Category Archives: 2.1 Curriculum

Fun in French

Leave a reply

Throughout my time at primary school I can easily say I was blessed with a number of engaging and enthusiastic teachers.
My mind was captured daily throughout many of their carefully devised lessons. An area of primary school that particularly sticks in my mind has to be the time that we spent learning French in primary 7.

One lesson remains clear in my memory, that day when the teacher successfully created an almost entirely different world within the four walls of our completely ordinary classroom. We were asked to create a French café scene, some of us were cast as staff and others as customers. As well as gaining experience in speaking and reading the language, we used our art skills to create magical costumes and accessories based on French fashion. Our skills in drama were also put to the test when we were encouraged to speak the language with expression to show whatever emotion we were aiming to portray.

I believe the secret to the success of this lesson started at the build up, we were allowed to take control of our own learning. We designed the classroom, the costumes, the scripts and the menus. Our teacher planted the seed for an engaging lesson and we brought it to life ourselves with a little guidance.

The whole experience made me feel proud, we had created this masterpiece and we were given the opportunity to show off what we know about France. This didn’t at all feel like a lesson, it felt like simple role play that could be done at home or in the playground with friends.

Why is Teaching Health and Wellbeing Important?

Leave a reply

Firstly, I would like to say how strongly I feel about the importance of teaching children about Health and Wellbeing from a very early age. I think it would be ridiculous to teach children about fractions and symmetry but not educate them at all about looking after themselves.

Health and Wellbeing focuses on many different aspects of life but I definitely think that it is all key information that can really help children to make informed decisions right from their first few years on earth. It teaches children about their mental, emotional and physical health as well as preparing them for the changes that they will go through in the years to come. Some may argue that teaching children topics such as “sex and relationships” is inappropriate but with the amount of younger children using social media these days it is inevitable that they will find out at some point so obviously it is much better for it to come from a professional. 

Relationships don’t always have to be romantic ones, from the moment we are born we are forming relationships with others around us, if we can’t make and keep friendships then this may have a negative impact on mental health also. I know from personal experience that during tough times my friends can sometimes be the only ones that keep me positive so I personally think that it is brilliant that there is room within the curriculum to educate children about this.

As well as this, children are taught from nursery about hygiene and food preparation, if they start eating healthy early on then they are way more likely to carry it on throughout their lives and then hopefully pass it on to the next generation.

 

 

 

 

 

 

 

It is ideal that health and wellbeing is taught in schools mainly because children spend all day every day with their class teacher and so they may be many of the pupil’s main role model. If a teacher speaks about healthy living then pupil’s may be more likely to follow.

 

Science Literacy Group Task TDT

1 Reply

AC1 – According to the Programme for International Student Assessment, scientific literacy is defined as “the capacity to use scientific knowledge, to identify questions and to draw evidence-based conclusions” It then goes on to tell us that “Clearly this does not mean turning everyone into a scientific expert, but enabling them to fulfil an enlightened role in making choices” This definition helps us to understand that science is something which should involve research of a specific area of science, ask relevant questions and find a suitable outcome. It also explains that science is a subject which should be enjoyed by pupils and teachers. Without noticing, we use science every day of our lives and a lot of our decision making comes from science. From choosing what to eat to considering how our decisions will impact the surrounding environment. So, an understanding of scientific literacy is extremely important in having a sound understanding of all types of science in everyone’s daily lives.

AC2 – Analysis of an example where a lack of scientific literacy has led to inaccurate media. Not all science literacy can be helpful. The MMR (measles, mumps and rubella) vaccination is a good example of this. This vaccine is normally given to a child from around 12 to 18 months. This vaccine has almost got rid of these diseases. However only 60% of children in some areas of the UK are getting this vaccine, this might lead to an epidemic outbreak. The reason for this is because of a paper published by Andrew Wakefield. Wakefield suggested that the combination MMR jab caused autism. He studied children who were suffering from a kind of bowel disease that he thought could be linked to autism. (BBC 2014) Since the paper came out it has since been viewed as “misleading, dishonest and irresponsible” (Bad science 2010, no page given). It was also found out that the children who were tested, that these on were not performed in their own clinical interest and without ethical approval. (Bad science 2010) Studies more recently have showed that there is no link between autism and the MMR. A new study examined blood samples of 100 autism children and 200 children without autism. The results showed that 99% of samples showed no trace of the measles virus. So therefore there is overwhelming research that there is no link between the MMR and autism.

AC3 – Within scientific experiments, a fair test is one which the variables are controlled and bias is avoided. The aim of this is to provide reliable results that allow the experimenter to observe and identify the impact of one factor.

While exploring the concept of fair testing in the classroom, children should be encouraged to think about all of the factors that could influence the results of the experiment and which of these can be controlled. In this way, children are learning to become critical and then appreciate that absolute reliability may not be possible (Linfield, 2009. P3)

It is vital that children are taught the principles of fair testing within schools, because this allows them to recognise the wide variety of factors which can influence the results of a test or experiment. This knowledge allows children to be objective and to feel more confident to challenge or question information, rather than accepting it on face value.

Some may say that not all aspects of primary science need to involve fair testing. For example one of the primary school science experiences and outcomes states:

I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioral characteristics to their survival or extinction. SCN 2-01a (Scottish Government, 2009)

Fair testing may not need to be used for this particular outcome, however it will contribute to the child’s level of scientific literacy. (Jane Turner et al, 2012). Overall this supports the idea that fair testing does contribute to becoming science literate although it is not always vital. It is possible to become science literate without always using fair testing.

 

References

Jane Turner et al (2012) it’s Not Fair. Available at: https://www.ase.org.uk/journals/primary-science/2012/01/…/30-33.pdf (Accessed: 09/02/15)

Linfield, R S, 2009. Planning to teach Science: in the Primary Classroom. London: Hopscotch

OECD [Organisation for Economic Co-operation and Development] (2003) The PISA 2003 Assessment Framework – Mathematics, Reading, Science and Problem Solving Knowledge and Skills. Paris: OECD.
Scottish Government (2009) Curriculum for Excellence: Science: Experiences and Outcomes. Available at: http://www.educationscotland.gov.uk/Images/sciences_experiences_outcomes_tcm4-539890.pdf (Accessed: 09/02/16)

Turbull, M. (2016) Creating Connections and Contagious Enthusiasm for Science. Available at: http://www.letstalkscience.ca/about-us/why-science.html (Accessed: 9th February 2016)