Over 30 teachers have volunteered to particpate in our P6 – S2 Project Approach. The first meeting takes place this Wednesday 13th September in the Haddington Council Chambers – please feel free to come along even if you haven't indicated previous interest.
We have decided to go for ”
Extreme Learning” as a title for our approach. Extreme gicves the impression of being on the dge; exciting; radical; personal and different from what has happened in the past – it certainly doesn't conjure up pictures of boredom or disangagement. The beauty of this term is that it can be appied easily across the country if it is successful.
I've copied below a partial draft outline of what we will discuss on Wednesday. Please comment; query or suggest.
The intended outcomes of the integrated project apporach are as follows:
· To tap into children's passions and interests
· To develop the four capacities.
· To build a very strong foundation for future learning
· To enable homework to be of real relevance to each child
· To build upon childrens previous experiences
· To make appropriate use of teacher expertise
· To enable children to develop research, literacy, numeracy and technological skills
· To enable children to see inter-connections between subjects and their learning
· To enable children to work at their own level – and extend themselves
· To enable learning to be collaborative
· To encourage teachers to work creatively and with a focus on education as opposed to certification
DRAFT PROJECT OUTLINE
The members of the group are presented with a draft outline of the approach (see section 3)
- The group refines and improves the outline.
- Timescales identified
- The draft outline is shared with Headteachers for their approval.
- Information is shared with pupils and parents
- Pupils are invited to participate
- Each pupil is provide with a virtual project space
- Teachers support their own pupils on-line and in school
- Other teachers can provide specialist assistance or general advice
- Pupils are encouraged to comment upon other pupils work.
- Parental guidelines would be produced
- Collaborative projects would be encouraged.
- A formative assessment and self-assessment scheme would be devised in conjunction with pupils.
- Incremental stages (complexity/sophistication) would be identified within the four-year programme
- Submission of projects
- Feedback provided
- Evaluation of project
- Project report circulated locally and nationally
- Stage 2 of approach developed in light of experience and feedback
- Stage 2 commences session 07-08
DRAFT OUTLINE OF APPROACH
1. Pupils select their key area of interest
Examples of key areas of interest:
film making; football; dance; model car racing; politics; dress making; gangs; fishing; TV; websites; Arctic Monkeys; French; local history; genealogy; churches; Edinburgh; seabird centre; Medicine; litter; character in a novel; architecture; space travel; model making; 9/11; fashion; computer programming; Scottish Parliament; sports coaching; drama; Coronation Street; celebrities; music production; poetry; elections; basketball; ornithology; weather; Christopher Columbus; Iraq War; tourism; Islam; hill walking; gardening; farming; inventing; business; banking; nuclear energy; Environmental issues; Jesus Christ; old age; hospitals; unemployment; drugs; poverty; royal family; electronics; fireworks; newspapers; road building; pyramids; etc. etc.
2. Pupils identify four areas which they will refer to in the course of their project. The areas could include:
Biology; Maths; English; History; Geography; Religious Education; Home Economics; Business; Computing; Physics; Music; Art; Languages; Sport; Health and wellbeing; Chemistry; Psychology; Philosophy; Technology; Design; Media Studies; environmental studies; citizenship; creativity; politics; Finance; enterprise;
3. The pupil selects a research topic based around the key area of interest and the four curricular areas. For example
Film making: Art; Technology; Music; English Project title Wallace and Grommit how do they do it?
Scottish Seabird Centre: Design; Geography; History; Biology The migration patterns of the Gannet
Weather: Physics; geography; Media studies; Maths Heather the Weather
Nuclear energy: History; geography; physics; citizenship Should Iran be able to develop nuclear weapons?
Elections: maths; politics; media studies; citizenship When will Tony Blair resign?
Hospitals: Health and wellbeing; home economics; finance; chemistry Why is my grans food in the hospital so bad?
Areas to be resolved – (I'm sure there will be many more but this will be anough to be getting on with at the moment):
Technology: Blogging platform?; common layout (differences for each year group?); opportunities for personalisation?; teacher support?; pupil support?; central on-line support?; security?; protocols?; open web access? comments enabled?
Participant Information: what do they need to know?; invitation process?; time commitment?; do they need existing ICT skills?; technological needs?; access to school computers?;
Parental Information: what do they need to know?; what will be their concerns?; can they participate? how do they support their child?
Models of Participation: voluntary?; whole class?; support for learning?; excluded pupils?; curricular?; extra-curricular?; differentiation?
Research skills: guidelines?; exemplars?; referencing?; librarian support?; research questions?; using data?;
Presentation: layout?; common formats?; use of podcasts?; video?; use of comments?; variety depending to year group?
Assessment: formative assessment criteria; self-assessment?; involving parents?; external assessors?; reference to the four capacities?
Evaluation: Collection of baseline data? – pupils, teachers and parents?; collection of on-going data? collection of end of project data; criteira for success; external judgments?