1 / 38

Innovative Science Curriculum Design

Innovative Science Curriculum Design. Claire Grief Dulwich College Seoul. Chris Quigley and the Creative Curriculum. Three ways to make children feel clever: Give them a wide variety of experiences – don’t narrow the curriculum to basic skills .

halen
Télécharger la présentation

Innovative Science Curriculum Design

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Innovative Science Curriculum Design Claire Grief Dulwich College Seoul

  2. Chris Quigley and the Creative Curriculum • Three ways to make children feel clever: • Give them a wide variety of experiences – don’t narrow the curriculum to basic skills. • Let children fail so they can then have a new idea. • Work hard – let children have fun working hard at things that interest and motivate them.

  3. Chris Quigley and the Creative Curriculum • Four main principles of a creative curriculum: • Make it real - try to use a stimulus at the beginning of the theme to provoke lines of enquiry from the start (‘wow starter’). • Let pupils steer learning - try to allow the children’s lines of enquiries to steer the theme’s direction. • Don’t over plan - try to respond to lines of enquiry that come up later in the theme. Remember not all children are provoked at the same time. • Build momentum – ‘wow starter’ at the beginning, leading to a theme week / day at the end.

  4. Chris Quigley and the Creative Curriculum Creativity is not just ‘done on a Wednesday afternoon.’ It can be developed in all subjects. Chris Quigley

  5. The Learning Challenge Curriculum • A way of delivering a ‘creative curriculum’. • Developed after the ‘The Cambridge Primary Review’. • Key point of the review: • Respect children’s experience, voices and rights. Engage them actively and directly in decisions that affect their learning. • http://www.learningchallengecurriculum.com

  6. The Learning Challenge Curriculum

  7. The Learning Challenge Curriculum Prime Learning Challenge Question What we already knew and what we would like to find out LC1 Rev i ew LC2 LC3 LC4 LC6 LC5 Outcome What our exciting starting point was all about. Applied skills of Literacy, numeracy and ICT we hope to acquire I can tell someone what I learnt

  8. The Learning Challenge Curriculum Some Science based / related examples: • Prime Learning Challenges that work: • Why would a dinosaur not make a good pet? (Animals / habitats) • Is the Wii more fun than my grandma and granddad’s old toys? (Electricity) • How will global warming impact on your life? (Living things in their Environment) • How can we save Frosty the Snowman? (Characteristics of and changing materials) • What causes the Earth to get angry? (Forces and Motion) Prime Learning Challenges

  9. The Learning Challenge Curriculum Learning Challenges Year 2 Example

  10. The Learning Challenge Curriculum • Activity: • Design a thematic plan for one of these ‘Prime Learning Challenge Questions’ including: • A ‘wow’ moment. • A series of Learning Challenges (questions) – one per week. Think about how all of the subjects would link in! • Outcome – theme day / something big to work towards.

  11. The Learning Challenge Curriculum Prime Learning Challenge Question What we already knew and what we would like to find out LC1 Rev i ew LC2 LC3 LC4 LC6 LC5 Outcome What our exciting starting point was all about. Applied skills of Literacy, numeracy and ICT we hope to acquire I can tell someone what I learnt

  12. The Learning Challenge Curriculum Delivering the curriculum: Pre Learning Engaging the learners in the process – WOW! Getting a clear picture of what learners already know / want to know. Taking account of interest levels. Picking up on misconceptions.

  13. Pre Learning Year 4: What causes the Earth to get angry?

  14. In this example learners have been asked to record what they feel they already know about Liverpool before embarking on the Prime Learning Challenge: ‘Has Liverpool always been a famous city?’

  15. This mixed ability, self-chosen group clearly showed the broad knowledge they had thus far when focusing on the prime learning challenge: ‘Can we explain what the Tudor explorers did for us?’ A misconception

  16. The Learning Challenge Curriculum Pre-Learning Outcome: Year 4

  17. The Learning Challenge Curriculum Prime Learning Challenge Question What we already knew and what we would like to find out LC1 Rev i ew LC2 LC3 LC4 LC6 LC5 Outcome What our exciting starting point was all about. Applied skills of Literacy, numeracy and ICT we hope to acquire I can tell someone what I learnt

  18. The Learning Challenge Curriculum Delivering the curriculum: Reflection Building in the Principle of ‘Learning to Learn’. Giving time for reviewing their work. May require direction or guidance early on.

  19. Year 6: How do we know if Neil Armstrong really landed on the moon?

  20. The Learning Challenge Curriculum A Recipe for a more Effective Curriculum Key Ingredients: • High levels of child ownership • Creative Challenges • Discrete/thematic teaching • Fluency in key subject skills • Creative starters • 6 week units of work • An engaging unit title • A focus text • First hand experience – visit/visitor • Use of the outdoors • Enterprise projects Mix together and have FUN!

  21. What are Sc1 skills? • 50% of the Science Curriculum! • Children use Science skills in every investigative Science lesson: • Two WALT’s / L.O.’s to demonstrate: • Find out how the texture of the ramp affects how far the car travels. • Measure accurately and record in tables. • Identify in some other way:

  22. Using LCC with Sc1

  23. Using LCC with Sc1 • Find out how the texture of the ramp affects how far the car travels. • Measure accurately and record in tables. • How does the texture of the ramp affect how far the car travels? • Can you measure accurately? • Can you record results in a table?

  24. Activity: • Think of an investigation you did recently. • What was the WALT / L.O.? • Now…….. • Can you re-phrase the WALT / L.O. as a question if it wasn’t already? • Can you identify all of the skills used in the investigation? • Can you make another WALT / L.O. to address the skills being used? • Can you make this into a question?

  25. Progression of Sc1 Skills • Planning: • Skills Progression Sheets - to identify what skills should be being taught / achieved. • Assessment: • APP - skills and knowledge. Useful method of assessment? • I can statements – skills and knowledge. Follows the child through school and statements are highlighted.

  26. Assessing Sc1 Skills • AstraZeneca Science Teaching Trust website • Sc1 focused assessment information: • http://www.azteachscience.co.uk/science-teaching/curriculum-materials/scientific-enquiry-sc1.aspx • Sc1 focused assessment task plans: • http://www.azteachscience.co.uk/science-teaching/curriculum-materials/scientific-enquiry-sc1/planning-sheets-for-scientific-inquiry-sc1-focused-assessment.aspx • Link the assessment of particular Sc1 objectives to specific places on the LTP.

  27. Questions?

  28. Thank you for listening

More Related