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Engage children in thinking about why we are there.

Collect the children's ideas, questions and thoughts

Verbally

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Creating a culture and a community where COLLABORATIVE, PROBLEM BASED LEARNING can take place successfully in order to achieve deep learning experiences.

We do this by designing with Five Key Concepts.

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The Five Key Concepts underpin our approach to learning. However, they should not be viewed as separate components but rather as convenient 'lens filters' which reveal and focus on an aspect of learning as a whole. Like the systems in the human body, they are interdependent. In different contexts, the emphasis may shift but they are all required to function together effectively in order to maintain good health. We would never dream or consider 'compartmentalising' the body systems ('I'm only going to use my heart and lungs today!'). Yet, learning is often compartmentalised and aspects neglected. (How often is reflection abandoned so that more curriculum 'content' can be covered - continuing to eat but not digest!) Healthy, lifelong learning is the result of recognising the interdependence of the Five Key Concepts, paying attention to developing each one and creating balance between them all. Training in 'Designing for Learning' always attempts to model an 'indivisibility of principles' - we always use the tools and strategies which support the Five Key Concepts whether we are facilitating training for adults or projects with younger learners.

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The Five Key Concepts underpin our approach to learning. Community Learning, Experiential Learning, Problem-Based Learning, Quality Learning and Reflective Learning.

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How can we use music to inspire others to build a better world?

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How can we use music to inspire others to build a better world?

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See Project Website for detail.

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SAFELY - FAIRLY - FULLY

RESPECT AND TRUST

This underpins all of our projects. Usually falls into line with Class Charters. Mentioned on Day One and referred to whenever necessary.
e.g. team dynamics, class culture, use of resources etc.

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How can we effectively work together as a community?

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How can we effectively work together as a community?

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Each IDL project can back into multiple areas of the curriculum.

Individual children may draw upon different areas/skills to apply.

Some Es&Os will be more of a focus, others will be in the background but still relevant to success.

We begin our plan with a brief discussion of prior learning. Then we brainstorm all ideas and tasks before returning to specific curriculum documents and 'backwards-mapping' into Es&Os. We then 'tweak' as necessary (e.g. where the mapping has highlighted a skills/knowledge gap) and reflect as we move through the project experience.

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We always over plan! This gives us choice. When we begin, we reassess daily based on the classes and what becomes achievable with the greatest breadth AND depth of learning.

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Connection to PRIOR or PLANNED Learning. 

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Connection to PRIOR or PLANNED Learning. 

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Global Goals

We will be using the children's prior knowledge of Sustainability to feed into the content of the song.

PBTs are best when learning is applied. If there are knowledge gaps or new knowledge, then experiences need to be designed and included as part of the process - direct teaching.

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What is the project all about?

Why are Lynne and Andrew here?

What is the purpose of the project?

What will we be doing?

What ideas do we have?

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I have experienced the energy and excitement of presenting/performing for audiences and being part of an audience for other people’s presentations/performances.EXA 0-01a / EXA 1-01a / EXA 2-01a

I can use exploration and imagination to solve design problems related to real-life situations.

EXA 1-06a

I can sing and play music from other styles and cultures, showing growing confidence and skill while learning about musical notation and performance directions.

EXA 1-16a

I can use my voice, musical instruments and music technology to discover and enjoy playing with sound, rhythm, pitch and dynamics.

EXA 1-17a

Inspired by a range of stimuli, and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities.

EXA 0-18a / EXA 1-18a / EXA 2-18a

I have listened to a range of music and can respond by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work.

EXA 1-19a / EXA 2-19a

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It's not all about Problem-Based Tasks/Challenges.
How you link the experiences together makes a difference to the process, product and progression. You build towards the more complex tasks, whilst simultaneously stepping back to allow more ownership/responsibility (if appropriate).

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2. Let’s Get Started Carousel Task One: IDEAS WALLPAPER 

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2. Let’s Get Started Carousel Task One: IDEAS WALLPAPER 

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Scaffolded Task - Recording ideas using pictures and words

What should be the message in the song?

What do you know about Global Goals?

What do you know about sustainability?

What should be protected or looked after in the Natural World?

What ideas or questions do you have at the moment?

Wider Purpose: A focus on the concept of 'Resource Manager'. Working alongside new team. Building relationships within team and with Lynne.

(Facilitated by Lynne)

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Teams need to work together as a whole class to improve their time on a daily basis.

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When I engage with others, I know when and how to listen, when to talk, how much to say, when to ask questions and how to respond with respect.

LIT 1-02a

When listening and talking with others for different purposes, I can exchange information, experiences, explanations, ideas and opinions, and clarify points by asking questions or by asking others to say more.

LIT 1-09a

I can communicate clearly when engaging with others within and beyond my place of learning, using 4 selected resources as required.

LIT 1-10a

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3D Shapes - Cuboid, cube, cone, cylinder, triangular prisms, octagonal prisms etc

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3D Shapes - Cuboid, cube, cone, cylinder, triangular prisms, octagonal prisms etc

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Turning 2D paper/card/cardboard into 3D shapes.

Knowledge of dimensions.

Demonstration - physical and visual (slides)

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Identified FOCUS Skills/Attitudes per Problem-Based Task 

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Identified FOCUS Skills/Attitudes per Problem-Based Task 

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PROCESS FOCUSED

Photo/Video Feedback - Skills Based

Daily Input - photos/video relating to specific skills.

Initially, we lead the process and identify the skills before handing over to the team depicted and the class as a whole.

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Individuals can complete but all answers can be seen by the whole class when 'approved' by administrator.

Ongoing TEAM Padlet (Column per team) to record the process/product throughout.

Final Reflection Padlet with key questions for Day 10.

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A mixture of open-ended 'how are you feeling' (using emojis or word prompts) and focused questions (using visual prompts) related to the project.

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On display in the project base and added to as the tasks progress.

'In the Moment' Feedback, usually after the 15 minute chunks of time during the 'Think it - Try it - Fix it - Share it' engineering process. We feedback using the observational quotes/phrases written on the board.

Key points picked up the following day to connect into the next task.

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Class gathering for 'Reflect-Connect-Progress' discussions.

Key questions. Opportunity to think individually, talk in pairs/small groups and then with whole class.

Adult facilitates the process until class are ready to facilitate themselves.

Whole class reflection at key points during the project. This points are usually judged according to the 'culture' of the class. Meaningfully placed at key learning points. Process or Product or Community related.

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What are our aspirations for the future? (World of Work)

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What are our aspirations for the future? (World of Work)

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Can we create the world's (maybe) first KAZORCHESTRA?

Can we combine our ideas into a piece of performance art that inspires people everywhere to build a better world together?

Can we invent unique instruments reusing or recycling materials?

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Link to PROJECT WEBSITE (Secure Google Site: Only available to educators in West Dunbartonshire Council)

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Link to PROJECT WEBSITE (Secure Google Site: Only available to educators in West Dunbartonshire Council)

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Not your computer? Use Guest mode to sign in privately. Learn more about using Guest mode

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I have begun to develop a sense of how long tasks take by measuring the time taken to complete a range of activities using a variety of timers.

MNU 1-10c

I can continue and devise more involved repeating patterns or designs, using a variety of media.

MTH 1-13a

I have explored simple 3D objects and 2D shapes and can identify, name and describe their features using appropriate vocabulary.

MTH 1-16a

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3. Let’s Get Started Carousel Task Two: Up-skill Makedo. 

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3. Let’s Get Started Carousel Task Two: Up-skill Makedo. 

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Scaffolded Task to explore tools and gain new skills that will be needed in the instrument design and creation.

Use of tools and techniques

Creating sounds using cardboard and tools - tap, scratch, scrape, strike, pluck

Wider Purpose: A focus on the concept of 'Quality Checker' and the Quality Checklist format. Working alongside new team. Building relationships within team and with Andrew.

(Facilitated by Andrew)

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Team Roles Rubric (good place to start).

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I can explore and experiment with digital technologies and can use what I learn to support and enhance my learning

in different contexts.

TCH 1-01a

I can extend my knowledge of how to use digital technology to communicate with others and I am aware of ways to

keep safe and secure.

TCH 1-03a

I can design and construct models and explain my solutions.

TCH 1-09a

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This is used as a way of sharing the learning and experiences - it gives a REAL audience which raises the importance of the project.

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4. Let’s Get Started Carousel Task Three: ATTITUDES AND SKILLS 

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4. Let’s Get Started Carousel Task Three: ATTITUDES AND SKILLS 

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Scaffolded Task

Working in teams, discuss, decide and prioritise skills. Rank order which attitudes and skills will be most important whilst working in teams during this project.

Wider Purpose: A focus on the concept of 'Time Keeper' and managing time. Working alongside new team. Building relationships within team. An opportunity for the class teachers to 'stand back' and watch how the team dynamics begin to take shape. An initial 'baseline' on the children's opinions about important skills.

(Facilitated by Class Teacher)

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Guided questions on a daily basis.
This could be an alternative to the Google Forms if technology fails!

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The Problem-Solving Song (Think It - Try It - Fix It - Share It)

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I can take appropriate action to ensure conservation of materials and resources, considering the impact of my actions on the environment.

TCH 1-06a

(TCH stated within Science)

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'In the Moment'

Immediate feedback, questioning, coaching to individuals, teams or the whole class. Focused on moving learning forward.

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WORDCLOUD

Part of the final reflection process - 3 words to describe the project experience.

SKILLS CHART

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Learners explore the different percussive sounds that they can make with their body.

Each team will collaborate to create their own repeating pattern of sounds created by 'body instruments'. They practice and perform their pattern which the whole community tries to copy.

(Think it, try it, fix it, share it!)

Creating patterns and performing in unison. (Building towards playing separate parts and following a score as part of final PERFORMANCE ART).

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6. How do you doo doo doo doo doo?! The Kazoo!

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6. How do you doo doo doo doo doo?! The Kazoo!

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INPUT - Introducing the kazoo - doos and doo nots. Children have the opportunity to explore how to modify the sounds (dynamics) by accompanying familiar melodies/songs.

Call and response game.

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What Went Well
Even Better If

Generated by us....or jointly with the children.

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Volunteers can record the 'story' of the project to be added to the Project Film.

This is NOT 'scripted'. There are prompt questions. A powerful way of gaining honest/authentic reflections.

The project told through the reflective voices of the children and added to the project film.

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Learners work together to make a 'box' to store & stand their team kazoos. They will have the opportunity apply not only newly acquired technical knowledge but also collaborative skills.

(The 'dry run' assembly can be a challenge for many teams as they negotiate different ideas.)

Wider Purpose: Musicians care for their instruments. Citizens of the world care for the planet. Acquire skills that will be needed when creating new instrument designs.

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Upskilling on Composition and Notation.

Depending upon prior experience, this may include a sequence of experiences involve direct teaching and a PBT.

Wider Purpose: (Building towards playing separate parts and following a score as part of final PERFORMANCE ART).

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I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value

relationships, I care and show respect for myself and others.

HWB 0-05a / HWB 1-05a / HWB 2-05a / HWB 3-05a / HWB 4-05a

I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support.

HWB 0-08a / HWB 1-08a / HWB 2-08a / HWB 3-08a / HWB 4-08a

As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others. HWB 0-09a / HWB 1-09a / HWB 2-09a / HWB 3-09a / HWB 4-09a

I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others. HWB 0-11a / HWB 1-11a / HWB 2-11a / HWB 3-11a / HWB 4-11a

Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate

in society.

Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.

HWB 0-13a / HWB 1-13a / HWB 2-13a / HWB 3-13a / HWB 4-13a

I value the opportunities I am given to make friends and be part of a group in a range of situations.

HWB 0-14a / HWB 1-14a / HWB 2-14a / HWB 3-14a / HWB 4-14a

Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.HWB 0-13a / HWB 1-13a / HWB 2-13a / HWB 3-13a / HWB 4-13a

I value the opportunities I am given to make friends and be part of a group in a range of situations.HWB 0-14a / HWB 1-14a / HWB 2-14a / HWB 3-14a / HWB 4-14a

Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of others.

HWB 1-19a

I can describe some of the kinds of work that people do and I am finding out about the wider

world of work.

HWB 0-20a / HWB 1-20a

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Padlet, Mentimeter

Input about how to use each tool - if there is a gap in understanding.

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INPUT - Top tips to develop skills

EXPLORE - The new tools

UPSKILL - Creating 3D Shapes

FOCUSED TASK (?) - Create connectors which accurate measurements

PBT: INSTANT INSTRUMENTS

Wider Purpose: Creation of 'mini' instruments that create different sounds, combined with playing previous scores. These small instruments can inspire or be added to their final instrument.

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How can we help to promote sustainable living?

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How can we help to promote sustainable living?

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A culmination of the project experiences.
Photos, videos, products, voiceovers.
Used for the family event.

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Worth noting that community can be built through any experience - not just games/check in.

It's how you focus and reflect upon relationships during experiences of any kind.

'Hard fun' - children often refer to it as this.

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I can consider ways of looking after my school or community and can encourage others to care for their environment.

SOC 1-08a

I can contribute to a discussion of the difference between my needs and wants and those of others around me.

SOC 1-16a

By exploring the ways in which we use and need rules, I can consider the meaning of rights and responsibilities and discuss those relevant to me.

SOC 1-17a

I have participated in decision making and have considered the different options available in order to make decisions.

SOC 1-18a

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Comments responded to by Lynne/Andrew

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A project book will be created and printed after the project has been completed. This documents the whole learning journey.

Each class will receive one copy, along with an extra copy for the school.

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9. FINAL PBT (Complex): Imaginarium Instruments

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9. FINAL PBT (Complex): Imaginarium Instruments

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THINK IT - TRY IT - FIX IT - SHARE IT

Learners have the opportunity to apply their technical skills and knowledge, incorporating all project experiences into the ultimate performance instrument.

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Individual notes left for each team to identify next steps.

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Employability
DYW
World of Work
Careers Education
Meta Skills
Wider Skills

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Design Phases: Inventing and Building a New Instrument

What should be happening during the ...THINK IT, TRY IT, FIX IT, SHARE IT...phases to ensure that the best quality process results in the best quality product.

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ONGOING THROUGHOUT: THE KAZORCHESTRA SONG

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ONGOING THROUGHOUT: THE KAZORCHESTRA SONG

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Learning the chorus words and melody

Learn to use the kazoo as an accompaniment (in unison)

Play along using an 'orchestral score'.

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All of our projects focus on 'skills development'. We use our own skills icons (also adopted by WDC) on a daily basis.

Follow the link to view the skills icons - https://sites.google.com/ourcloud.buzz/kazorchestra/learning-together/attitudes-and-skills

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We will provide specific direct teaching - knowledge input -about content whenever a gap is identified.

Slides, Website - chunks of knowledge input.

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Recording of the song to be added to YouTube and shared worldwide.

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Notation

Composition

Making Sounds

Dynamics

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This particular project will be strongly connected to GLOBAL GOAL 17. The children will be involved in reminding and inspiring others to work together to build a better world...through the use of music and song.

"The Global Goals can only be met if we work together. International investments and support is needed to ensure innovative technological development, fair trade and market access, especially for developing countries. To build a better world, we need to be supportive, empathetic, inventive, passionate, and above all, cooperative."

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This 'Expressive Arts' project provides the opportunity for children to access a series of linked artistic activities in order to develop their personality, talents and abilities. Children will be able to use 'song' and 'music' to voice their opinions and encourage others to respect the environment.

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Opportunity to share their learning experiences - deepening understanding by guiding others (families) through similar tasks.

Final culmination of their learning. Knowledge needed to explain and teach others.

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A place for teachers to record their reflections, thoughts and questions as the project evolves. This will be shared with the HT and used for any 'report writing' needed when evaluating the impact of the project.

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Development of Team Roles and Team Member

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Development of Team Roles and Team Member

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Music is for everyone. Play with simple experiments that let anyone, of any age, explore how music works.

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More than 80 million players worldwide have already enjoyed Incredibox. The right mix of music, graphics, animation and interactivity makes it ideal for everyone.