Category Archives: 2.1 Curriculum

Conclusion to Discovering Mathematics

Wow, what a quick semester and elective, exciting learning opportunities and interesting facts and information about maths. Discovering mathematics has broadened my mind to the idea that maths is all around us and is very important in general day to day life of everyone not just, mathematicians, scientists, teachers, doctors etc.

Mathematics has been explored throughout the first semester of 2nd year and in many different ways. Art, music, Fibonacci, games and puzzles, statistics, science and gambling to name but a few. Each topic was explained in detail with extra reading to inform further about the subject. The lectures had a lot of practical and investigative/practical work which made it engaging and enjoyable. It is quite amazing how so many different areas require mathematical knowledge to be successful.

With the help of Ma (2010) and her explanation of Profound understanding of mathematics (PUFM), I have begun to broaden my knowledge and mind. The different factors which are crucial in PUFM are longitudinal coherence, connectedness, basic ideas and multiple perspectives. Presented with this list at the beginning of the module I was, to say the least, clueless but now having researched these they have become a lot clearer and not just words on a page. Each of the four is so important when learning and teaching mathematics and I think if I include this in my learning throughout my university time and into my teaching, I will be a stronger person in teaching mathematics and other curricular areas. I will understand why they are being taught and their importance to get the best from the children that I will be teaching.

Overall, this has been a worthwhile module in my general development as a student teacher as it has captured ideas about mathematics which are crucial but also broadened my mind in general about the importance of variation of teaching. The importance of teaching subjects together and not as an individual with the likes of maths and science combined. Making the subject enjoyable and accessible for all will hopefully increase the competency in mathematics and in turn eventually help to close the attainment gap which the Scottish Government is trying to do. They are trying to do this by increasing numeracy and literacy rates in children which in turn should make a smaller gap in what is achieved in different areas of the country who may have different opportunities.

Ma, Liping. (2010) Knowing and Teaching Elementary Mathematics: Teachers’ Understanding of Fundamental Mathematics in China and the United States. New York: Routledge.

Scottish Government. (2015) Closing the Attainment Gap. Available at: http://www.gov.scot/Publications/2016/06/3853/2 (Accessed: 5 March 2017)

Design Technology – MA1

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The Design technology inputs have been very interesting this year in semester 2 of MA1. The first one involved simple manipulative skills such as using scissors and making a ladybird which could be done in many different age groups and classes. For each ladybird to be different the child can make their own templates which then ca 16930719_10209629972120930_1942021203_o n be cut out and attached with a split pin. These can be created to make show me boards if laminated, have different numbers or calculations which the children can challenge themselves or others with. Creating learning intentions for these topics are quite challenging as they have to relate to the skills being used and not the actual activity. 16936072_10209629972480939_1986658517_o

Learning Intention – We are learning to use scissors correctly

Success criteria – I can hold scissors correctly, I can hold the paper steady with my other hand, I can cut around the line drawn…

The next input involved using hammers, hand drills, G Clamp and Browder which can all be used in the classroom with lots of different stages and improve the children’s manipulative skills, fine motor skills and control. In groups, we had to teach others how to use these items and also discuss what they would be used for.

The follow up to this lesson was creating an item for a play park using a selected mechanism such as cams, pulleys, levers, pnumatics, hydraulics etc. For this design project, we were split into groups of three and had to create a new piece of equipment with hammers, nails, wood, and the above mechanisms. Allan, Liam and I created a climbing frame with a pulley system to take sand from the sandpit and take it to the top of the climbing frame to make sandcastles there. We were happy with our creation and felt that it could be used with a middle or upper class in school over several lessons.
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Drama TDT 1

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With very little knowledge or experience of drama before completing this TDT, I firstly had to research what conventions in drama were and also look at the experiences and outcomes in expressive arts to familiarise myself with them. Conventions otherwise known as techniques are the ways in which you work and move to create a desired dramatic effect or style. Woolland (2013)

Having researched this, I was then able to watch and evaluate the video given in the TDT.

The lesson which was being delivered to primary teachers in a CPD (Continual professional development) style showing them different ways in which to teach their classes. The structure was very clear with rules at the start showing the expectations of the tutor. This would be beneficial for the children as well highlighting to them key rules and behaviours in drama. They used the three C approach with communication, cooperation and concentration. All three were explained and there was a poster on the wall so they could be referred back too if there was any breakdown during the lesson. I thought this was an excellent idea as it builds up the expectations of the class from the teacher. This could be discussed before going to the area where drama is taking place and refreshed when in the space.

Following the rules there was then a warm up which allows the children to get ready for their drama session ahead which differentiates it from the previous lessons. Warm ups could include vocal, concentration, team working and also physical activities. After the warm up there was a stimulus of photographs of a village in India and this caused great discussion and is an effective way to start off the drama session of setting the scene. It also brings in a geography aspect which is a sign of interdisciplinary learning.

Soundscape – having the children imagine what the sounds would be like in the village with the beginning of a story (tapping on shoulders for response as the children will have their eyes shut)
Bodyscape – now moving on to making images from just their bodies from a story thought of by the teacher relating to the topic involved.
Still image – use of different levels with some standing and other lying, kneeling or sitting down portraying a image without movement directed by the teacher
Thought tracking – another way of gaging what is going on in the children’s mind by selecting a few children to share what they are thinking during a still image relating to the topic
Performing – this doesn’t have to happen every drama lesson but it is good to have the children being an audience but as well as showing their work during the lesson to the rest of the class. Some children will love to perform where as others will shy away but it is all about learning
Evaluating – must be done at the end of each drama session to make it meaningful and also so the teacher can see what the children have learned and their feelings about the class. The evaluation time will also allow for the children to calm down after an active and exciting session.

The benefits of the structure of this lesson is that it is very progressive starting with an image on a piece of paper and then having a still scene created by groups of children by the end. Voice is also used by creating the sounds of the village in this case but depending on the topic could be anything. I thought the conventions which were used in this clip were Structure and Story as they used still image and at the end were given a short script which they needed to act out.

CfE experiences and outcomes for Expressive Arts

I have chosen two which I feel relate to this lesson if delivered to children:

I use drama to explore real and imaginary situations, helping me to understand my world

(EXA 0-14a)

I can create, adapt and sustain different roles, experimenting with movement, expression and voice and using theatre arts technology (EXA 2-12a) Scottish Government (No date)Overall with a fantastic input 1 on drama and an interesting

Overall with a fantastic input 1 on drama and an interesting TDT I feel a lot more excited about teaching drama to my pupils in the future and also to further drama inputs.

Reference: Scottish Government (no date) Curriculum for Excellence: Expressive Arts Experiences and Outcomes. Available at: https://www.education.gov.scot/Documents/expressive-arts-eo.pdf [Accessed: 24th January 2017]

Wooland, B. (2013) Teaching Primary Drama. USA:Routledge.

TDT Health and Wellbeing Relationships

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With watching the videos suggested in the Health and Wellbeing lecture, it has been brought to my attention that babies are born prematurely in their development, unlike other mammals and animals. This is due to the vaginal canal being too narrow to give birth to a fully formed head. As the baby is brought up, many different factors can affect and influence its development. Unfortunately, every child may not have a significant person in their life who they can trust and rely on to make a safe and nurturing environment at home. This is where teachers and other adults can become the significant other who they can trust and feel safe around. It is essential in the role of a primary and nursery practitioner to be caring, nurturing and understanding.

Not one family is the same and the ‘Ideal’ family with a mum, dad and children is not the general norm nowadays. This does not mean that a single parent cannot raise their child the same as an ‘ideal family’ or step parent family. The problems start to occur when there is violence and potentially domestic violence in the families which can affect the babies, toddlers and children’s development. Suzanne Zeedyk, a lecturer in phycology at Dundee University explains how there is a stress hormone which may be over produced in the brain if violence is present in their home setting. This can create a barrier in children’s minds where they are setting up barriers to protect themselves in other settings. This can be apparent if a child is coming into school and is not able to concentrate or sit still as they are not used to the calm and reassuring atmosphere which a classroom should have.

Interestingly, I was not aware of the science behind this and it has broadened my thinking to behavioural management and techniques which may work with some children and not with others. An example of this is shouting in the classroom. If the teacher is shouting at the children, they may be used to this at home and put up their barriers and not feel safe with this teacher. After a lecture in voice control in the classroom, it is clear that the teacher should not be shouting in the class and vary their voice according to the situation. Shouting can be a signal for the children to turn off and not actually listen to any of the instructions from the teacher resulting in no response and a teacher with a sore voice. An authoritative voice tone is appropriate if the children are not responding but this is developed through practice and on the job training. It is also shown that even just smiling can create a safe atmosphere in your classroom. Happy teacher, Happy Class!

Overall, I am very interested in this theory and will definitely make me think deeper. Relationships between the class and class teacher are essential and the more positive the better. Allowing time for all children and ensuring they all feel safe in the school environment will be an essential job for me as a training professional teacher and eventually in the role with my own class.

Dance in the Primary School

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With very little experience in teaching or partaking in dance, this was a daunting experience. With only an hour class to start off, it was interesting how similar to PE dance is as there had to be a warm up and cool down then the main activity. Actually taking part in a lesson that would be taught to the children it turned out to be good fun, even if it was embarrassing! It was clear to me after having this hour tutorial and also reading the suggested document:

(http://www.creativescotland.com/__data/assets/pdf_file/0004/26149/GSDLitReviewv2.pdf)

which looked at the improvement and importance of creative dance relating to the commonwealth games and many other factors, I felt slightly less scared.

I am very passionate about ceilidh dancing and feel that this is an important part of being a child in primary school in Scotland. This is one genre of dance and there are hundreds more including examples such as; Irish, Jazz, African, Street and Contemporary. The general idea of introducing more dance to the Curriculum for Excellence (CfE) allows for children to be expressive and creative but can also improve their health, mental health, physical health and emotional health. All of these areas are crucial when looking into the wellbeing of children and if dance can benefit these then it is an excellent tool for teachers to use.

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Teaching dance opens it up to some children who cannot afford private dance classes which can be very expensive. Off course, there will be children who are very excited and engaged in the dance lesson but there will also be many who don’t enjoy it as much. The role of the teacher in this circumstance is to encourage enthusiasm and be a good role model with showing little embarrassment and having fun. Dance allows for personal expression and also group working, coordination, fitness and enjoyment.

As I am not very confident in teaching dance I feel it would be very important to have a well researched and planned out lesson so there is less likely to be hiccups. Having music organised and allowing the children to help with the decision of what music they would like to dance too. Challenges I will have to overcome is being shy and embarrassed about dancing in front of people which I think will come with experience. To develop professionally I think I would benefit from watching dance teachers teaching classes and also in schools. So to improve myself I think I should speak to dance teachers and ask if I could potentially observe their class and potentially take part in dancing myself.

dance-colour

Animation – Fantastic engaging tutorial

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After having lecture after lecture introducing us to the different curriculum areas as well as the pedagogical unit (all very important and informative I must add) I was excited to have a hands-on workshop in ICT. During the two hour tutorial, I was able to be creative and work within a group as well as individually to create different animations. Starting with flip art using just paper and a pen we brought to life a person or a snowman or flowers depending where our imaginations took us. Then onto the computers with PIVOT making very simple diagrams come to life using frames etc. All tasks were progressive and could be used with a primary group over several classes. Unfortunately, in schools, the time in an ICT suite is normally very limited.

The lecturer took the role of the teacher explaining the different parts of the animation task adding in music and using behavioural techniques whilst in an ICT suite. An example of a behavioural technique was if anyone touched their mouse while the teacher was talking then all computer screens go off.

The final part of the animation included plasticine models, backgrounds, mic’s and group work to make an animation linked to a subject area. This included adding a title screen, music, credits at the end and creating a story for the characters in the middle. This could be done over several different lessons and use many areas of the curriculum for excellence. Art could be used for creating the backgrounds and plasticine models and Language and literacy for the story line which the children could write and practice themselves.

Working as a group is also very beneficial for the children as this happens from early years right through life. Also using their imagination and enhancing their ICT skills will set them in good stead for future in school and also further education.

The animation my group put together used plasticine characters of three sheep, a tree, Farmer

M and a wolf. The title, Three Little Sheep relates to The Three Little pigs as the farmer scares the wolf away to protect his sheep. Adding sheep noises and a victory song at the end to celebrate getting rid of the wolf. Hopefully, the below file works and you can see our final animation.

On reflection, it is clear from the short animation that the background sound effects the quality of the animation. This could be potentially addressed with the use of small groups working with a classroom support or teaching assistant or whole class is quite during recordings of sound. This could work well with children who are interested in ICT and I think with the new technologies constantly changing it is important to create lessons to get the children’s attention.

ICT to enhance learning is the Experience and outcome in Technologies, which highlights the children’s progression through the stages.