HOPE and FEARToday and tomorrow

He Always

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

What have they got in common?

“Spatial thinkers are very often learning disabled only in a print based environment”

(Special Children: The Hidden Einsteins Tandi Clausen-May 1999 )

• They all had major learning difficulties at school.

• Einstein didn’t speak until he was 4 and didn’t read until 9 years of age.

• Einstein was a spatial thinker. He once said that all his thinking was in images and that words played no part in his thinking. (Think of a child like this in a classroom where words are the main form of communication.)

• 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

Model what

you want

Talk about what

you want

“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

A gift from me to you

Copes with challenge

Bounces back from mistakes

More effort more success

Learns from criticism

Inspired by other peoples success

Aviod challenge

Give up easily

Its the outcome that counts

Moans about or ignores critisism

Threatened by other peoples success

Growth mind setIntelligence can grow

Fixed mind setIntelligence is set

Leads to a desire to learn Leads to a desire to look smart

What do the following words mean

• Values• Attitudes• habits

Building bridges Where you are to where you want to be

Exploration and Investigation of the world

Planning a science curriculum for early years

Something to keep in mind

Follow Your CuriosityI have no special talent.

I am only passionately curious.

Perseverance is Priceless

“It's not that I'm so smart; it's just that I stay with problems

longer.”

Make Mistakes

Discover the power of making mistakes. I’ve said this before, and I’ll say it again, if you

want to succeed, triple the amount of mistakes that you make.

Knowledge Comes From Experience

“Information is not knowledge. The only source of knowledge is

experience.”

You can discuss a task, but discussion will only give you a

philosophical understanding of it; you must experience the task first

hand to “know it.”

education

What does it mean to you

Definitions• Derived from the Latin word educo

which translates to

–I lead forth,–I take out,– I raise up

If you had the chance to map out what a child needed from the age of three to five in order to

be a scientist what would it look like?

Be creative….

To be successful it must

• Start with what the children can do and end at the point they enter year 1 and what they might be doing then!

• show all the none negotiable things they need to be able to do? show all the optional things they might pick on en route? Make this difference clear!

• Show the evidence you would see, hear and feel to prove they got it!

Good learning involves

• being willing to have a go; • being involved and concentrating; • finding new ways and enjoying achieving what

they set out to do. • having their own ideas; • choosing ways to do things;

In relation to science children need to:

• know about similarities and differences in relation to places, objects, materials and living things.

• talk about the features of their own immediate environment and how environments might vary from one to another.

• observations of animals and plants and explain why some things occur, and talk about changes.

Showing…..• Investigatory skills• exploration through play and real

experiences, • recognising when things have

similar or different features. • noticing changes • interaction with elements of their

natural and manufactured environment.

• understanding of living things, materials and objects.

• curiosity and interest about the immediate environment around them

• Communication skills about what is happening and why

Working in teams…..

• Think about what your children would be doing to demonstrate those attitudes and skills

• Come up with an icon that could indicate which science skill or attitude is the focus for the learning

Exploring the support documents

• Working in teams……..• Choose an area to focus on:

– Ourselves– Animal life– Plant life– The food we eat– Sound and music– Exploring materials– Force– Electricity– Light and colour– weather

• Enhance, add too, play with ……

• At the end of the session you need to be able to give an overview of the idea you have been working on and what activities you have enhanced or added

Making a year diary• Using an old roll of wall paper, or anything else

that comes to hand make a year long diary that you can display on your wall

• Divide it up into the 12 months and then horizontally into three section

• The living world• Materials and changes• Forces, light and sounds

Making it happen

Go outside and observe…sort, notice change, demonstrate curiosity and interest, communicate throughout

Bring back evidence and stick it on your year diary, items you have collected, photographs, talking buttons

and stick them into September

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

Abraham Lincoln was the sixteenth president of the United States and he wrote a letter to his son’s teacher.......

He will have to learn, I know, that all men are not just, all men are not true. But teach him also that for every scoundrel there is a hero: that for every selfish politician, there is a dedicated leader.Teach him that for every enemy there is a friend. It will take time, I know a long time, but teach, if you can, that a dollar earned is of more value than five of found.Teach him, to learn to lose... And also to enjoy winning. Steer him away from envy, if you can, teach him the secret of quiet laughter.Teach him, if you can the wonder of books... But also given quiet time to wonder the eternal mystery of birds in the sky, bees in the sun, and flowers on the green hillside.In a school, teach him, it is far more honorable to fail than to cheat.Teach him to have faith in his own idea, even if anyone else tells him they are wrong.Teach him to be gentle with gentle people and tough with tough.Teach him to listen to all men... But teach him also to filter all he hears on a screen of truth, and take only the good one that comes through.Teach him, if you can how to laugh when he is sad. Teach him there is no shame in tear.Teach them to sell his brawn and brain to the highest bidder but never to put a prize tag on his heart and soul.Teach him gently, but do not cuddle him, because only the test of fire makes the fine steel.Teach him always to have sublime faith in himself because then he will always have some sublime faith in mankind.These are big orders, but see what you can do. He is such a fine fellow, my son...