1 / 24

Enhancing experiences and raising standards through the experiences and outcomes Sciences

Enhancing experiences and raising standards through the experiences and outcomes Sciences. Opportunities. A coherent approach to planning the curriculum, learning, teaching and assessment Literacy, numeracy and health and wellbeing embedded throughout curriculum delivery . Support. Glow.

wilmet
Télécharger la présentation

Enhancing experiences and raising standards through the experiences and outcomes Sciences

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. Enhancing experiences and raising standards through the experiences and outcomesSciences

  2. Opportunities • A coherent approach to planning the curriculum, learning, teaching and assessment • Literacy, numeracy and health and wellbeing embedded throughout curriculum delivery

  3. Support

  4. Glow • Glow is transforming the way that the curriculum is delivered in Scotland. It breaks down geographical and social barriers and provides the tools to ensure a first-class education for Scotland. • Glow provides: • A trusted and safe environment for pupils, practitioners and parents • A space to create personalised programmes of work and share thinking and curricular resources • A variety of online tools to enhance learning experiences • Virtual learning to share information and take part in a lesson • Tools to enable you to communicate and collaborate across the network • Communities of practice that offer practitioners rich opportunities to share and collaborate • Innovation in learning and teaching approaches by engaging and immersing young people in powerful and relevant learning experiences • Motivation and support for individualised learning, personalisation and choice.

  5. What is the NAR?The NAR will provide: • Support for assessment in the context of CfE, NQ and national monitoring (SSLN) arrangements • Examples of assessment approaches and evidence relating to experiences and outcomes across all curriculum areas, stages and levels • Examples and guidance for CPD in assessment • Initial focus was on literacy, numeracy and health and wellbeing across learning; next phase – curriculum • Opportunities for professionals to design examples of assessment and contribute to the NAR • In time, opportunities for pupils to engage in self and peer assessment.

  6. Mission Space A Primary 4&5 Interdisciplinary Topic on Space Jo Clark, Port Ellen Primary School

  7. Background • Port Ellen Primary School, Isle of Islay • Composite class: 21 Primary 4&5 children • Mix of first and second level, two ASL children • Curriculum for Excellence outcomes since 2008 • Argyll and Bute interdisciplinary planners used alongside discrete subject planners • Assessment in context: Currently being developed within school

  8. Provide deeper, more active learning • Interdisciplinary learning: • Numeracy and science outcomes • Skills and knowledge • Mission Space Challenge • Cross-cutting theme: ICT • Focus capacity: Effective Contributor • Storyline approach: Zip Zap the alien • Co-operative group tasks • Glow Meets • Assessment: Variety of approaches to allow personalisation and choice, reliability and validity, equal access

  9. BtC5 Overview: Assessment • Learner engagement is crucial • Many approaches to assessment required • Focus on breadth, challenge and application • Professional dialogue required to agree standards • Assessment should be reliable, valid and proportionate • CfE principles should underpin reporting • Quality assurance required

  10. Range of Assessment Information • Do • Say • Make • Write

  11. Curricular focus:Maths Outcomes • My learning in mathematics enables me to: apply skills and understanding creatively and logically to solve problems, within a variety of contexts. • I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology. MTH 2-21a • I can draw 2D shapes and make representations of 3D objects using an appropriate range of methods and efficient use of resources. MTH 2-16c • Having investigated where, why and how scale is used and expressed, I can apply my understanding to interpret simple models, maps and plans. MTH 2-17a

  12. Maths Learning Opportunities

  13. ASSESSMENTMISSION SPACE: MATHS • World Maths Day 1 March • Resource: Using Maths -– Mission into Space, Tick Tock Books • Co-operative group task: Problem solve using your maths skills to win a place on a flight to Mars to visit Zip Zap • Success criteria: Everyone contributes to poster, must show working out, suggest improvements for next time • Peer assessed, voted

  14. Curricular Focus:Sciences Outcomes • I can: By safely observing and recording the sun and moon at various times, describe their patterns of movement and changes over time. I can relate these to the length of a day, a month and a year. SCN 1-06a • I can: By observing or researching features of our solar system, use simple models to communicate my understanding of size, scale, time and relative motion within it. SCN 2-06a

  15. Sciences Learning Opportunities

  16. ASSESSMENTMISSION SPACE: SCIENCE • National Science Week 15th March • Resource: Voyage to Mars Teaching Pack, from Leicester University adapted, NASA education links, UK Space Agency • Co-operative group Task: To gain a place on mission to mars complete carousel of science activities, using a scientific method and recording your observations. • Also in groups to build a lunar rover to special specifications and test • Success criteria: Apply correct method to tasks, draw conclusions from results • Peer assessed, voted

  17. Mission Overview • MISSION 1: Chromatography • MISSION 2: Rock Density • MISSION 3: Air Pressure Rocket • MISSION 4: Chemical Satellite Launch • MISSION 5: Temperature Protection • ROLES: Data Logger, Navigator, Space Probe Technician, Communications Officer, Video Data Logger

  18. Glow Enhancing Learning • Set up class Glow Group Space: The Final Frontier • Web links, Zip-Zap, details of space homework, discuss space facts • Science Too Hot to Handle Glow Group: resources and Glow Meets • Space: children question astronomers from Edinburgh and St Andrews • Later Glow Meet with astronauts from NASA

  19. Mission Space: Children’s Thoughts • Emily: I really liked it because we got to do lots of activities like science experiments and challenges to go to other planets. • Jason: I would like a chance to tell other people all the interesting facts we learnt, and we could work better in groups next time. • Liam: It was interesting, I really liked doing the animations because I liked finding out how to make them. • Ellen: Good, because I can tell people lots of interesting facts about space. • Daniel: I enjoyed the mission to Mars, and would like to do even more science next time!

  20. Web links • Contact me with any queries at: josephine.clark@portellen.argyll-bute.co.uk • NASA SPACE Maths: fantastic resources for maths in context http://quest.nasa.gov/vft/ • UK Space Centre resources http://www.spacecentre.co.uk/Page.aspx/109/LEARNING_RESOURCES/ • Glow National Science Group Too Hot To Handle https://portal.glowscotland.org.uk/establishments/nationalsite/Science/Too%20Hot%20To%20Handle%20Project/default.aspx

More Related