Making The Connections Presentation
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Making The Connections Presentation



A case study of work in progress By Bev Forrest

A case study of work in progress By Bev Forrest
Associate Principal Lecturer
Leeds Trinity University College



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Making The Connections Presentation Making The Connections Presentation Presentation Transcript

  • Making the connections A case study of work in progress Bev Forrest Associate Principal Lecturer Leeds Trinity University College
  • Setting the scene:
    • Leeds Trinity University College
    • Primary Education –
    • 4 year programme leading to BA (Hons) with QTS
    • 2 routes EY 3-7, LY 7-11
    • Approx 160 students per year group
    • 75% go on the teach in the Leeds/Bradford area
    • All students study History as a separate subject
    • EY route=15 hours
    • LY route=21 hours
  • Primary Education - Links with MLA
    • As experienced by all students
    • Examples include – visit to Eureka as part of Play module
    • Visit to Schools Libraries service, Leeds within English LY module
    • Alternate placements
    • including City Museum, Armley mills (School room), Royal Armouries...
    • Optional activities
  • My Journey... Beginnings
  • Impact of links with MLA on primary pupils:
    • Motivation of pupils-enjoyment key to learning.
    • Made history real – “Does that mean the Tudors lived here”?
    • Positive pupil progress especially those with learning and behavioural difficulties
    • Promoted positive views of their locality and heritage
  • Current links within the History course:
    • WYAAS
    • Leeds Museums:
    • City Museum, Royal Armouries
    • The Schoolroom at Leeds Industrial Museum
    • Supporting projects:
    • Mylearning website
    • Saltaire project
  • Link with WYAAS:
  • Motivation for linking with MLA
    • Extend personal experience and knowledge among students
    • Help foster an appreciation of their locality
    • Motivate and inspire students –reverse negative experiences of history in school- make history come alive
    • More aware of the range of experiences available via MLA- how they can provide something which enhances pupils learning
  • Motivation for linking with MLA
    • Students feel more confident about including MLA into their teaching - embedding experiences
    • Hook them in now...
    • Embed this good practice early in their professional careers
    • Result-Enriched curriculum in the primary school
    • Also a belief that we have something to give to MLA in return-ensure future of education in MLA and also to make museums more aware of what new teachers and pupils need.
  • Views from our partners- Jael Edwards on Saltaire & mylearning
    • Students were able to use their up to date knowledge of the curriculum and current trends to cast a critical eye over learning opportunities and resources. Their enthusiasm and commitment to transforming the learning experience for children and young people was infectious . Their ideas have since been built into longer term strategies...
  • Linda Stansbie at the Schoolroom
    • It offers each partner an insight into what the other is doing .
    • Students get a better understanding of what a museum has to offer ...they can see first hand how pupils can benefit from learning which is beyond the classroom. 
    • The partnership allows me to keep up to date with changes in the curriculum & in ITT and it promotes the sharing of ideas & information . It allows me to keep up the profile of the schoolroom. Students may eventually make a return visit to the museum with their classes.
  • Views of partnership Dave Weldrake at WYAAS
    • It’s not just a one-way street. ..we offer the students what we think is best practice , but the students are so enthusiastic… I come away with new ideas and concepts too .
    • The students are offered something different . Through archaeology they get a fresh approach to both cross-curricular activities and learning outside the classroom. It can enliven their teaching and ensure that they keep the interest of their pupils.
    • Partnership allows us to meet the challenges of the future as the National Curriculum continues to evolve. Combining the archaeological expertise of WYAAS with the pedagogic skills of Leeds Trinity provides new ideas which will help to meet these changes..
  • Esther Hughes at the City Museum
  • Next steps on the journey...
    • Important to embed this good practice within the course
    • Need to strengthen link between centre based learning and additional experiences in terms of training
    • Not just about increasing number of opportunities for students-important to focus on quality of experiences provided
    • How to feed in experiences of students on alternate placements to all students?
    • Suggestions from the group?
    • Contact