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What is the point of school?

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Johanna Goode's Presentation during a visit to multigrade schools in South Africa.

Published in: Education, Technology
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What is the point of school?

  1. 1. What is the point of school?
  2. 2. “ We aim for all our children to: support each other’s growth in a spirit of loving responsibility ask wonderful questions and discover their own interests and potential have strategies for responding positively, honourably, courageously and creatively to all the challenges they will face in life.”
  3. 3. What should the curriculum deliver? <ul><li>Basic skills… reading, writing, speaking/listening, maths, science, IT </li></ul><ul><li>Opportunities to consolidate, develop and use basic skills… at precisely the right level for each individual. </li></ul><ul><li>Social, cultural, moral, physical understanding. </li></ul>
  4. 4. What makes us want to go to school?
  5. 5. What makes us want to go to school? <ul><li>… joy of learning …. connecting with others …..feeling alive / feeling skilled and capable ……discovering own abilities and potential ….positive relationships …..doing things together ….finding you can do things really well …..creating something amazing ….learning something so well I know I ’ ll remember it for ever </li></ul>
  6. 6. When do you feel like that…? <ul><li>during performances…. when I’ve just finished a project or a big bit of work …..when we win a game ….when I look at photos of us working ……when I’m showing my mum my work ….when I look at my work on the wall </li></ul>
  7. 7. When would you not want to go to school….? <ul><li>… too stretched ….too hard ….always coming bottom …..boring …..don ’ t see the point in what I ’ m doing ….unrealistic expectations …fear of failure …fear of being thought stupid …..fear of others being horrible ….feeling out of my depth ….somewhere better to be </li></ul>
  8. 8. “ Inside-out planning ” <ul><li>We can teach the curriculum through almost anything… </li></ul><ul><li>What combination of experiences are most likely to make the relevant learning happen? </li></ul><ul><li>What sort of assessment will prompt the highest level of aspiration and achievement? </li></ul><ul><li>We will need to ensure progression, support and challenge? </li></ul>
  9. 9. Teacher as learner <ul><li>What will make the learning deep and powerful for these particular students, this year? </li></ul><ul><li>In answering that question the teacher undertakes lots of research and creative thinking. </li></ul><ul><li>This keeps the joy of learning alive for the teacher too. </li></ul>
  10. 10. Community and Family Too <ul><li>Lots of expertise in communities – enriches learning </li></ul><ul><li>If school work is integrated, then it is valued by whole community – given greater status </li></ul><ul><li>Involving different experts widens children’s ideas of work </li></ul><ul><li>Life-long learning culture … </li></ul>
  11. 11. Balancing … <ul><li>“ Teaching” </li></ul><ul><li>Consolidation </li></ul><ul><li>Assessment (summative – closed) </li></ul><ul><li>Exploration (summative – open) </li></ul><ul><li>“ Student organization (e.g. the balance of whole class teaching, collective group work and collaborative group work; the basis for student grouping)” </li></ul>
  12. 12. Everyday basics <ul><li>Handwriting, touch typing and phonics for 30 minutes every day. </li></ul><ul><li>Maths for 60 minutes every day. </li></ul><ul><li>Speaking and listening skills built into teaching / learning methods. </li></ul><ul><li>Formative assessment used daily, to fine-tune this planning. </li></ul>
  13. 13. Phonics & Maths <ul><li>Four groups: </li></ul><ul><li>Each has 1 “ taught ” session with a teacher, 1 consolidation activity, 1 challenge / problem solving, 1 summative assessment each week . </li></ul><ul><li>Wide variety of activities </li></ul>
  14. 14. Speaking and listening <ul><li>pairs – agree an answer </li></ul><ul><li>share with the person next to you – do they have the same answer? </li></ul><ul><li>pairs – agree success criteria </li></ul><ul><li>pairs – mark each others’ work against s.c. </li></ul><ul><li>Talk homework </li></ul><ul><li>Conscience alley </li></ul><ul><li>hot seating </li></ul><ul><li>coming up with lots of questions – P4C </li></ul>
  15. 15. Long term overview <ul><li>“ National curriculum” </li></ul><ul><li>We then looked around at the experiences and environments which we can access easily and without additional cost, from school. </li></ul><ul><li>We put these into overarching themes </li></ul><ul><li>Then we put the NC objectives into the themes. Level descriptors too. </li></ul>
  16. 16. Why topic based? <ul><li>Tying the learning together…. </li></ul><ul><li>Drip…drip…drip </li></ul><ul><li>Aha – a link! </li></ul><ul><li>Gives all the learners, including the teacher, a feeling of purpose. </li></ul>
  17. 20. Setting up the long term planning – BIG QUESTIONS
  18. 24. An example! Thirlmere Aquaduct – Miracle of Engineering <ul><li>Practical learning makes it deeper </li></ul><ul><li>Here is the problem: </li></ul><ul><li>150 years ago the cities of Northern England were running out of water. They had to find a way of getting more. </li></ul><ul><li>The solution: </li></ul><ul><li>They built a reservoir system which took water 100 miles, without using any fuel. We still use it today. How does it work? </li></ul>
  19. 26. <ul><li>Tunnels </li></ul><ul><li>They put a theodolite on top of the siting pillar. They lined it through with the next siting tower, so that they got a straight line. Then they started to dig the tunnel. They had a candle in the tunnel, which lined up with the straight line. If the candle light went a bit to the left or the right, someone went and told the miners to change directions, whichever way they needed to. They could only tunnel in straight lines, so if they had to turn a corner, they joined two tunnels where it went over a beck. </li></ul>
  20. 27. <ul><li>Siphon Wells </li></ul><ul><li>When the water gets to a valley there is a north siphon well and a south siphon well. </li></ul><ul><li>When the water gets to the valley the water moves from the aqueduct tunnel or cut-and-cover, into pipes. This increases the pressure. The water goes down one side of the valley and then pressure pushes it up the other side! </li></ul>
  21. 28. 50 Million Gallons a day Cup of tea for everyone on the planet - every day 11% of the total daily North West ’s Water Consumption 30 Seconds of Niagara Falls <ul><li>50 Million Gallons a day </li></ul><ul><li>Cup of tea for everyone on the planet - every day </li></ul><ul><li>11% of the total daily North West ’ s Water Consumption </li></ul><ul><li>30 Seconds of Niagara Falls </li></ul>Maths!
  22. 29. Science… <ul><li>Oh no! All the reservoir water has been shut off, because of the mud being washed down in a flood. We need to get our water from the beck today. How are we going to clean it? </li></ul><ul><li>What will we need water for, in a school day? </li></ul><ul><li>What will need to be filtered from the water for this use? </li></ul><ul><li>How could I clean water for this use? </li></ul>
  23. 30. Literacy.. <ul><li>Success criteria explanation texts </li></ul><ul><li>third person </li></ul><ul><li>explain clearly. </li></ul><ul><li>put different parts of the process into a logical order, and into separate paragraphs. </li></ul><ul><li>include lots of relevant details. </li></ul><ul><li>use relevant vocabulary </li></ul><ul><li>Success criteria explanation texts </li></ul><ul><li>third person </li></ul><ul><li>explain clearly. </li></ul><ul><li>put different parts of the process into a logical order. </li></ul><ul><li>include lots of relevant details. </li></ul><ul><li>use paragraphs to organise material </li></ul><ul><li>use relevant vocabulary </li></ul><ul><li>adapt sentence construction to different text types, purposes and readers (Y5) </li></ul><ul><li>express subtle distinctions of meaning, by constructing sentences in varied ways (Y6) </li></ul>
  24. 31. <ul><li>Year 6 film </li></ul><ul><li>Success Criteria agreed by class 21.6.11 for film playscript </li></ul><ul><li>suspense: </li></ul><ul><li>short sentences to give sudden impact </li></ul><ul><li>… . and other suspense punctuation (eg ! and lack of commas/fullstops to show breathlessness / hurry) </li></ul><ul><li>use of font to show expression required (size and type of font) </li></ul><ul><li>setting: </li></ul><ul><li>contrasts in scene settings, to get maximum impact of the action (eg Jack ’s idea of in the house laying the table, then being in the tunnel) </li></ul><ul><li>details of props / costume etc </li></ul><ul><li>think about where we can realistically get to in one day ’s filming </li></ul><ul><li>accuracy: </li></ul><ul><li>use actual events, names, quotes etc </li></ul><ul><li>keep checking vocabulary for modern language </li></ul><ul><li>characters: </li></ul><ul><li>contrast again – like setting </li></ul><ul><li>only 3-4 main characters, or it ’ll get too confusing in a 5 minute film </li></ul><ul><li>Plot: </li></ul><ul><li>Simple plot which summarises the main issues of the Thirlmere Aquaduct. Going for sadness of people losing homes, joy of new relationships, sadness of deaths in the works, importance of water still today. </li></ul><ul><li>Woman outside Inn – what will I do? </li></ul><ul><li>Meets newly arrived miner in church – new relationship </li></ul><ul><li>Him in tunnel </li></ul><ul><li>Her at home with little children – Christmas Eve (I ’m so glad your dad came to Wythburn) </li></ul><ul><li>Him in tunnel dying </li></ul><ul><li>Her at home wondering where he is (then hearing about the accident) </li></ul><ul><li>Water being used today (in Manchester, but filmed here) </li></ul><ul><li>Jenny says: </li></ul><ul><li>Keep it simple! </li></ul><ul><li>1 page of A4 script per minute of filming (she will be thinking single spaced, so it ’s probably about 10 pages of double spaced) </li></ul><ul><li>We will film about 5 minutes in the day </li></ul><ul><li>We need: </li></ul><ul><li>Script </li></ul><ul><li>List of locations (use camera angles, eg so we can say she ’s outside flooding pub, but she’s just standing in the reservoir) </li></ul><ul><li>List of cast – how many and who (think minibus / teachers etc) </li></ul><ul><li>List of costumes and props </li></ul>
  25. 32. <ul><li>How to keep track </li></ul><ul><li>Thirlmere project: Geography objectives covered: </li></ul><ul><li>1 In undertaking geographical enquiry, pupils should be taught to: </li></ul><ul><li>a ask geographical questions [for example, ‘What is this landscape like?’, </li></ul><ul><li>‘ What do I think about it?’] </li></ul><ul><li>b collect and record evidence [for example, by carrying out a survey of shop </li></ul><ul><li>functions and showing them on a graph] </li></ul><ul><li>c analyse evidence and draw conclusions [for example, by comparing </li></ul><ul><li>population data for two localities] </li></ul><ul><li>d identify and explain different views that people, including themselves, hold </li></ul><ul><li>about topical geographical issues [for example, views about plans to build </li></ul><ul><li>an hotel in an overseas locality] </li></ul><ul><li>e communicate in ways appropriate to the task and audience [for example, </li></ul><ul><li>by writing to a newspaper about a local issue, using e-mail to exchange </li></ul><ul><li>information about the locality with another school]. </li></ul><ul><li>2 In developing geographical skills, pupils should be taught: </li></ul><ul><li>a to use appropriate geographical vocabulary [for example, temperature, </li></ul><ul><li>transport, industry] </li></ul><ul><li>b to use appropriate fieldwork techniques [for example, labelled field sketches] </li></ul><ul><li>and instruments [for example, a rain gauge, a camera] </li></ul><ul><li>c to use atlases and globes, and maps and plans at a range of scales </li></ul><ul><li>[for example, using contents, keys, grids] </li></ul><ul><li>d to use secondary sources of information, including aerial photographs </li></ul><ul><li>[for example, stories, information texts, the internet, satellite images, </li></ul><ul><li>photographs, videos] </li></ul><ul><li>e to draw plans and maps at a range of scales [for example, a sketch map </li></ul><ul><li>of a locality] </li></ul><ul><li>f to use ICT to help in geographical investigations [for example, creating </li></ul><ul><li>a data file to analyse fieldwork data] </li></ul><ul><li>3 Pupils should be taught: </li></ul><ul><li>a to identify and describe what places are like [for example, in terms </li></ul><ul><li>of weather, jobs] </li></ul><ul><li>d to explain why places are like they are [for example, in terms of weather </li></ul><ul><li>conditions, local resources, historical development] </li></ul><ul><li>e to identify how and why places change [for example, through the closure </li></ul><ul><li>of shops or building of new houses, through conservation projects] and how </li></ul><ul><li>they may change in the future [for example, through an increase in traffic </li></ul><ul><li>or an influx of tourists] </li></ul>
  26. 33. <ul><li>Knowledge and understanding of patterns and processes </li></ul><ul><li>4 Pupils should be taught to: </li></ul><ul><li>b recognise some physical and human processes [for example, river erosion, </li></ul><ul><li>a factory closure] and explain how these can cause changes in places </li></ul><ul><li>and environments. </li></ul><ul><li>Knowledge and understanding of environmental change </li></ul><ul><li>and sustainable development </li></ul><ul><li>5 Pupils should be taught to: </li></ul><ul><li>a recognise how people can improve the environment [for example, </li></ul><ul><li>by reclaiming derelict land] or damage it [for example, by polluting </li></ul><ul><li>a river], and how decisions about places and environments affect </li></ul><ul><li>the future quality of people ’s lives </li></ul><ul><li>b recognise how and why people may seek to manage environments </li></ul><ul><li>sustainably, and to identify opportunities for their own involvement </li></ul><ul><li>[for example, taking part in a local conservation project]. </li></ul><ul><li>Themes </li></ul><ul><li>c water and its effects on landscapes and people, including the physical </li></ul><ul><li>features of rivers [for example, flood plain] or coasts [for example, beach], </li></ul><ul><li>and the processes of erosion and deposition that affect them </li></ul><ul><li>d how settlements differ and change, including why they differ in size and </li></ul><ul><li>character [for example, commuter village, seaside town], and an issue arising </li></ul><ul><li>from changes in land use [for example, the building of new housing or </li></ul><ul><li>a leisure complex] </li></ul><ul><li>e an environmental issue, caused by change in an environment [for example, </li></ul><ul><li>increasing traffic congestion, hedgerow loss, drought], and attempts to </li></ul><ul><li>manage the environment sustainably [for example, by improving public </li></ul><ul><li>transport, creating a new nature reserve, reducing water use]. </li></ul><ul><li>7 In their study of localities and themes, pupils should: </li></ul><ul><li>a study at a range of scales – local, regional and national </li></ul><ul><li>b study a range of places and environments in different parts of the </li></ul><ul><li>world, including the United Kingdom and the European Union </li></ul><ul><li>c carry out fieldwork investigations outside the classroom. </li></ul>
  27. 34. Advantages of mixed-age topic planning… <ul><li>No glass ceilings – no pre-conceptions </li></ul><ul><li>If you teach according to pre-written grade schemes, there ’ s a danger that you ’ ll assume that ’ s where the children are. Some will be, most won’t! </li></ul><ul><li>More exciting </li></ul><ul><li>More memorable </li></ul><ul><li>Deeper, because connections get made. </li></ul>
  28. 35. Enabling, not telling <ul><li>Deluge in experiences … </li></ul>
  29. 36. <ul><li>Is our job to </li></ul><ul><li>Tell children the answer? </li></ul><ul><li>Or to come up with the question, and give them the learning opportunities to discover answers? </li></ul><ul><li>If it ’ s their answer – they will ask the next question. </li></ul>
  30. 37. Seize the moment <ul><li>It snowed a lot last winter. </li></ul><ul><li>Here are the questions the children decided to investigate : </li></ul><ul><li>Why is it harder to walk in snow? </li></ul><ul><li>What can we do to a sledge to make it go as fast as possible? </li></ul><ul><li>Can we dye snow different colours? </li></ul><ul><li>Which type of boots are warmest? </li></ul><ul><li>Can we make a snugly den out of snow? </li></ul><ul><li>What is the fastest way to get down a snowy hill? </li></ul>

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