Creative Teaching & Learning

Project Based Learning – World Environments – Numeracy

These lessons have been specifically written to support the teaching of numeracy through the theme of World Environments.

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      string(391) "... children of all abilities.51This page may be photocopied for use only within the purchasing institution. March/April 2005 Teaching & LearningScience Lesson 6 – Rainforest wonderTeaching & Learning SCIENCE Lesson plansThe thousands of different plants in the world’s rainforests have adaptedto suit their environment. Here is some information on how some ..."
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      string(3605) "displayed orread as a whole class. As theinformation is being read, ask thepupils to note down any words theydo not understand. Then ask themto research how plants haveadapted to suit the rainforestenvironment. Once the research hasbeen completed, the pupils candraw a rainforest plant and label it.Plenary: As an additional activity,ask the class if they can list someplants that originally came from theworlds’ rainforests. The list shouldinclude: avocado, banana, coffee,lemon, orange, peanut, pepper and pineapple.Differentiation: This activity should suit children of all abilities.51This page may be photocopied for use only within the purchasing institution. March/April 2005 Teaching & LearningScience Lesson 6 – Rainforest wonderTeaching & Learning SCIENCE Lesson plansThe thousands of different plants in the world’s rainforests have adaptedto suit their environment. Here is some information on how some plantshave adapted.❖Bark: Some trees have a thick bark that helps to reduce moistureevaporation from the tree’s trunk.❖Lianas: These are vines that climb rainforest trees. They have adaptedto life in the rainforest by having their roots in the ground and climbinghigh into the forest canopy to reach the sunlight. ❖Drip tips: Many tropical rainforest leaves have drip tips to allow raindrops to run off quickly.❖Buttresses: Many large trees have massive ridges, called buttress roots,near the base to provide extra stability.❖Epiphytes: These are plants that live on the surface of other plants,especially the trunk and branches, to take advantage of the sunlight inthe canopy.❖Bromeliads: These plants have leaves that form a vase or tank thatholds water. The tanks can hold a lot of water and support a thrivingecosystem of bacteria, protozoa, tiny crustaceans, mosquito anddragonfly larvae, tadpoles, birds, salamanders and frogs. ❖Mangroves: Some trees have adapted to living in wet, marshyconditions. These trees, called mangroves, have wide-spreading roots tosupport them in the tidal mud and trap nutritious organic matter. 51This page may be photocopied for use only within the purchasing institution. March/April 2005 Teaching & LearningScience Lesson 6 – Rainforest wonderTeaching & Learning SCIENCE Lesson plansThe thousands of different plants in the world’s rainforests have adaptedto suit their environment. Here is some information on how some plantshave adapted.❖Bark: Some trees have a thick bark that helps to reduce moistureevaporation from the tree’s trunk.❖Lianas: These are vines that climb rainforest trees. They have adaptedto life in the rainforest by having their roots in the ground and climbinghigh into the forest canopy to reach the sunlight. ❖Drip tips: Many tropical rainforest leaves have drip tips to allow raindrops to run off quickly.❖Buttresses: Many large trees have massive ridges, called buttress roots,near the base to provide extra stability.❖Epiphytes: These are plants that live on the surface of other plants,especially the trunk and branches, to take advantage of the sunlight inthe canopy.❖Bromeliads: These plants have leaves that form a vase or tank thatholds water. The tanks can hold a lot of water and support a thrivingecosystem of bacteria, protozoa, tiny crustaceans, mosquito anddragonfly larvae, tadpoles, birds, salamanders and frogs. ❖Mangroves: Some trees have adapted to living in wet, marshyconditions. These trees, called mangroves, have wide-spreading roots tosupport them in the tidal mud and trap nutritious organic matter. "
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Creative Teaching & Learning

Project Based Learning - World Environments - Full Plan

22 Aug 2017

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      string(270) "and store water for long periods of time. Animals, too,have to adapt. For example, the camel can walk for dayswithout food or water. The camel’s hump stores fat which itcan use if there is no food or water available and wide flathooves help it travel over hot sand ..."
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      string(1110) "and store water for long periods of time. Animals, too,have to adapt. For example, the camel can walk for dayswithout food or water. The camel’s hump stores fat which itcan use if there is no food or water available and wide flathooves help it travel over hot sand.Did you know?1. Rainforests once covered 14 per cent of the Earth’sland surface; now they cover only 6 per cent andexperts estimate that the last remainingrainforests could be consumed in less than 40years.2. Giant bamboo plants can grow up to nine inchesa day.3. The trees of a tropical rainforest are so denselypacked that rain falling on the canopy can take aslong as 10 minutes to reach the ground.4. In the rainforests of South America, sloths move soslowly that algae are able to grow in their fur.5. The forests of Central Africa are home to morethan 8,000 different species of plants.6. Flying animals of Asian rainforests include frogs,squirrels and snakes.7. Eighty per cent of the flowers in the Australianrainforests are not found anywhere else in theworld.8. One out of four ingredients in our medicine is fromrainforest plants."
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Creative Teaching & Learning

Project Based Learning - World Environments - Intro

22 Aug 2017

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      string(5714) "primaryleadershipTODAY • Issue 1512CurriCulum leader CurriCulum leader13Issue 15 • primaryleadershipTODAYLost SubjectsIt comes as no surprise. Geography and history havebeen considered the ‘lost subjects’ of the NationalCurriculum for years. In the 2007 Primary Review, a“high level of concern and anxiety was expressed bypupils about themselves and about their world.” Theywere struggling to understand the big picture of wherethey are, where they came from and what their futureholds: Little wonder, when Government directives havefocused our teaching and learning attention on otherareas of the curriculum.“All our focus is on literacy, numeracy and ICT at themoment,” says Jemma Powell, geography leaderof Shanklin Primary school on the Isle of Wight. “Iwouldn’t have asked for any geography training becausegeography seems to have been pushed down in priority.”Left to her own devices with little external directiveJemma has been leading geography on her own, as bestshe can. ‘So it was’, she says, ‘with surprise and reliefthat the opportunity came up to be a part of a pilot TDA(Training Development Agency) programme earlier thisyear. The goal: to develop subject leaders’ knowledgeand skills in the humanities (geography and history) froma global perspective’.Project-Based TrainingIn total, nine geography leaders and nine history leadersfrom primary schools, all located in the Sandownarea of the Isle of Wight participated in a three monthcontinuous professional development programmewhich involved putting projects into practice withintheir own school environments. As one of the writersand facilitators of the programme, it was clear for meto see that this opportunity had come not a momenttoo soon: participant, Heather Grimes from BroadleaPrimary School summed up the feelings of the majorityof the group: “I was a little bit daunted. Although I amthe coordinator for geography, I am not a specialist.”And Broadlea’s history coordinator, Liz Piccioni added:“As a school we weren’t approaching our history workfrom an international perspective at all. As soon as thetraining began I realised that I needed to widen ourcurriculum content so that it wasn’t just history from aBritish point of view.”Understanding InternationalMindednessThis issue of a global perspective is something thatwe’ve been facing more frequently as a result of the QCAdirective for a more globally minded approach to theprimary curriculum. For many teachers it’s the first timethey’ve faced the issue head on. At Fieldwork Educationwe’ve been fortunate enough to have some time todevelop an understanding of what ‘globally minded’really means. Ten years ago we created and wrote theInternational Primary Curriculum, with internationalmindedness at its forefront. It was four years in themaking. We work with some of the most respectededucators and learning experts in the world, enablingus to really get under the skin of what internationallyminded really means.So what does it mean? We  believe that at the heartof international mindedness is an increasingly complexdevelopment of a person’s relationship from ‘self’ to‘other’. At primary level this means a child’s increasingappreciation of others who are different from them. Webelieve that the study of history and geography playsa significant role in developing this appreciation. Donewell it can help a child to understand where they camefrom and understand the place where they live as it fitsin with the rest of the world. Done poorly, it can restricta child’s perspective to one where their immediateenvironment is the only place of real concern with noappreciation of dependence or interdependence withthe rest of the world.The Mission for History and GeographyOur objectives for the pilot programme with the Isle ofWight schools were to develop the history and geographyleaders’ confidence, skills and subject understanding.We believed that this would enable them to presenttheir subjects to children with an internationally mindedperspective, exploring interconnections between people,places and events. Through this route our intention wasfor children to develop a greater understanding of theirrelationship to the wider world and how that relationshipimpacts on where they are today and what their futureholds.Kick-Start ActionIn addition to development and leadership training, eachparticipant established a personal subject leadershipproject within their school. This provided kick-startaction that is continuing and cascading throughout eachof the primaries and gave the teachers a chance to seeimmediate impact.Family LinksSonia Webb is the geography coordinator at St. John’sPrimary. Her project was to work with the families inreception who had links to different countries and tobring their first-hand experiences into the classroom: “Iworked with five families,” she explains. “Each week wedid a project that had a direct link to one of the childrenand their parent came into the class and talked abouttheir home country. This introduced the use of atlasesand globes to the reception class and we used GoogleEarth to travel from the Isle of Wight to each of thesecountries. The children were amazing with the map work.Having used the atlases we made our own mini atlaseswhere we focused on each individual country and drewand wrote reminders on our atlases of what was specialabout that country from a geographical point of view.”The training helped Sonia to realise that, as a schoolthey need to concentrate more on the geographical linkswhen they are"
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Leadership

History and Geography

2 Apr 2009

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      string(366) "... years, andcompetition is intense. Employers are increasingly seekingpeople who are flexible, take the initiative and have the abilityto undertake a variety of tasks in different environments.The following factors are also coming into play:■ The world-wide trend towards an increase in service sectorjobs (for example, in business, finance ..."
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      string(5427) "clear structured written work, oral literacyincluding listening and questioning.■ Application of numeracy – manipulation of numbers,general mathematical awareness, application of numeracyin practical contexts.■ Application of information technology – basic IT skillsincluding familiarity with word processing, spreadsheets,file management and the use of internet search engines.Why is it important to teachemployability skills?The labour market has changed markedly in recent years, andcompetition is intense. Employers are increasingly seekingpeople who are flexible, take the initiative and have the abilityto undertake a variety of tasks in different environments.The following factors are also coming into play:■ The world-wide trend towards an increase in service sectorjobs (for example, in business, finance and retail sectors)requires people to have interpersonal skills – staff who areable to explain things and solve problems in response to aclient’s needs.■ Those working in manufacturing are increasingly workingin teams, or cells, and this style of working demandsmore internal communication and an ability to persuade,negotiate and influence.■ Craft workers are often working with more complexprocesses, which demand greater thinking, reasoning andproblem-solving skills in order to operate machinery ordeal with faults.■ Decentralised supply chain management and systemsintegration require greater communication, teamleadership, and business and commercial awareness fromall staff.■ The use of standardisation of computer-based packagesin many insurance companies, banks and call centreshighlights the significance of communication skills andattitudes such as confidence, judgement and personalorganisation.463Vol 7.1School Leadership Todaywww.teachingtimes.comLeadingLearningEmployabilityskillsKnowledge trails1. Are your pupils prepared for the world ofwork? – Susan Croft considers the role schoolsplay in ensuring pupils develop the skills theyneed to succeed in the workplace.library.teachingtimes.com/articles/preparing-pupils-world-of-work2. Preparing for life after school – Kevin Wilsonexplains how his school gives students theskills and confidence to approach life after 16.library.teachingtimes.com/articles/slt_preparing_for_life_after_schoolReferences1. British Chambers of Commerce (2014) Developing thetalents of the next generations [infographic]. Availableat: www.britishchambers.org.uk/assets/downloads/J4990%20-%20A4%20BCC%20WORKFORCE%20SURVEY%20INFOGRAPHIC%20final.pdf [Accessed 7August 2015].2. CIPD (2013) Employers are from Mars, young people arefrom Venus: Addressing the young people/jobs mismatch.Available at: www.cipd.co.uk/publicpolicy/policy-reports/mars-venus-jobs-mismatch.aspx [Accessed 7 August2015].3. CBI (2012) Learning to grow: What employers needfrom education and skills. Available at: www.cbi.org.uk/media/1514978/cbi_education_and_skills_survey_2012.pdf [Accessed 7 August 2015].4. Greatbatch, D. And Lewis, P. (2007) Generic EmployabilitySkills II. Available at: www.swslim.org.uk/ges/documents/GES_II-FULL_REPORT_06.03.07.pdf [Accessed 7 August2015].a student at Wilson Stuart, echoed her classmate’senthusiasm. ‘It was a great experience,’ she said. ‘I learneda lot about alcohol awareness that I didn’t know, andhow to present things.’ Some of the pupils’ commentswere a little more corporeal… Nafees Ahmed ‘enjoyedthe biscuits’, but hearteningly, also ‘learned how to do aninterview’.What next for the future?With the level of interest shown in the venture to date,combined with the substantial support of the BII, JoAndrews and Dave Mountford are confident that theirMEDAL initiative will be in further demand and becomea nationally delivered programme, both as a stand-aloneand potentially in collaboration with other programmesthat are now emerging.In terms of venue, this is a programme that can berun anywhere. Pubs offered an interesting starting pointfor students thinking of going into hospitality, but theskills that were learned there were generic rather thanspecific to the industry.In the meantime, Jo and Dave expect the students onthe pilot to continue to work collaboratively, to supporteach other as they move more confidently into theworkplace, and to demonstrate to employers just howtalented, ambitious and committed this generation ofschool leavers can be.Sarah Frossell is an ex-teacher and former advisorfor learning development in Hereford and Worcester.She is currently working as a leadership andorganisational coach in the public and private sector.If you would like to learn more about the MEDALprogramme, please contact Professor Jo Andrews on07968 724112 or Sarah Frossell on 07932 173129.http://library.teachingtimes.com/articles/preparing-pupils-world-of-workhttp://library.teachingtimes.com/articles/preparing-pupils-world-of-workhttp://library.teachingtimes.com/articles/slt_preparing_for_life_after_schoolhttp://library.teachingtimes.com/articles/slt_preparing_for_life_after_schoolhttp://www.britishchambers.org.uk/assets/downloads/J4990 – A4 BCC WORKFORCE SURVEY INFOGRAPHIC final.pdfhttp://www.britishchambers.org.uk/assets/downloads/J4990 – A4 BCC WORKFORCE SURVEY INFOGRAPHIC final.pdfhttp://www.britishchambers.org.uk/assets/downloads/J4990 – A4 BCC WORKFORCE SURVEY INFOGRAPHIC"
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Leadership

Meet, eat, drink and learn: Teaching job skills in the nation's pubs

21 Sep 2015