HOPE and FEARa revised curriculum

Children’s learning: turning a paper curriculum into an exciting skills based curriculum

He always wanted to explain thingsBut no one caredSo he drewSometimes he would draw and it wasn't anythingHe wanted to carve it in stoneOr write it in the skyHe would lie out on the grassAnd look up at the skyAnd it would be only the sky and him that needed sayingAnd it was after thatHe drew the pictureIt was a beautiful pictureHe kept it under his pillowAnd would let no one see itAnd he would look at it every nightAnd think about itAnd when it was darkAnd his eyes were closedHe could still see itAnd it was all of him

And he loved it

When he started school he brought it with himNot to show anyone but just to have it with himLike a friend

It was funny about schoolHe sat in a square brown deskLike all the other square brown desksAnd he thought it should be redAnd his room was a square brown roomLike all the other roomsAnd it was tight and closeAnd stiffHe hated to hold the pencil and chalkWith his arms stiff and his feet flat on the floorStiffWith the teacher watchingAnd watching

The teacher came and smiled at himShe told him to wear a tieLike all the other boysHe said he didn't like themAnd she said it didn't matter

After that they drewAnd he drew all yellowAnd it was the way he felt about morningAnd it was beautiful

The teacher came and smiled at him"What's this?" she said"Why don't you draw something like Ken's drawing?""Isn't that beautiful?"After that his mother bought him a tieAnd he always drew airplanes and rocket shipsLike everyone elseAnd he threw the old picture awayAnd when he lay out alone and looked out at the skyIt was big and blue and all of everything But he wasn't anymore

He was square inside and brownAnd his hands were stiffAnd he was like everyone elseAnd the things inside him that needed sayingDidn't need it anymoreIt had stopped pushingIt was crushedStiffLike everything else.

Making learning

Irresistible

Tom Robson

Watch your thoughts,They become words,Watch your words,

They become actions,Watch your actions,They become habits,Watch your habits,

They become character,Watch your character,

It becomes your destiny

• They all had major learning difficulties at school.

• da Vinci - possible that he would be diagnosed with ADHD as well as dyslexia and language difficulties.

• Richard Branson failed all his standardised school tests.

• Bill Gates on autistic spectrum.

Despite their talents, creativity and genius qualities – all of these people would been allocated learning support if they were in school here today. Some would have been assessed by Ed Psychologists and allocated resource hours!

How many ‘hidden Einsteins’ are in our classrooms today, assessments mostly print-based on literacy and numeracy

skills

Where do you get yours from?

What do inspirational teachers do?

• Breath life into our learners• The teachers we remember are the ones that

leaves some of their breath inside us

“Too many teachers think that if they had more time, resources and space they could make a difference. The last thing most teachers need is more.. ..they need different!”

John HattieDirector, Melbourne Education Research Institute

What do the following words mean

• Values• Attitudes• habits

Building bridges Where you are to where you want to be

Key Stage 1

• A. Basic structures and simple classification of common plants (year 1 and 2)

• A. Plants and growing (year 1 & 2)• B. Animals including humans (year 1 & 2)• B. Habitats, including food chains (year 2)• A. Simple physical properties of everyday materials in relation

to their uses (year 1)• B. Uses of everyday materials (year 2)• A. sounds (year 2)• B. Light (year 1)• A & B Seasonal changes and day and night (year 1)

Lower Key Stage 2• A. The function of different parts of plants, and what plants need to survive (year

3)• B. Animals including humans: what animals need to survive, movement and

skeleton (year 3)• B. Classification of living things: plants and animals and conservation (year 4)• A. Human digestion (year 4)• • A. Simple physical properties of some kinds of rocks, and how rocks and fossils

are formed (year 3)• B. States of matter and changes of state, with particular reference to water (year

4)• • A. Forces and magnets (year 3)• A. Sources of sound (year 4)• B. Light and shadows (year 3)• B. The uses of electricity, and how to wire a simple circuit. (year 4)

Upper Key Stage 2• A. Life cycles, including reproduction and growth and old age (year

5)• A. All living things: Life processes, including classification (year 6) • B. Human circulatory system and blood (year 6)• B. Inheritance and evolution happening over long periods of time

(year 6)

• B. Properties and changes of materials (year 5)

• A. forces (gravity, friction e.g. air resistance and transfer of force through mechanical devices) (year 5)

• A. Earth and space (year 5)• B. electric series circuit; (year 6)• B. Light (year 6)

language

• read and spell scientific vocabulary at a level consistent with their increasing word reading and spelling knowledge at KS 1.

• read and spell scientific vocabulary correctly and with confidence, using their growing word reading and spelling knowledge at lower KS 2

• read, spell and pronounce scientific vocabulary correctly at upper KS 2

Working scientifically

• ‘Working and thinking scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study.

Working scientifically

• Asking the question• Collecting data• Analysing data & drawing conclusions• Presenting findings

Learning objective Skill WILF: year 1 & 2Teacher models good practice in

language and thinking

WILF: year 3 & 4Teachers helps pupils make decission

WILF: year 5 & 6More independence and more systematic

Asking the question Asking the starter question Teachers encourage pupils to generate questions (teachers modelled)

With help we can ask a scientific question We can ask our own scientific questions

Decide which type of enquiry is needed We can help to make decisions about the type of enquiry (research, comparative study fair test) to carry out

We can make our own decisions about the type of enquiry to carry out

Collect data What are we measuring or observing?

We can talk about what we are going to: look/listen for (year 1) to measure ….. (year 2)

With help we can decide what we are going to: look/listen for measure …..

We can decide the most appropriate observations and measurement to take and how long to take them for

Collect data What might affect what we are observing or measuring?

With help we can talk about (or list) the variables that will effect what we are observing or measuring

We can decide which variable to change and which variables to keep the same

Ask a questions (that could lead to a fair test)

What do you think will happen to X if we ….(year 1)

What do you think will happen to X if we change Y (year 2)

What do you think will happen to X if we change Y and keep ….., and …. the same

What do you think will happen to X if we change Y and keep ….., and …..the same (using appropriate units the sentence)

Predict what might happen We think X might happen because ……..based on everyday knowledge

We think X might happen because……. (based on scientific knowledge)

planning This is the equipment/information we need for our investigation (teacher selects)

With help we can decide the equipment we need We can decide the most appropriate equipment to use

Collecting data Gather evidence Use our senses and simple equipment to describe what is around us (year 1)

We can measure things with help from our teacher (year 2)

This is what we have observed… This is what we have measured … (Accurate standard units, range of equipment,

including data logger))

This is what I have observed… This is what I have measured … (accurate, precise and repeatable)

sorting and classifying Using our senses we can tell our friend what thing are like (year 1)

We can compare things (objects, living things, materials) and with help can decide how to sort and group them (year 2)

We use simple keys to classify (objects, living things and materials)

We can use a classification key We can use a data base (record cards.

Computers etc) to describe and classify living things and materials

We can develop our own keys to describe and classify living things and materials

analysing data and drawing

conclusion Noticing patterns and relationships We noticed ……happened/changed when

……(year 1) We thought this might happen ….and the

surprise was…….happened (year 2)

From the data (observation or measurements) this is the change/pattern we noticed.

These are the similarities/differences between…….

From the data in our graph/table we found out the relationships between X and Y

(e.g .the er…er…rule: the faster the X the slower the Y)

Think about spooky results (errors and anomalies)

We didn’t think this would happen ….. This is a spooky result. It might have happened because ….

Suggest improvements Suggest improvements to our method . If we did this again we would do ………

Suggest improvements to our method and say why

If we did this again we would do X because …

Pupils above

Pupils needing extra support