Category Archives: 2.1 Curriculum

What makes a good science lesson?

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Science is a very fun and active subject for children because it enables them to develop investigation skills: when they record, measure, collect and analyse data they are enhancing skills they will use in everyday life. This is important because it allows children to understand how the world around them works. Why do plants need sunshine for growth? How do batteries convert chemical energy to electrical energy? This is a subject where children learn by ‘doing’, rather than ‘seeing’. By allowing them to engage in outdoor learning is the most efficient way to make sure they are receiving best opportunities outwith their classroom.

As a teacher it is important to be passionate about the subject as this will really reflect upon the children. In order to do this, I will need to make sure I am fully involved in the lesson but more importantly, active engagement from the children is essential because they are the ones learning. Rote learning will not help children use their knowledge in practice as they are only memorising the information whereas conceptual learning allows children to link what they have learnt to everyday life processes. This will further allow children to ask questions if they are unsure of anything which will then enable them to remember this question and answer.

Another important way to deliver a good science lesson is by creating opportunities for team work. It allows children to challenge their thoughts and work together to come to a conclusion, but also explore why others may think differently. If they are carrying out an investigation or building a moving object, every pupil will have different expertise therefore by allowing them to work together they are able to share responsibilities amongst one another.

 

The only way to learn the maths, is to do the maths.

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I have struggled with Maths from a very young age. I can remember the anxiety I used to have when the teacher used to say the word ‘Maths’. I never really understood why I disliked the subject so much, but through Tara’s workshops, I believe I may have an idea how it started.

I remember in the upper stages of primary school, the class were doing a lesson on converting mg, kg and mm and I recall a teacher working with me. I found it so difficult. The teacher would explain it but when she asked me, I could not give her an answer. I could sense the anger through the tone of her voice. This is one key incident I believe has put me off maths: the pressure of time.

This anxiety followed me to high school. I had received disheartening remarks from my close ones because I could not do mental maths, and this is one aspect I have always struggled with. I find it difficult to calculate sums in my head and prefer to write it down. I just need a little time to problem solve. There is no rush. But I felt left out because everybody around me could do it so quickly. However, in school there is no time because the teacher needs to move onto the next topic. This is a gap in my education that has been left open , and something I will struggle with but by no means does that suggest I cannot teach maths.

National 5 maths was essential for me to get into University and therefore my anxiety only increased. I went from a C to an A and there are no regrets. I was over the moon when I received my results because I was certain I had only ‘just’ passed again. I realised that I was able to do it all the way along, but I just needed that extra ‘time’.

Tara’s workshops really boosted my confidence. She conveyed some powerful messages. We place so much emphasis on ‘illiteracy’ but what about innumeracy? Technology has become so advanced that we have become lazy and use our mobile phones and calculators for simple calculations. Children are finding it difficult to read time on clocks because they are exposed to it ‘digitally’. I have struggled with Maths and I still do, but it is something I am working on. This will help me because I would want no child to go through what I had went through. If any child requires support, I will assist them individually so that they are fully polished before moving onto the next level. This weakness has in fact become my biggest strength, and a lot of that is due to these workshops. My next steps involve doing the NOMA multiple times until I am confident in it, but also visiting the school textbooks so that I understand it before I base any lesson upon it. Confidence is key in teaching, and I am not going to let my challenging experience affect the children’s experience. Curriculum for Excellence places great emphasis on everyday maths. The 8 outcomes for Numeracy within CfE include: Estimating and Rounding, Number and Number Processing, Fractions, Decimals and Percentages, Money, Time, Measurements, Data and Analysis and Ideas of chance and uncertainty. My next steps will now  be to build upon my reading to develop my knowledge of these outcomes so I am able to plan lessons suitable for the different levels the children may be at.

Why dance?

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At the beginning of semester 2, I had my first dance workshop. The idea of this was quite daunting as I had not participated in this subject since primary school. However, it really gave me an insight into the different activities I could involve children in without making it complicated. We worked in pairs and groups where we thought of steps and moves, discussed this and then implemented this into a routine. This process was very effective, as we were able to negotiate with our peers before we concluded which one we liked the best.

I enjoy dance as a hobby. Through the use of technology, I am able to watch videos or solo dancers and groups where I can try to adapt the dance routine that they do to suit me. I feel as if this really helps not only myself, but in school it helps children make choices for themselves. What aspect of the routine do they enjoy? How could they challenge this? Can they put this into practice by working in groups? It helps not only their physical health and well being, but also the mental and social aspects of this curriculum.

One of the outcomes is:

Developing the skills and attributes which I will need for learning, life and work. I am gaining understanding of the relevance of my current learning to future opportunities. This is helping me to make informed choices about my life and learning.
HWB 3-19a

When the children are physically moving, they are developing their control and balance. They are making decisions mentally whether or not their movements are safe or not. This is used in everyday life and work as they will need to think about the health and safety aspect within what they do. They need to be assertive and conscious of others thus developing their social skills. Working with others allows different ideas to bounce off further developing their team working skills. I realised that when I cover this aspect of the curriculum, it has to be child centred and child led rather than me telling them what to do just as in the workshop, we were given instructions but how we implemented this was entirely up to us. As every group shared their routine, I observed and came to a realisation that not one group was the same. Why? Because dance is so broad. It is a subject where there is no right or wrong, rather only areas of development. Children are social beings who like movements therefore I believe through dance, they are able to put their creativity into use.