Innovative Science Curriculum Design

Claire GriefDulwich College Seoul

Three ways to make children feel clever:

◦ Give them a wide variety of experiences – don’t narrow the curriculum to basic skills.

◦ Let children fail so they can then have a new idea.

◦ Work hard – let children have fun working hard at things that interest and motivate them.

Chris Quigley and the Creative Curriculum

Four main principles of a creative curriculum:

◦ Make it real - try to use a stimulus at the beginning of the theme to provoke lines of enquiry from the start (‘wow starter’).

◦ Let pupils steer learning - try to allow the children’s lines of enquiries to steer the theme’s direction.

◦ Don’t over plan - try to respond to lines of enquiry that come up later in the theme. Remember not all children are provoked at the same time.

◦ Build momentum – ‘wow starter’ at the beginning, leading to a theme week / day at the end.

Chris Quigley and the Creative Curriculum

Creativity is not just ‘done on a Wednesday afternoon.’ It can be developed in all subjects.Chris Quigley

Chris Quigley and the Creative Curriculum

A way of delivering a ‘creative curriculum’.

Developed after the ‘The Cambridge Primary Review’.

Key point of the review:

◦ Respect children’s experience, voices and rights. Engage them actively and directly in decisions that affect their learning.

◦ http://www.learningchallengecurriculum.com

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The Learning Challenge Curriculum

Autumn Spring Summer

Year R Where do the wheels on the bus go?

What is under the Christmas tree?

Why would a dinosaur not make a good pet?

What could we ask the farmer?

Twinkle twinkle little star, how I wonder what you are?

Why do I like to be beside the seaside? (What could I win a medal for?)

Year 1 What’s happening down our road?

Why wouldn’t a dinosaur make a good pet?

What would my life be like if I lived in France?

Who’s afraid of the Big Bad Wolf?

What would you do if you met an alien?

How could Shrek win a gold medal?

Year 2 How am I like Shrek?

What’s in our shopping bag?

Is the Wii more fun than my grandparents toys?

What happens to my rubbish?

What happens if I dial 999? (SATS)

How can I be the next Olympic champion?

Year 3 Why do they make me brush?

To give or to get? Is sound or light more useful?

How far can we travel from Ashford?

Where does our water go?

How can we run faster?

Year 4 Was Kingsnorth cool in the 1970’s?

Would you be more famous as a hero or a villain?

Why do natural disasters happen?

Why did the Victorians live in a house like this?

What can Wall-E teach us about global warming ?

How could you train to be an Olympic champion?

Year 5 Why are spiders scary?

How can I make money?

How has space travel changed my life?

Shakespeare’s dead…isn’t he?

Why do roads in Ashford have Roman names?

How will the London Olympics affect us in Ashford?

Year 6 What’s the best way to cross the Channel?

How can we honour War Heroes?(Who kidnapped Father Christmas?)

How can we create an addictive computer game?

Should Nelson Mandela have been sent to prison?

How do the Arts make us better people?

How could I win Olympic Gold?

The Learning Challenge Curriculum

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Prime Learning Challenge Question

Applied skills of Literacy, numeracy and ICT we

hope to acquire

What we already

knew and what we

would like to find out

What our exciting

starting point was all about.

I can tell someone

what I learnt

LC1

LC2

LC3

LC4

LC5

LC6

Review

Outcome

The Learning Challenge Curriculum

Prime Learning Challenges that work:

Why would a dinosaur not make a good pet? (Animals / habitats)

Is the Wii more fun than my grandma and granddad’s old toys? (Electricity)

How will global warming impact on your life? (Living things in their Environment)

How can we save Frosty the Snowman? (Characteristics of and changing materials)

What causes the Earth to get angry? (Forces and Motion)

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Prime Learning

Challenges

Some Science based / related examples:

The Learning Challenge Curriculum

Prime LC : Why would a dinosaur not make a good pet?Wow Find a very large egg in the class and the

children have to find out where it has come from and whose egg it is

LC1 Who does this egg belong to?LC2 What does a dinosaur need to survive?LC3 What can you find out about a particular

dinosaur?LC4 How can you re-create your own dinosaur

land?LC5 How can you classify dinosaurs?LC6 How can we recreate the sound and

movements of the dinosaurs?LC7 How do you know that dinosaurs really

roamed the Earth?LC8 Reflection: How can you produce a TV

programme about dinosaurs?

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Learning Challenge

sYear 2

Example

The Learning Challenge Curriculum

The Learning Challenge Curriculum Activity:

◦ Design a thematic plan for one of these ‘Prime Learning Challenge Questions’ including:

A ‘wow’ moment. A series of Learning Challenges (questions) – one per week. Think

about how all of the subjects would link in! Outcome – theme day / something big to work towards.

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Prime Learning Challenge Question

Applied skills of Literacy, numeracy and ICT we

hope to acquire

What we already

knew and what we

would like to find out

What our exciting

starting point was all about.

I can tell someone

what I learnt

LC1

LC2

LC3

LC4

LC5

LC6

Review

Outcome

The Learning Challenge Curriculum

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Engaging the learners in the process – WOW!

Getting a clear picture of what learners already know / want to know.

Taking account of interest levels.

Picking up on misconceptions.

Pre Learning

The Learning Challenge CurriculumDelivering the curriculum:

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Year 4: What causes the Earth to get angry?

Pre Learning

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In this example learners have been asked to record what they feel they already know

about Liverpool before embarking on the Prime

Learning Challenge: ‘Has Liverpool always been a

famous city?’

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This mixed ability, self-chosen group clearly showed the broad knowledge they had thus far when focusing on the prime learning challenge: ‘Can we explain what the Tudor explorers did for us?’

A misconception

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What we think we already know about habitats?• Badgers live in burrows under the ground• Turtles, tortoises, parrots all live in the

Rainforests• Tigers live in rainforests but the

rainforests are being destroyed• Dogs live in pet shops, in the wild and at

our houses• Sea creatures live in water• Lions live in the savannah• Birds make nests and live in trees• Humans are animals and they build their

own habitat• Mice live under the ground in the wild• Swans and ducks live in canals, ponds and

lakes• Polar bears live in the North Pole but are

affected by the rainforests being cut down

What we would like to find out?• Why do polar bears and penguins

live where they do?• How many animals exist in the

world?• In the past why did dinosaurs die

out?• What is the difference between the

places hares and rabbits live?• Do cats like being domesticated?• Why do some creatures live under

the ground?• Why are there such creatures as

dragon lizards if dinosaurs have died out?

• Why can some animals live in extreme heat?

• Have crocodiles always lived in water?

Pre-Learning Outcome: Year 4

The Learning Challenge Curriculum

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Prime Learning Challenge Question

Applied skills of Literacy, numeracy and ICT we

hope to acquire

What we already

knew and what we

would like to find out

What our exciting

starting point was all about.

I can tell someone

what I learnt

LC1

LC2

LC3

LC4

LC5

LC6

Review

Outcome

The Learning Challenge Curriculum

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Building in the Principle of ‘Learning to Learn’.

Giving time for reviewing their work.

May require direction or guidance early on.

Reflection

The Learning Challenge CurriculumDelivering the curriculum:

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Year 6: How do we know if Neil Armstrong really landed on the moon?

Wow

One of the parents will bring in a telescope which will need to be built and then pupils will be able to use.

LC1 Who was Neil Armstrong and what could we ask him if we met him?

LC2 Could we describe the Earth and the Sun as space cousins?

LC3 If the Earth and Sun are cousins, is the moon a young nephew?

LC4 How can we create a moon landing site?

LC5 How can we create our own moon landing documentary?

LC6 How could we communicate with a UFO?

LC7 What job would you choose to do in a space station?

LC8 Reflection: How did people celebrate the moon landing in 1968?

Pre Learning

What Learners already knew?

What Learners want to find out?

- All knew that there are planets, that the Earth has its own moon and that there is one moon- All knew the concept of day and night linked to the Sun- HA – could name the planets- A few knew who Neil Armstrong was- A few of HA’s knew what astronomers do- A few knew that Star clusters had specific names- One knew that some planets had more than one moon.- One talked about the possibility that Pluto was no longer considered to be a planet

- How do space men eat and go to the toilet in space?- Boys- How do astronauts train?- Why don’t the planets fall down?- How fast does a rocket go?- Is there a lot of junk out there?-Do spacemen get hot in those suits?-What is the furthest spacemen have travelled?-How many astronauts have been up in space?-Is there any other life-form out in space?

Visits and VisitorsParent coming in with a telescope.Video conference with a Jodrell Bank astronomerPlanetarium – school visit

LC2: Could we describe the Earth and the Sun as space cousins?

Activities• Focus on the relationship between the Sun and the Earth.• Use the children in the hall to help them understand the relationship – how the Earth moves around the Sun and the

spinning movement of the Earth.• Carry out research to find out more about the relationship• Use documentary film clips to help the understanding• Children to produce their own booklets to explain the relationships – fact files• Create a class model to show the relationship

Subject Challenges: Embedded Writing:Science – Physical Processes Fact File – non fiction – explanation texts

Oracy Embedded Numeracy:Discussions and Explaining the relationships Using scales, large numbers, measurement activities

Empowering Learning ICT SkillsTeam WorkersIndependent EnquirerResourceful Thinker

Internet workDigital Media

LC2: Could we describe the Earth and the Sun as space cousins?

Activities• Focus on the relationship between the Sun and the Earth.• Use the children in the hall to help them understand the relationship – how the Earth moves around the Sun and the

spinning movement of the Earth.• Carry out research to find out more about the relationship• Use documentary film clips to help the understanding• Children to produce their own booklets to explain the relationships – fact files• Create a class model to show the relationship

Subject Challenges: Science

Emerging Expected Exceeded• Can they explain why there is a

change of direction/change of speed/change of shape? (using cause and effect)

• Can they say why something happens linked to something else? (cause and effect)

• Can they explain something using their scientific ideas? (make generalisation)

• Can they explain why it looks like the Sun moves during the day?

• Can they describe and explain how motion is affected by forces? (incl gravitational attractions, magnetic attraction and friction)

• Can they describe and explain using their scientific knowledge?

• Can they explain how shadows are formed?

• Can they explain why it looks like the Sun moves during the day?

• Can they explain changes linked to forces and motion?

• Can they explain changes linked to light?

LC2: Could we describe the Earth and the Sun as space cousins?

Activities• Focus on the relationship between the Sun and the Earth.• Use the children in the hall to help them understand the relationship – how the Earth moves around the Sun and the

spinning movement of the Earth.• Carry out research to find out more about the relationship• Use documentary film clips to help the understanding• Children to produce their own booklets to explain the relationships – fact files• Create a class model to show the relationship

Embedded Writing: Explanation Texts

Emerging Expected Exceeded• Do their explanations follow

one another in the order that things happen?

• Have they included a heading in a large clear font?

• Did they include illustrations and diagrams, if appropriate?

• Is their explanation set out in an organised way that is sequenced?

• Have they been able to focus on a strong introduction that raises a clear question and is followed by a logically ordered series of reasons that lead to a conclusion?

• Have they given careful thought as to whether subheadings would be helpful?

• Have they been consistent in the use of tenses in their explanation?

• When writing an explanation text have they been able to focus on the specific language and presentational features, such as diagrams, charts, etc.?

LC2: Could we describe the Earth and the Sun as space cousins?

Activities• Focus on the relationship between the Sun and the Earth.• Use the children in the hall to help them understand the relationship – how the Earth moves around the Sun and the

spinning movement of the Earth.• Carry out research to find out more about the relationship• Use documentary film clips to help the understanding• Children to produce their own booklets to explain the relationships – fact files• Create a class model to show the relationship

Oracy

Emerging Expected Exceeded• Can they prepare for factual research

by talking about what they know, what is needed, what is available and where they might search?

• Can they present information orally using a variety of sources in simple formats, e.g. chart, labelled diagram, graph, matrix?

• Can they routinely prepare for factual research by reviewing what is known, what is needed, what is available and where one might search?

• Do they appraise potentially useful texts quickly and effectively?

• Can they locate information in a text in print or on screen confidently and efficiently through using contents, indexes, sections, headings ?

• Having pooled information on a topic, can they explain their plan for researching further information.?

• Can they routinely appraise a text quickly and explain what they are going to do?

• Can they evaluate the language, style and effectiveness of examples of non-fiction writing such as periodicals, reviews, reports, leaflets and explain why they are as they are?

LC2: Could we describe the Earth and the Sun as space cousins?

Activities• Focus on the relationship between the Sun and the Earth.• Use the children in the hall to help them understand the relationship – how the Earth moves around the Sun and the

spinning movement of the Earth.• Carry out research to find out more about the relationship• Use documentary film clips to help the understanding• Children to produce their own booklets to explain the relationships – fact files• Create a class model to show the relationship

Numeracy Data Handling/ Measurement

Emerging Expected Exceeded• Can they measure a length to the

nearest ½ cm?• Can they read between labeled

divisions such as halfway between 40 and 50?

• Can they compare data (say how many more than..)?

• Can they measure accurately using a range of instruments, ruler, trundle wheels, etc?

• Can they check their answers and make sure they make sense?

• Can they use accurate vocabulary to explain their solutions?

• Can they change metric into imperial measurement?

• When drawing conclusions, can they identify further questions to ask?

• Can they scale of 1:1000 when organising their diagrams?

• Can they solve problems involving the conversion of units?

Key Ingredients: High levels of child ownership Creative Challenges Discrete/thematic teaching Fluency in key subject skills Creative starters 6 week units of work An engaging unit title A focus text First hand experience – visit/visitor Use of the outdoors Enterprise projects

Mix together and have FUN!

A Recipe for a more Effective Curriculum

The Learning Challenge Curriculum

50% of the Science Curriculum! Children use Science skills in every

investigative Science lesson:◦ Two WALT’s / L.O.’s to demonstrate:

Find out how the texture of the ramp affects how far the car travels.

Measure accurately and record in tables.◦ Identify in some other way:

What are Sc1 skills?

Using LCC with Sc1

Using LCC with Sc1• Find out how the texture of the ramp

affects how far the car travels.• Measure accurately and record in

tables.• How does the texture of the ramp affect

how far the car travels?• Can you measure accurately?• Can you record results in a table?

Think of an investigation you did recently. What was the WALT / L.O.?

Now……..◦ Can you re-phrase the WALT / L.O. as a question if

it wasn’t already?◦ Can you identify all of the skills used in the

investigation?◦ Can you make another WALT / L.O. to address the

skills being used? ◦ Can you make this into a question?

Activity:

Planning:◦ Skills Progression Sheets - to identify what skills

should be being taught / achieved.

Assessment:◦ APP - skills and knowledge. Useful method of

assessment?

◦ I can statements – skills and knowledge. Follows the child through school and statements are highlighted.

Progression of Sc1 Skills

AstraZeneca Science Teaching Trust website

Sc1 focused assessment information: http://www.azteachscience.co.uk/science-teaching/c

urriculum-materials/scientific-enquiry-sc1.aspx

Sc1 focused assessment task plans: http://www.azteachscience.co.uk/science-teaching/c

urriculum-materials/scientific-enquiry-sc1/planning-sheets-for-scientific-inquiry-sc1-focused-assessment.aspx

Link the assessment of particular Sc1 objectives to specific places on the LTP.

Assessing Sc1 Skills

Questions?

Thank you for

listening