This afternoon the FDLT Y2 students explored the sculptures placed around the Waterside site.
They then chose their own space on campus and made a maquette (the small model that a sculptor would make as part of the design process). They then used green screen technology (DoInk app and Ipads) to virtually place their sculpture in the space, manipulating its scale to fit.
Some of the sculptures are inspired the university experience (learning and graduating).
Some are inspired by the materials themselves.
Others are inspired by the site itself (railway heritage and wildlife).
You may have seen in the news recently that the DfE have released details about an ‘Activity Passport‘. The announcement reads:”Primary school children will be challenged to go on a nature trail, visit a local landmark or make a treasure map through a new ‘passport’ of activities launched by the Education Secretary to encourage more family time and help build children’s character and resilience.
Endorsed by organisations including the Scouts, Girlguiding and the National Trust – as well as children’s charity Action for Children – the list of activities is intended to support parents and schools in introducing children to a wide variety of experiences and fulfilling activities like flying a kite, learning something new about the local area or putting on a performance.” (DfE, 2019, lines 1-9).
Many of you will have been aware of the National Trust’s “50 things to do before you are eleven and three-quarters” which you explore here.
You can access an editable version of the passport here.
Those of you working on PDT1o64 or PDT2016 will be considering how we enrich learning and access resources and places to bring learning to life. What would be on your list of 50 things to do before 11? If you work with pupils over the age of 11, what would your list of 50 things pupils should do between 11 and 18 years?
Michael Rosen provides an alternative view to this initiative here.
DfE. (2019) Activity ‘passport’ to inspire schoolchildren and boost resilience. [online] Available from:https://www.gov.uk/government/news/activity-passport-to-inspire-schoolchildren-and-boost-resilience [Accessed: 1/2/19]
Last week the FDLT year 1 students went on field trips to explore different ways of supporting learning outdoors. Led by Ken Bland and Georgina Hand, they explored fieldwork around a river including mapping the meander, measuring depth; testing speed of flow and exploring water quality. They also took a kick sample of the animal life in the water and used magnifiers to look at the creatures they had found. They explored the clues to the history of their location around the landscape.
Students also used the outdoors as inspiration for poetry and art. As a starter the students played a digital find it activity in pairs. Each pair was given a grid with things to look for, photograph and present as a PicCollage. The grids were based around subject content, subject specific vocabulary, and could be differentiated to the learning of the pupils. It is a good way of getting a group to explore the outdoor where they will be working in without unnecessarily collecting and damaging the environment.
parts of a plant
parts of a tree
parts of a tree
parts of a tree
We also looked at the work of artist Richard Long. The students then had a go at making walking poetry by setting a rule to walk, collect words and explore the outdoor environment. Some students walked ten steps and then looked up and looked down; others set rules related to collecting certain groups or patterns of words. This gave them the opportunity to use grammatical knowledge in a creative context.
two adjectives, noun, verb
number, colour, noun
two adjectives and a noun
two adjectives and a noun
Students also collected one leaf and tried to identify it using books and an identification app on the ipad. After this they had a go at writing a poem around the edge of the leaf. We discussed using scientific as well as poetic language.
We also looked at The Lost Words – see earlier blog post.
This day connects forwards into the PDT2016 learning beyond the school site module that the students will study in 2018/19.
Hobbycraft did some research and found that out of the 10,000 people they surveyed 1 in 5 could not sew on a button, with 52% never taught this at school (Hobbycraft, 2018). This summer they’re running a challenge to bring sewing back into schools.
Teachers can go along to their local Hobbycraft up to 20th July and pick up a free bag of buttons and Great British Button Challenge stickers. There are also lots of button based projects on the Hobbycraft website along with educational resources – you can download the pack here.
If you’re not sure how to sew on a button Hobbycraft have made a video guide to help!
With thanks to a BALT graduate, now teacher, for pointing this out.
Hayhurst, M. (2018)
Hobbycraft issue first Craft Report and launch Great British Button Challenge.
[online] Available from: https://www.craftbusiness.com/news/view/hobbycraft-issue-first-craft-report-and-launch-great-british-button-challen [Accessed 07/06/18]
The Springwatch team are excited to announce eight new live programmes especially for schools!
Beaming direct into your classroom, the Wild Academy will open for business at 1:30pm on Monday 4th June.
Join us Monday to Thursday for two weeks, where your host Maddie Moate will be meeting exciting guests, watching live wildlife, setting challenges and quizzes for all you nature nuts out there, all live from the National Trust’s Sherborne Park Estate.
We’d love to hear from you! Have you found a mystery poo in the school playing field? Are there fragments of broken eggshell under a tree? Have you done something amazing for wildlife in your school? Are your pupils full of ideas for how to help their local environment? Let us know and we’ll mention the best ones live on air!
Live programmes will be shown at 1:30pm daily on the Springwatch website and on the Red Button (channel 301 on older style televisions) on these dates:
The Wildlife Trust invites you to something wild every day in June: random acts of wildness. You can sign up here to get a free pack including a wall chart, interactive booklet and some stickers. There is also an app.
When you take part you can also share your activity using #30DaysWild and look at what all the other participants are doing. It is a great opportunity for gathering ideas to use in school or at home in the future.
This is my favourite idea from last year:
A scarf showing the temperature for each day with a row of knitting in a colour based on the temperature each day. I have since seen others based on daily rainfall.
You might be interested in some of the blog posts in the ‘Teaching’ section of Tim Squirrell’s blog.
There is one called ‘How to write better essays‘. In this one he reviews some key areas of essay writing. This is a summary of the contents:
“In this guide you will find:
(1) a 24-hour panic guide for students who’ve made the grave error of leaving it to the last minute and want to know the absolute basics of what they should do to achieve as decent a grade as possible;
(2) a discussion of how to pick an essay question when you have the luxury of choice;
(3) a guide to reading for the purposes of writing an essay;
(4) tips on answering the question properly, including clarification of what on earth it means to “question the question” and why that’s important;
(5) a how-to on structure, which is really easy and almost everyone gets wrong;
(6) a guide to analysis, and how to PEE on your essay in an effective fashion;
(7) tips on referencing properly, including software recommendations that will save you hours;
(8) new to this guide, some insights into how essays are marked and how to make sure you don’t end up with a worse grade than you deserve;
(9) some take-home messages”.
(Squirrell, 2017, p1)
As you look at this bear in mind that at the University of Northampton we use the Harvard system.
He has also made video guides which you can see here.