For this theme we began with a lecture about Energy. This included learning about what energy sources (fossil fuels) we use and how long these finite resources will last. We later discussed what alternatives can be used such as wave, nuclear, solar and wind power.

The science workshop allowed me to develop the mist skills as a future teacher as we again had a number of stations where we could try different science experiments. The majority of these experiments could easily be replicated in school to educate pupils about energy such as the balloon experiment which involved blowing up a balloon and seeing what reaction it would have with different materials such as salt, pepper and small pieces of paper.

However, the second workshop allowed me to develop more knowledge and skills as a learner. We had a choice of sources about wind turbines to read and select key points from. We were later numbered into four groups and summarised our findings into points for and against wind turbines. This helped me develop my critical literacy skills as I was able to read through the text and pick out the most relevant points. Later, two of the groups joined to make the for argument with the other two joining to make the against argument. We then engaged in a debate, which was both enjoyable and informative. This helped me to build my confidence and persuasive speech skills such as altering my tone of voice. Using a debate in class is a memorable lesson and varies from every day lessons and so would be a valuable lesson to use with pupils at second level.

In the directed study task, we were challenged with constructing an anemometer with the given materials. We then had select relevant Experiences and Outcomes for this task before creating a lesson plan. This task developed my problem-solving skills as creating this anemometer itself required a couple of attempts before it would work properly. However, whilst developing the lesson plan my group continued to come up with many other ideas to incorporate technology into our future lessons.

The interdependence theme was delivered in a completely different way than any of the previous themes. It was interesting to compare the two farms the struggles the farmers have gone throughout their lives to get to where they are today. Even though the final product was the same the way in which the two farms work varied significantly. The first farm relied heavily on technology – using machines to gather the feed, deliver the feed to the cows and milk the cows. This farm kept the cows inside all year using shutters to shelter them from the weather outside. At first, I felt this to be cruel on the cows however after being told of the harsh winters and the impact they have on the farmland I realised that it is in the best interest of the farmer’s income that the cows are kept healthy inside. At this farm, the cows were not subject to being milked by a farmer at certain points of the day, instead they could go to the milking area whenever they liked. This was done at a time and robotically and screened for nutrients the cow may be lacking, if that is the case these nutrients will then be incorporated into their diet.

The second farm was an organic farm and portrayed what I expected a farm to look like. At this farm, the cows were kept outside for a lot of the year and only spend the harshest winter months indoors. The milking process was manual and involved the farmer connected the cows to the machines himself. This process meant that multiple cows could be milked at the same time.

Below shows pictures of the two different milking parlours 

However, the two farms also had some similarities. For example, they both kept the calves in individual pens away from their mother. This was to give them the best possible start as one of the farmers explained that when they had left the calves with their mother, they had a higher chance of dying within a matter of weeks after birth.

I personally preferred the second farm as it was, in my opinion, a traditional farm. Although it was impressive to see the more modern farm and be able to compare the two. Taking pupils to a farm on a school trip would be insightful for the pupils as they could develop a better understanding of how products – like milk – get from the cow to the shelves. Arranging a trip to a farm through RHET is something I would like to do as a teacher, we were informed that they do the risk assessment for the teacher which takes some of the pressure off the teacher/school.

The Sustainable Seas study task allowed us to look at interdependence in the sea. We worked in groups and each member of the group utilized different materials to gain a better understanding of the topic. We then used the knowledge taken from the readings and made a Piktochart. I learned a great deal from this task such as the existence of the MSC (Marine Stewardship Council) an organisation aiming to protect the species our seas and safeguard the seafood supplies for the future. I also became familiar with some policies involved with the sustainability of the seas. For instance, the Common Fisheries Policy (CFP) which is the guidelines used to regulate the number of fish in EU waters (COM (2015) 812). It was also interesting to hear story of a family who run their own fishing business and discover how it has changed over the years – similar to the farmers last week.

Overall, I have thoroughly enjoyed learning about interdependence. I feel this is due to hearing from people who make a living from interdependence and hearing how their lives are impacted through policies and communities. Although I do also think this would be a challenging topic to address with school pupils and would perhaps best be taught through practical lessons like what we experienced.

Reference List

European Commission. The Common Fisheries Policy (CFP). COM (2015) 812.

If, as teachers, we are to educate pupils about the environment we be aware of our environment and that of our pupils to maximise understanding.

Last week’s workshops consisted of a variety of activities. The activity I took the most out of was the sensory walk, it allowed me to explore areas of the campus I didn’t know existed and showed me the vast amount of green, open space in the University’s grounds. The sensory walk would be a great activity to conduct with pupils as no equipment is required. It can also be done at different points throughout the year and pupils could explain the differences they see in their environment as the seasons change. After the walk, many cross-curricular activities can begin, for example, writing a descriptive piece mentioning their senses.

During the directed study task, I learned that there is a much higher level of deprivation than I had imagined. I was aware that my town had obvious areas of deprivation but had no idea it was as bad as the statistics have shown. Last week’s classes taught also me that we need to care about the environment closest to us to care about the global environment, taking small steps make a big difference. For example, walking to the shops rather than taking the car.