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Our lesson plan would involve reading a book which involves a group of friends who celebrate different religions and we would focus on a different religion each day of the week.

'This is how we do it'- Children's book. This book discusses the daily routine of different cultures and religion.

Each day of the week we would introduce a new character (and friend) and discuss things such as how they get to school and what they eat for breakfast - which can be related to the children discussing what they have for breakfast.

This allows the children to see that there are different ways to grow up in the world, have respect for each others religions and cultures and finally can all be friends.

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Brooke, Caitlin, Neve, Zoe - We looked at planning a mapping activity looking at the areas across the world and their religions and commonality within their places of worship. Having the map as a visual for children on each table would allow for groupwork to occur, drawing upon children's own experiences and prior knowledge. This activity would be aimed at the older age group of the school.

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Places of worship | Places of worship for kids | Religion and holy book | Religious place of worship

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Leah, Jemma, Charlotte, Michael, Mia, Hannah  

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Leah, Jemma, Charlotte, Michael, Mia, Hannah  

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During the lesson, split the whole class into groups. a group for each religion

:Christianity, Islam, Hinduism, Buddhism, Judaism.

Each group has to research the main points of the relgion they have been given. Create a poster (values, map of where the religion is mainly located, sacred items if they have one etc) and then present it in a fayre format.

You can also invite parents in to see their work and attend the fayre.

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Please press play at the top right hand side!

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Sway: Create and share interactive reports, presentations, personal stories, and more.

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Sway is an easy-to-use digital storytelling app for creating interactive reports, presentations, personal stories and more. Its built-in design engine helps you create professional designs in minutes. With Sway, your images, text, videos, and other multimedia all flow together in a way that enhances…

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E3 Seminar Primary - Learning for Sustainability (2023) STUDENT (1)

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Leah, Jemma, Michael, Hannah, Mia and Charlotte  

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Leah, Jemma, Michael, Hannah, Mia and Charlotte  

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A poster about litter in the ocean

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Recyle your plastic bottles.

Use reusable water bottles.

Do it for Barry.

:)

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What is learning for sustainability?

Learning for sustainability (LfS) is an approach to life and learning which enables learners, educators, schools and their wider communities to build a socially-just, sustainable and equitable society. An effective whole school and community approach to LfS weaves together global citizenship, sustainable development education and outdoor learning to create coherent, rewarding and transformative learning experiences.

LfS is an entitlement for all learners within Curriculum for Excellence. LfS is embedded within the General Teaching Council of Scotland Professional Standards for practitioners and permeates How good is our school? [Fourth edition]. The United Nations Sustainable Development Goals are central to Scotland's national vision and are at the heart of the Scottish Government's National Performance Framework.

A vision for the future

The Vision 2030+ Report: Concluding report of the Learning for Sustainability National Implementation Group (2016) report sets out Scotland's vision for LfS in educational settings through to 2030. It builds on the five strategic recommendations in the Vision 2030+ Learning for Sustainability Action Plan which were accepted by Ministers in 2013:

1. All learners should have an entitlement to learning for sustainability.

2. In line with the new GTCS Professional Standards, every practitioner, school and education leader should demonstrate learning for sustainability in their practice.

3. Every school should have a whole-school approach to learning for sustainability that is robust, demonstrable, evaluated and supported by leadership at all levels.

4. All school buildings, grounds and policies should support learning for sustainability.

5. A strategic national approach to supporting learning for sustainability should be established.

Our vision is of a flourishing Scotland where sustainable and socially-just practices are the norm.... and our roles and responsibilities within a globally-interdependent world are recognised...learners are educated through their landscape and understand their environment, culture and heritage; and develop a sense of place and belonging to their local, national and global community, with a deep connection to the natural world. Here, learners will understand the significance of their choices, now and in the future.

The Report of the One Planet Schools Working Group (November 2012)

Key strategic information

Key resources

Climate Change and COP26 Climate Summit

Additional resources

Case studies and exemplars

Early years

Primary

Secondary

ASN

CLD

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A summary of learning for sustainability resources

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Learning for sustainability (LfS) is an approach to life and learning which enables learners, educators, schools and their wider communities to build a socially-just, sustainable and equitable society. An effective whole school and community approach to LfS weaves together global citizenship, sustainable development education and outdoor learning to create coherent, rewarding and transformative learning experiences.

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Create your own group video and upload here...

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Create your own group video and upload here...

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How do we approach tough issues with sensitivity -building ownership and resilience

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How do we approach tough issues with sensitivity -building ownership and resilience

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I have the freedom to discover and choose ways to create images and objects using a variety of materials. EXA 0-02a

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Art &Design

Dance

Drama

Music

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Go to our CfE policy documents and start with definitions -ahead of the seminar-share as we get started

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Go to our CfE policy documents and start with definitions -ahead of the seminar-share as we get started

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In your group- re-find these

e.g.

Mechanics- language

Literacy- demonstration of skills learned

Writing to learn des not mean learning to write..explore your lecture/pre-seminar content and tasks to clarify these conceptions. Look for Es and Os for Expressive Arts

https://education.gov.scot/media/ogyjyehk/expressive-arts-eo.pdf

Then for our pre-seminar task- https://www.youtube.com/watch?v=hSwql07M-NI, be ready to share your ideas -Through the Hedge- outdoor learning

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Teachers TV: Primary Art - Through the Hedge

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How might you embed literacy and numeracy in meaningful ways across the curriculum? What is your role in the process? 

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How might you embed literacy and numeracy in meaningful ways across the curriculum? What is your role in the process? 

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Holistic planning of Es and Os across the curriculum.

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HWB 1-25a - participate in physical activities and sport

questions of enquiry -

Why does our heartbeat ?

can anyone tell me how to check how fast our heart is beating currently?

when does it beat faster?

why does it beat faster?

task 1 - teach children to how to check their pulse and take note of the number within 1 minute (resting heart rate)

task 2 - walking pace for 5 minutes then recheck HR

task 3 - Small run to increase HR, check HR again.

This could be incorporated with the Government policy of the daily mile.

last task - Check why our HR has risen, then do a rest session and final check of HR

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Group One- Lesson with Inquiry Based Learning 

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Group One- Lesson with Inquiry Based Learning 

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Egg adventures

Pupils are required to make a form of safety net or parachute for an egg.

The eggs will be dropped from height and tested to see if it would break.

This teaches children responsibility and working together in groups.

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Inquiry Based Lesson- Brooke, Neve, Zoe, Caitlin

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Inquiry Based Lesson- Brooke, Neve, Zoe, Caitlin

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I can help to design experiments to find out what plants need in order to grow and develop. I can observe and record my findings and from what I have learned I can grow healthy plants in school. SCN 1-03a

Activity involving the classroom environment and how we can use this within our inquiry. Put one seed in a clear bag with water only, one with soil and one with soil and water. Watch over time the development of the seed, taking weekly observations within a science journal.

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Brooke and Caitlin Colour Monster Lesson Plan

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Brooke and Caitlin Colour Monster Lesson Plan

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This toolkit aims to help primary school teachers understand music teaching and bring the primary curriculum to life.

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Microsoft Forms is a web-based application that allows you to:

Create and share online surveys, quizzes, polls, and forms.

Collect feedback, measure satisfaction, test knowledge, and more.

Easily design your forms with various question types, themes, and branching logic.

Analyze your results with built-in charts and reports, or export them to Excel for further analysis.

Integrate Microsoft Forms with other Microsoft 365 apps, such as Teams, SharePoint, and OneDrive, so you can collaborate with others and access your forms from anywhere.

Explore templates

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Microsoft Forms - Free tool to create online surveys, forms, polls, and quizzes

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Use Microsoft Forms to easily create online surveys, forms, quizzes and questionnaires. AI powered, free survey tool from Microsoft.

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Micro teach organisation (15 mins teach)

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Micro teach organisation (15 mins teach)

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E3 Alison.docx-my seminar group and our micro teach pairs & trios

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A lesson plan (using the proforma provided)

Consideration of Purpose (500 words) – Using research and curriculum documents, explain why you think the knowledge and skills covered in the lesson are important in a child’s education.

Consideration of Pedagogy (1000 words) - Building on your discussion of purpose, explain the pedagogical decisions you took in planning the lesson. For example which teaching strategies did you plan to use? What are some of the strengths and limitations of using this teaching strategy? Why did you choose the activities you did? How did you check for understanding?  You must refer to at least one learning theory in your answer.

Reflection on teaching/presentation (500 words) – Reflect on your lesson. Did your lesson go how you expected? Can you explain this? How might you change this lesson to make it more successful next time? What lessons have you learned about planning more generally?

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Chat task in S6

Learning Intentions

Success criteria

Starter

Possible activities

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Using this week's reading we would incorporate the following ideas throughout our school called Open Minds Primary:
From both readings we are using informal, imitative and scaffolding learning.
- teachers are more like models and supporters of child-led learning rather than direct teaching all the time (this will help teach children independence and allows them the freedom to choose what they want to do) - Imitative learning The Learning Sciences, K Sawyer page 23
- Give the children a routine/ list of things to do for each day and they get to decide which order they do this in ( Scaffolding as you are giving them a set thing to do but is there to help and be asked any questions) - Optimising learning: implications of learning Sciences Research OECD Page 6
- Give them plenty of time for breaks so they can just relax and turn off their mind

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Aimee, Alexia, Katie and Niamh (Part Two) 

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Aimee, Alexia, Katie and Niamh (Part Two) 

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Aimee, Alexia, Katie and Niamh (Part One). 

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Aimee, Alexia, Katie and Niamh (Part One). 

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part two

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Planning - part 2 (Brooke, Zoe, Caitlin, Neve)

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Planning - part 2 (Brooke, Zoe, Caitlin, Neve)

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Curriculum Area - Health and Wellbeing

I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health.

HWB 0-15a / HWB 1-15a / HWB 2-15a / HWB 3-15a / HWB 4-15a

Stage: P3

I have explored body parts; I know where different body parts are.

Need to know:

-       Prior knowledge of body parts

-       How to work in groups

-       How to collaborate

-       Understanding of health and wellbeing

Content:

-       Basic body parts like head, shoulders, arms, legs, foot, toes, hands, fingers, eyes, ears, mouth, nose, teeth, neck, chest, stomach, elbows, knees, heart, lungs, intestines.

-       Where the body parts are located

Teaching Strategies:

-       Direct instruction

-       Discussion

-       Small groups collaboration

-       Inquiry (asking questions)

Learning intentions:

-       We are learning to identify different parts of our body.

-       We are learning where each body part is.

Success criteria:

-       I can point to different body parts.

-       I can label body parts on a diagram.

-       I can work as a group to complete an activity, using communication skills and by building trust and relationships with others.

Introduction:

-       Direct instructions

-       All children gathered on the carpet.

-       Teacher will show her example of the diagram, all body parts labelled.

-       Explains the task and discusses learning intentions and success criteria.

Put them into groups of 4/5

-       All vocabulary (word bank) needed on the board.

-       Modelling: example of the task

Middle:

-       Each group gets blank body diagrams.

-       In groups they work together to complete diagram, labelling all the different body parts. Using the word bank provided on the board.

-       Discuss roles for the game, one person blindfolded, one the guide and the others give instructions.

End:

-       Gather the class back together, one group at a time come up in front of the whole class.

-       One member of the group is blindfolded and the group work collaboratively to complete the blank diagram of the body.  (teacher is observing the children’s interactions, assessing what the children know and understand)

-       Once every group has had their turn, class discussion.

-       Evaluation: class evaluation of tasks, how well did they work together, how they feel about the tasks, fist to 5 or thumbs up.

Resources:

-       Paper

-       Pens/pencils

-       Blindfold

-       Children

-       Space

-       White board

-       Blank body diagram

Laminated body part names

Rachel, Natalie and Claire

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Planning - part 1 (Brooke, Zoe, Caitlin, Neve)

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Planning - part 1 (Brooke, Zoe, Caitlin, Neve)

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Micro teaching- Lesson Plan Literacy (Caitlin, Brooke, Neve, Zoe) Part 1

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Micro teaching- Lesson Plan Literacy (Caitlin, Brooke, Neve, Zoe) Part 1

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Assignment part 1                              Our Teams link for (article) group presentations 

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Assignment part 1                              Our Teams link for (article) group presentations 

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Student groups A,B,C,D,E,F are found within the Channels section.

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Two games - doge ball or 11. These games both have consequences if you get put out, which are that you don't get  to play anymore.

In dodge ball if you get hit by the ball, your out. In eleven if the number 11 lands on you then your out.

This approach would be best suited to be doing done outside or in a gym hall. Split the class into groups.

These games teach reward and punishments. the reward being winning and the punishments being losing.

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- focuses on the child's interests and learning
- teacher acts as a motivator
- reflecting and building on areas of the curriculum
In the classroom:
- encourages children through open-ended questions ( questions about what they are learning).
Lesson example:
Give the children an open-ended theme to focus on and ask them to create an art piece based on this theme. Afterwards, the children will be asked to reflect on what they have created and why.

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Our activity idea is making a jam sandwich.

At front of room, we would lay out bread, jam, butter and knives. In pairs ask the children to make a jam sandwich.

Get the children to right down they process they took to make their sandwich and then share with another pair.

This looks at schema stages which are;
1. Assimilation (building their own knowledge)
2. Equilibrium (understanding what is going to happen)
3. Disequilibrium (when something might need changed in the process)
4. Accommodation (reflecting and changing process)

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Theory:
- Positive and negative reinforcements in the classroom.
- Emphasised the need of repetition, if repetition wasn't completed it could result in a negative impact.

Practice:
- If tasks are completed in time they may be rewarded golden time however if tasks aren't completed in the time given they may have time taken off golden time.

Reflection:
- During free time there would be a table next to the teacher's desk and child would have to sit there completing tasks whilst others can enjoy golden time.

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Seminar 1 learning-teaching activities applying seminar ideas, concepts and constructs

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Seminar 1 learning-teaching activities applying seminar ideas, concepts and constructs

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Visual representation of a learning-teaching experience that crosses and utilises all learning domains.

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AM Seminar 1 group in class activitities.odp (AID MEMOIR)

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Building ideas and sharing our practice

Work in your pairs /groups and post as we go. This aims to help you to progress ideas into reflections, into placement; into your practice- simply as a wee minder.

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Implicit Learning and the Brain

Give students experiences where they aren't formally learning (group discussion/peer work, additional time for free play). All of these would allow children to create their own learning from each others social interactions. (The Learning Sciences, K. Sawyer, read 18/10/2023. Page 19)

Encouraging more conversations for their work. This can allow for peer assessment to take place allowing the children to develop critical thinking. "Learning always takes place against a backdrop of existing knowledge." (Optimising Learning: Implications of Learning Sciences Research  OECD, read 18/10/2023. Page 6)

Encourage personal reflection on activities. This articulates developing knowledge which enhances children's ability to learn more effectively. (Optimising Learning: Implications of Learning Sciences Research OECD, read 18/10/2023. Page 6)

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Jemma, Leah, Charlotte, Aaron & Michael (Taylor Swift Group)

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Jemma, Leah, Charlotte, Aaron & Michael (Taylor Swift Group)

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Thrive Wellness School

-       Primary school children – primary 5/6/7

-       Focus on real life skills such money/ cooking/ domestic abilities/ computer skills.

-       Money skills – numeracy, budgets, informal learning (trips to stores).

-       Cooking –cover literacy and maths, promote independence and health and well-being.

-       Non-traditional learning environment.

-       Children can combine previous skills and knowledge to learn real-life skills needed.

-       Constructivism – giving opportunity to learn practical skills.

Justification – through constructivism children don’t just learn by sitting down and listening to a teacher and reading, research suggests designing a effective learning environment and have a good understanding of what children know or don’t know (Sawyer, K., 2023).

-       Our learning science would be mainly informal learning environments. Is person orientated and fosters traditionalism and involves emotional and intellectual domains (Bransford, John 2005).