of teachers. Consequently, it was agreed that this blog post would be used as a sharing tool, where teachers involved could have a look at some of the bundles, reflect on their IDL value, then leave any comments and observations they have. Yvonne looks forward to hearing your thoughts on the bundles below – some have contexts, and others are simple lists of experiences and outcomes.

MNU 2-09a, 09b, -9c, 10c & TCH 2-22a,03a &01a – Enterprise

SOC 2-07b, SCN 2-16a, 18a, TCH 2-12a & 14a Natural Disasters

HWB 2-08a, 09a, RME 2-09c, 09d, SOC 2-16b, 16c, 17a

SOC 1-16a, 17a, 18a, HWB 1-01a, 02a, 03a, 04a, 05a, 06a, LIT 1-02a, 10a, EXA 1-13a Developing understanding of differences

SOC 1-07a, 08a, 14a, RME 1-03a, 02a, 03b, SCN 1-17a/SOC1-08a Maps/Local Area

RME 2-04c, 06a, 09d, HWB 2-34a, 30a How do beliefs affect diet?

SOC 2-01a,04a, 09a, 14a, EXA 2-03a, 04a, 05a, 13a, TCH 2-04a, 14a, Titanic

MNU 1-20b, MTH 1-21a, HWB 1-50a, SCN 1-02a, SOC 1-13b Living things & environment

LIT 3-23a, & geography, RMPS & Maths outcomes to study potential support of local charities and campaigners using the big questions “Can people make a difference?”

HWB 4-29a, 30a, 32a, SOC 4-22b, 21a & MNU Cupcake Challenge enterprise

TCH, SOC & SCN at 3/4th level – Understanding physical, social and technological developments in society

Click here for booklet versions of the experiences and outcomes, and here for a document which collates the connections between subjects as described in each principles and practice paper.

 

 

 

 

Interdisciplinary Learning Update

IDL banner smallInterdisciplinary Learning in Falkirk – a Quick Update

 Yvonne McBlain, is working with colleagues across our authority to review and develop our Interdisciplinary Learning. As part of this work, she will be taking forward the task “Build guidance and support for interdisciplinary learning through Glow and Glow blogs”. The Falkirk IDL Glow group has now been updated to act as a “one stop shop” for practitioners looking for guidance, and can be reached using this link http://glo.li/103OdF4.

IDLFAQ

Yvonne has built in a Frequently Asked Questions section which has comprehensive answers and supporting resources for the most common queries. In addition, people can respond and contribute to this section as a discussion board. The group links to national guidance from Education Scotland, and to other national and international research and ideas about connecting learning across the curriculum. Yvonne will continue to add to and develop the Glow group – please send any suggestions you have to yvonne.mcblain@falkirk.gov.uk.

This blog complements the Glow group, and is open to all without the use of a Glow password, http://glo.li/1ftOaIZ . Its purpose is to share good interdisciplinary learning from all sectors and all establishments across our authority. When you deliver strong IDL which makes a real difference to your pupils’ understanding and skills, please email Yvonne so she can help you celebrate and share your effective teaching.

 

 

 

Integrating skills progression into learning at Hallglen PS

WP_20150317_051 Following a meeting at Hallglen PS about staff development of skills within their curriculum, Alison McCalley and Linda Hastie gave Yvonne McBlain a tour of the learning walls around the school.

Click here to read more about this development process. Staff had made very effective use of walls around the school to share and celebrate learning. In every classroom the “learning walls” were used to help pupils understand what they were learning. Pupil self-evaluation and next steps were also displayed.

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Themes like Houses and Homes linked learning and skill development in social studies, numeracy and technology.  Teachers used their themes to integrate literacy skill development in reading, writing, talking and listening. WP_20150317_013  There was evidence of pupils developing their vocabulary and their higher order reading skills by being “Thinking Readers”. Writing tasks were carefully planned by teachers to progress literacy and numeracy across learning within the social subjects or science topics. This included homework tasks at all stages.

From the meeting, and the tour, it was clear that staff are collaborating very effectively to build their curriculum. Their joint exploration of the skills built into the experiences and outcomes means they can make progression explicit to pupils so that everyone can track and profile learning in a meaningful way. It was a pleasure to experience the depth of reflection going on at Hallglen PS. The following pictures give a flavour of the development of the curriculum and how staff are addressing the 4 aspects of the curriculum. Next steps for staff is to pull their bundles of connected E & Os together with the significant aspects of learning and contexts and build their curriculum framework. Staff worked on this during the May inset day and will combine it with subject specific and discrete skills progression to build and review their curriculum.

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Graeme High School S2 Holocaust Project

GHS HolocaustS 2 pupils at Graeme HS in Falkirk took part in an emotive interdiscplinary experience which deepened their understanding of the Holocaust in a very real and relevant way. Teachers in History, English, Art & Design, Music and Drama collaborated to plan this connected learning which broadened pupil understanding and developed new and existing skills. Click on the image above to watch the full story via YouTube.

This is an excellent example of type 2 interdisciplinary learning where subject skills, knowledge and understanding are integrated into a meaningful context. It is clear that the teachers involved collaborated effectively to synchronise how and when the learning would happen. Each member of staff was able to build in relevant course content which progressed learning via the engaging context and active approaches. In addition, the pupils would have been able to see how the work they did in each subject  connected and enriched their understanding of the Holocaust and its continuing impact on modern society. Teachers encouraged their pupils to make effective use of their mobile phones and tablets to further enrich the experience and their engagement in their learning. This project exemplifies how effective integration and connection of teaching which would be done anyway within subject courses, becomes much greater than the sum of its parts when delivered in an interdisciplinary way.

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.

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.

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.

Primary Art and Design Exhibition

The Falkirk Primary Schools Art & Design exhibition took place in the second week of March and was a stunning show. It was expertly hung by the art & design specialist teachers to showcase the range of teaching and learning taking place within their subject. As can be seen from the exhibits shown, pupils have developed a plethora of skills using 2 and 3 dimensional media and techniques. Therefore, the discrete learning which has taken place is securely linked to the experiences and outcomes for art and design and provides a “presentation” opportunity for the wider expressive arts principles and practices.  In addition, the exhibition  demonstrates how  specialist teachers delivered type 1 interdisciplinary learning by linking effectively to another areas of the curriculum. This is often termed “learning through” and is a great strength of expressive arts subjects.

The exhibition showed examples of art work which had been creatively planned to be done co-operatively by groups of pupils. Click here to view.

     Art work exploring Katie Morag, Robert Burns, Charles Rennie Mackintosh, and the local area showed very clearly how art & design teaching supported pupil learning about the culture and heritage of Scotland. The comments book at the exhibition was full of appreciative statements from visitors.

The Global Storylines are happening now!

Fourteen Falkirk teachers are currently putting their Global Storyline training into practice by delivering their Giant of Thistle Mountain storyline. This training was delivered by colleagues from WOSDEC (get more info at www.globalstoryline.org.uk ), and will run this session and next. Diana Ellis, Marie-Jeanne McNaughton and Lynn Baxendale from WOSDEC, and Yvonne McBlain, curriculum support teacher with Falkirk Education Services, caught up with our teachers on Wednesday 12th February, to find out how the storylines were developing. The teachers shared where they had reached in the storyline plan, and described the impact it was having on their pupils. Gemma Douglas at Kinnaird is delivering her storyline with her own class, and supporting primary 1 & 2 colleagues so that they can take part in the storyline too – it’s going really well and having very specific impact on the skills of certain pupils. Jenny Deacon at Carron PS is finding that her pupils have “totally embraced” the storyline and are demonstrating very sophisticated levels of thinking (click here to see some of Jenny’s documentation). Angelique Watt, and Emma-Jame Williamson are adapting the storyline for their enhanced provision pupils at Larbert Village PS, who are engaging really well with the characters and progressing their social skills too. Holly Keenan at Bonnybridge PS has used the storyline to develop her primary 2 pupils’ understanding that it is people who make a community. Jennifer Main at Wallacestone PS can already see how her pupils are applying and developing their awareness of rights and responsibilities through the storyline, and Liz Stephen and Laura Beattie are finding that their pupils are better at co-operating while in role during the storyline at Deanburn PS. Click here to see a photo of the “floor book” record which Laura is using to document the project, and note Liz’s class frieze of Thistle Mountain below. Gillian Cain at Comely Park PS found that her pupils are also developing their understanding of communities through the context, and are so enthusiastic about it that they choose to draw Thistle Mountain during golden time.

WOSDEC have adapted the Giant of Thistle Mountain for second level pupils, and the teachers involved with this plan were really pleased with the degree of impact already on their pupils. Click here to see some of the extended and creative writing done by primary 5/6/7 composite pupils at Limerigg PS with their teacher Ashley Thomson. Pupils at Limerigg are very engaged in the storyline and are sad that other pupils in the authority are not able to take part – they thought everyone should be doing this topic! Katrina Lucas at Comely Park PS, and Heather Nicol at Carron PS both have pupils who are responding really well to the storyline (see Heather’s class Thistle Mountain frieze at the start of this post), and developing their creative and critical thinking during the drama and other activities. Brenda Bennie at Kinnaird PS and Nicola Kemp at Bantaskin PS have been “blown away” by the improvement in their pupils’ understanding of stereotypes and citizenship in general. Their pupils have really got the message that you “shouldn’t judge things you don’t know about”.

It was evident from these updates from the teachers, that the global storyline is already having a huge impact on Falkirk pupils. Marie-Jeanne, Diana and Lynn were also hugely impressed by the degree of reflection, professional enquiry skills and creativity of the teachers involved. Yvonne has suggested that some teachers may want to share their work at the Global Citizenship Showcase event which will take place at Larbert Village PS on 15th May 2014.

Key Features of IDL Good Practice

[kml_flashembed movie="http://www.youtube.com/v/CcdLzAvF5UQ" width="425" height="344" allowfullscreen="true" fvars="fs=1" /] Graeme Logan and Joanne McLauchlan of Education Scotland broadcast a Glow TV session in December 2012 which offers useful guidance on interdisciplinary learning. Although aimed at primary schools, much of the advice is valuable in helping us shape effective planning, teaching and assessment of IDL within our schools. Click on the image at the start of this post to watch a You Tube video presentation summary of this session produced by Yvonne McBlain. Alternatively, click here to link to the National Primary IDL Glow group where you can watch the full recording of this session.  Click this document to see some reflective questions which may help you self-evaluate your practice while you watch these presentations.