KS3 Themes Preview. Teacher s Guide Cross-Curriculum Themes

Transcription

1 KS3 Themes Preview Teacher s Guide Cross-Curriculum Themes Global Dimension and Sustainable Development Identity and Cultural Diversity Healthy Lifestyles Community Participation Enterprise Technology and Media Creativity and Critical Thinking

2 Contents Page 1 EQUALS Context Planning Long Term Planning 8 2 Global Dimension and Sustainable Development Introduction Summary of Units on CD ROM Overview of Units Medium Term Plan Topic Web Short Term Plan; Lesson Plan KS3 Climate 18 3 Identity and Cultural Diversity Introduction Summary of Units on CD ROM Overview of Units Medium Term Plan Topic Web 27 4 Healthy Lifestyles Introduction Summary of Units on CD ROM Overview of Units Medium Term Plan Topic Web 34 5 Community Participation Introduction Summary of Units on CD ROM Overview of Units Medium Term Plan Topic Web 40 6 Enterprise Introduction Summary of Units on CD ROM Overview of Units Medium Term Plan Topic Web 45

3 7 Technology and Media Introduction Summary of Units on CD ROM Overview of Units Medium Term Plan Topic Web 52 8 Creativity and Critical Thinking Introduction Summary of Units on CD ROM Overview of Units Medium Term Plan Topic Web 59

4 1 EQUALS Context EQUALS offers two distinct approaches to curriculum design: Schemes of Work a set of units (medium term plans) which set out specific learning objectives that reflect the National Curriculum Programmes of Study, as well as teaching activities and learning outcomes linked to P Scales. Themes a cross-curriculum approach linking subjects to a unifying topic through a topic web. It provides an entire planned learning experience based on the principles of the Big Picture of the Secondary Curriculum, QCDA Where possible the medium term topic webs in this resource provide links to EQUALS Scheme of Work units in a wide range of subjects. The aim is to provide schools with the resources to timetable either discrete subjects or broad topics. Cross-curriculum themes This resource provides a fully worked example of Global Dimension and Sustainable Development, which includes content description, and medium and short term plans. Guidance is also provided for the other dimensions. There are seven cross-curriculum themes (dimensions). identity and cultural diversity. healthy lifestyles. community participation. enterprise. global dimension and sustainable development. technology and media. creativity and critical thinking. To achieve the aims of the curriculum, young people need to experience opportunities to understand themselves and the world in which they live. Crosscurriculum dimensions provide important unifying areas of learning that help young people make sense of the world and give education relevance and authenticity. They reflect the major ideas and challenges that face individuals and society. Dimensions can add a richness and relevance to the curriculum experience of young people. They can provide a focus for work within and between subjects and across the curriculum as a whole, including the routines, events and ethos of the school. Using dimensions Once you are clear about what you want to achieve, you can make decisions about the best ways to successfully integrate the dimensions across your curriculum by topic-web planning. Think about the entire planned learning experience. This includes lessons, events, routines, extended hours, out of school learning, locations and environment.

5 Build the dimensions into your curriculum in a way that reflects the specific needs, interests and context of your learners. The approaches recommended by the QCDA and used by EQUALS include: developing the dimensions through subjects, with links across subjects where there are common issues or areas of learning developing the ethos of the school around a dimension creating compelling learning experiences that focus on a particular dimension or combination of dimensions thematic days, activity weeks or events that focus on a particular dimension are combined with lessons activities that are integrated into the routines of the school learning outside the classroom using experts from outside of the school to stimulate discussion and debate in assemblies or with specific groups of learners. References Available on the EQUALS website EsSENtials: Cross-curriculum dimensions a planning guide for schools, QCDA 2010 Identify your priorities using the curriculum aims examples, QCDA 2010 your priorities using the curriculum aims blank template, QCDA 2010

6 1.1 Planning First and foremost, it is vital that the interests and passions of individual teachers are allowed to be expressed to ensure that topics are inspiring and motivating for pupils. It is essential, therefore, for teachers to be given autonomy and to avoid covering the same topic each cycle. Every two years the staff might plan the forthcoming topics as a team, sharing ideas openly and creatively. When teachers and teams are eager and stimulated by the work they have planned the pupils will respond with similar zeal and enthusiasm, thereby encouraging learning and development. The stages below ensure that the curriculum is covered and that there is continuity and progression. Summer Term Organise the team meetings and topic planning schedule. STAGE 1 Choose topics that provide breadth, e.g. for Healthy Living, one based on PE (circuit training), one on technology (healthy snacks), one on Literacy (Peter Pan sensory story telling boxes) for each year. STAGE 2 Match EQUALS units to topics for each term. STAGE 3 Planning team meets to organise activities, resources and to plan appropriate visits. Classes should agree to do topics at the same time. STAGE 4 Teams feedback to other staff to ensure continuity and progression. Any modifications necessary are made at this stage. Advantages of cross-curricular planning Cross-curricular planning offers exciting opportunities for developing children s subject-specific skills and knowledge and also important opportunities for helping children recognise the links between curriculum subjects. The human brain increases capacity by making connections (synapses) not merely by amassing information. They help learners see the relevance, within a wider context, of the skills and knowledge they are acquiring in specific subjects. Learning is enhanced by learners being aware of how thinking and learning occur and such metacognition gives learners increased control over their learning. Lifelong learning is likely to be enhanced by the understanding that knowing how to learn is important as well as learning content. Increasing interest and enjoyment enhances motivation which in turn promotes achievement. Developing links between subjects enables schools to offer a broad and rich curriculum. All: DfES 0525/2004 The curriculum in successful primary schools HMI report 553 October 2002 Excellence and Enjoyment DfES 2003

7 1.2 Long Term Planning Year One Key Stage 3 Autumn 1&2 Spring 1&2 Summer 1&2 Curriculum Dimensions Global Dimension and Sustainable Development Identity and Cultural diversity Enterprise and Community Participation English Myths and Legends Own and Other Cultures PMLD Drama Myths and Legends 8b Contemporary Fiction Information books, brochures and pamphlets Maths Number Money Handling Data Science Materials and their Properties 3.3a Changing Materials 3.3b ICT Information Communication 3.1a PSHE & C Communities & Cultures 3.1d Media and Advertising 3.1c Earning and Spending 3.2b Community Belonging 3.5d D&T Mini-enterprise Batch Production Art Different Cultures 8c Using the computer 8d History & Geography RE Music PE History Australia: Transportation & Colonisation 3.8 Creation Stories Different Religions and Cultures PMLD Music Cultural Rhythms 4b 6c Geography Shopping, Past, Present, Future 3.10 Geography Tourism Good or Bad 3.4 Religions in our Locality

8 Long Term Planning Year Two Key Stage 3 Autumn 1&2 Spring 1&2 Summer 1&2 Curriculum Technology and the Media Creativity and Critical Thinking Healthy Lifestyles Dimensions English Newspapers and Magazines Classical Novel Alice in Wonderland PMLD Drama Drama through Movement Feelings 9a Maths Time 3.3e Size, Length and Height 3.3d Literacy Humorous and Contemporary Poetry PMLD Drama Our Bodies 2a Science Electricity and Magnetism 3.4c Keeping Healthy 3.2b ICT Using Photographs 3.3f Sculptures 8f PSHE & C Newspapers 3.2f Feelings 3.1f Healthy Lifestyles 3.3c D&T Specialist Diets Art History & Geography RE Using Computer for Art & Design 8a Photography 9a Communication of Feelings 8b Geography People Everywhere 3.5 Music PE PMLD Electronic Music 3c PMLD Mood Music 9b PMLD Body Sounds 2a

9 Cross-Curriculum Themes

10 2 Global Dimension and Sustainable Development- Preview of one theme Introduction What is the Global Dimension and Sustainable Development cross-curricular dimension? The National Curriculum for KS3 and KS4 aims to help all young people become successful learners, confident individuals and responsible citizens. It comprises the traditional subjects, as well as personal learning and thinking skills. In addition it places education in the context of the wider world in which students are growing and learning, identifying a need for students to make sense of the world and have learning experiences which reflect the major challenges facing us all and which students will experience as relevant and authentic. In order to address these challenges comprehensively, the National Curriculum identifies seven cross-curricular dimensions, of which the Global Dimension and Sustainable Development is one. These dimensions are not extra subjects but opportunities to develop and extend existing subjects. What is contained here are a set of Schemes of Work that sit comfortably within traditional subject boundaries such as Geography, Food Technology, Citizenship, whilst drawing on important themes within this dimension. What is the Global Dimension? By the Global Dimension we mean that students should be aware of global issues and be able to evaluate information and events from a global perspective. Increasing globalisation, the fast movement of people, goods and ideas around the world mean that our students are growing up in a world where rapid change means the future cannot be guessed, and their role as global citizens is increasingly obvious. Therefore as educators we need to prepare students to live responsible and actively, as far as they can, in this world. What is Sustainable Development? Sustainable Development refers to the need to meet the needs of all people in the world whilst not jeopardising the quality of life for future generations. It therefore is concerned with resource depletion, climate change, habitat preservation, as well as economic justice. Both aspects of this dimension have links to other concerns that schools will have. For example schools are being encouraged to become sustainable schools and this will be supported by appropriate learning in the classroom. Some aspects of the global dimension, which encourages respect for diversity and human rights will support a school s duty to promote community cohesion. There are also strong links to Every Child Matters, in particular to the Make a Positive Contribution outcome as well as Enjoy and Achieve. A crucial aspect of Global Dimension and Sustainable Development is that students, through their learning, will feel motivated and empowered to make changes in the world. It is not the aim that they will end up depressed about the state of the world and that there is nothing that can be done. Therefore the Schemes of Work outlined here all provide students with opportunities to make an impact on their world,

11 whether locally or globally. This is especially so in the case of the Compelling Learning Experiences which accompany the three main areas. EQUALS 2012

12 2.1 Summary of Units on CD ROM 1 Making Changes (a) Famous people who have changed the world (b) What do we want to change? (c) Compelling Learning Experience making changes 2 One Planet Living (a) Salads, soups and smoothies (b) Climate change (c) Waste and waste reduction (d) Compelling Learning Experience green meal 3 Ourselves and Others (a) Aspects of India (b) Respect getting it, giving it (c) Rights and responsibilities (d) Compelling Learning Experience making and meeting new friends

13 2.2 Overview of Units If you refer to the diagram on page 17, you will see that there are eight schemes of work arranged in three areas. Each of the eight schemes of work may be taught independently, but within an area the schemes of work support each other. Each area also includes a compelling learning experience an opportunity or project which builds on the learning from the scheme of work and allows the students to experience a real life context for their learning. Making Changes The overall aim for this area is that students learn about social change that has occurred in the past and might be required now. (a) Famous people who have changed the world A History unit, this explores the significant achievements of two famous Britons and the difference they made. Walter Tull, one of the first black professional footballers and the first black army officer, who was killed in WW1, and Elizabeth Garrett Anderson, the first female doctor in this country, who founded a hospital and was also the first female mayor. Teachers could use local people who have made a national or world-wide impact instead of those used in the unit. (b) What do we want to change? This unit supports students to review aspects of their lives (may link to their annual review or person centred review), their immediate environments and the wider world and decide what they would like to change. For example, they may wish to suggest improvements to their school, home or locality. Compelling Learning Experience making changes This compelling learning experience provides guidance for the teacher in supporting students in working towards implementing changes of their choice. One Planet Living The overall aim of this area is that students understand more about the physical environment and how humans affect it. The title One Planet Living refers to the idea that in developed countries we are consuming resources and polluting as if we had two or three planets to live on, whereas we have in fact only one earth. (a) Salads, soups and smoothies This unit encourages students to use new and familiar fruits and vegetables to create their own foods, while considering the environmental impacts of production, transportation and disposal.

14 (b) Climate change This unit explains climate change in a simple way and explores the impacts of climate change in different countries, then looks at how climate change can be lessened by controlling emissions (c) Waste and waste reduction This unit explores different kinds of waste and why waste is a problem and helps students consider ways of reducing waste including recycling and reusing. Compelling Learning Experience green meal A compelling learning experience that brings together learning from all three units (although it will still be relevant if students have only completed one or two). For example, visit a farmer s market to buy local produce or a local café run by adults with learning difficulties. Students are challenged to design, prepare and serve a meal to guests taking account of the learning regarding environmental impacts of food production, energy use and waste. Ourselves and Others The overall aim of this area is that students understand more about themselves and others and are able to recognise similarities and differences between themselves and others, as well as seeing how rights and responsibilities apply to themselves and others. (a) Aspects of India Students learn about some aspects of Indian culture, religion and festivals, including music, dance (invite guest musicians and dancers) and film. They learn about the daily lives of young people in India and discover that it is a very diverse country. (b) Respect getting it, giving it This unit is explores diversity in the UK and helps students recognise similarities and differences between themselves and others. (c) Rights and responsibilities Students learn that rights derive from needs and are guaranteed by law (the United Nations Convention on the Rights of the Child). They also learn that they have responsibilities to respect and uphold the rights of others. Compelling Learning Experience Making and meeting new friends This compelling learning experience builds on the students learning about similarity and difference by supporting them in forming relationships, through a school link, with peers from a different school. Support, further resources and advice Each scheme of work contains details of useful resources. For more general support in delivering global citizenship and education for sustainable development the following are useful..globaldimension.org. Resource data base, support for curriculum development and case studies from schools.

15 .dea.org. There is a network of development education centres across the UK who are there to loan resources and support teachers, you can find your nearest centre here..oxfam.org.uk/ Resources, lesson plans teacher support and topical assemblies.

16 2.3 Medium Term Plan Topic Web Global Dimension and Sustainable Development Making Changes One Planet Living Ourselves and Others Unit 1 (a) Unit 1 (b) Unit 2 (a) Unit 2 (b) Unit 2 (c) Unit 3 (a) Unit 3 (b) Unit 3 (c) Famous people who changed the world What do we want to change? Citizenship Salads, soups and smoothies Food technology Climate change Geography Waste and waste reduction Geography Aspects of India Geography RE Respect getting it, giving it Citizenship Rights and responsibili ties Citizenship Unit 1 (c) Compelling Learning Experience students identify and carry out a change Unit 2 (d) Compelling Learning Experience students design and deliver a green meal for guests Unit 3 (d) Compelling Learning Experience students prepare for and visit a different school

17 2.4 Short Term Plan; Lesson Plan KS3 Climate EQUALS 2012 Session: Introducing climate change Date: Class: KS3 Week no: Time: 55 minutes (this may be delivered in separate sessions if necessary) Staff: Teacher and support staff Curriculum references: This lesson introduces the topic of climate change, a scheme of work within the One Planet Living area of the Global Citizenship and Sustainable Development cross-curriculum dimension. Principal links are to Geography. Other links: The whole of this unit will contribute to Sustainable schools: Energy and water reducing the amount of energy they use, Travel and traffic walking or cycling to school, Inclusion and participation creating a long lasting respect for human rights, freedoms and cultures, Global dimension looking at interdependence and how we view our world, developing a responsible international outlook on the challenge of climate change. Every child matters: Enjoy and Achieve young people achieve personal and social development. Make a Positive Contribution: young people are encouraged to take part in and initiate voluntary activities to support the environment. Learning objectives: All students will experience still and moving images of weather from different countries including the UK (supported by sensory experiences where appropriate), experience images/modelling of flooding. Most students will be able to identify weather that is typical of the UK, and start to use the term climate, identify some consequences of flooding. Some students will be able to describe the climate of the UK in simple terms and understand that unusual weather is happening more frequently, empathise with people experiencing flooding, start to use the term climate change. Background information: Ensure staff understanding is secure. ://actonco2.direct.gov.uk/actonco2/home. Vocabulary: weather, climate, hot, cold, wet, dry, wind, rain, snow, flood, climate change always, sometimes, never, usual, unusual England/Britain Resources: Photos showing weather of all sorts, including some that are clearly abroad Labels This country Not this country sometimes often never Sensory water spray, wheat bag heated in microwave/heat lamp, ice cubes in thermos, fan Links to BBC clips on whiteboard- ://news.bbc.co.uk/weather/hi/news/newsid_ / ://news.bbc.co.uk/local/cumbria/hi/people_and_places/newsid_ / lego/playmobil house or similar in plastic tank, with people

18 Topic Teacher notes Pupil activity Materials/ resources What is weather? What type of weather do we have in this country? Today we are going to start thinking about the weather: Look at weather symbols Look at weather now Go outside to check how does it feel? Was the weather like this yesterday? Last week? End with set of photos of weather in UK and set that are not (you may need a not sure set also) Describe today s weather use words/symbols as appropriate Give students photos to sort Differentiate by number of photos given and how easy to tell if UK or not Differentiate with sensory support where appropriate May refer to weather chart if the class has one. Photos of weather Sensory support as in resources Climate and weather Unusual weather Ask students to decide if photos are of weather in this country or elsewhere Ask the students do we ever have very, very hot weather? Very very cold weather? Look at the UK photos, use the labels(symbols if necessary) always/sometimes/never/usual/ unusual Watch the BBC clip, pause and provide your own commentary as necessary Climate is all the different weather we usually have Then look at weather e.g. in India, Canada Look at pictures and videos of the Cumbrian floods 2009 (caution if students have experienced flooding themselves) Where did all the water come from? Establish it s direct rainfall and swollen rivers caused by excess rain Talk about what it would be like to be flooded Ensure students understand it s dirty, not clean water. Talk about what it would feel like to have your home destroyed link to India and floods You may permanently record by sticking the photos on a poster to display If students say yes, show pictures of extreme tropical/arctic conditions Differentiate for more able students, introduce the term climate Students consider impact of flooding consider setting up a lego/playmobil house in a tank, flood with muddy water Watch BBC clip on weather and climate Watch BBC clips on Cumbrian floods Samples of clean tap water and muddy water

19 Climate change What have we learnt? Explain that unusual weather is happening more often, and scientists/weather forecasters say this will happen more and more. Floods, instead of being unusual will be more sometimes this is called CLIMATE CHANGE and is happening all over the world. We will be finding out more about it in the next lessons Ask students, according to ability Does this weather happen here? What is climate? What is climate change? Do students have any questions? Record these and address immediately if necessary or keep for next session

20 Schemes of Work for the National Curriculum for Pupils with Learning Difficulties EQUALS 2012 GEOGRAPHY Unit Title: Climate Change Key Stage 3 Unit 2 (b) - A Sample Unit ABOUT THE UNIT Through this unit pupils will: understand that climate change is occurring be able to identify some of the causes and effects and mitigating actions. NB this unit is written with the UK in mind and will need adapting if you are elsewhere. WHERE THE UNIT FITS IN Global Citizenship and Sustainable Development. This is one of 8 units within the Global Citizenship and Sustainable Development dimensions, and more specifically is within the One Planet Living section this aims to support students in understanding some aspects of human interaction with, and impact on the environment and how to live more sustainably. Other components of this section are Waste and Waste reduction, Salads Smoothies and Soups, and the compelling learning experience Green Meal. VOCABULARY climate weather carbon dioxide global warming greenhouse effect energy pollution floods drought cars bus train aeroplane walk cycle RESOURCES World map Digital cameras Magazine pictures/images from the internet showing different kinds of weather Video of Cumbrian floods, 2009 ://news.bbc.co.uk/local/cumbria/hi/peop le_and_places/newsid_ / the difference between weather and climate ://news.bbc.co.uk/weather/hi/news/new sid_ / Effects of climate change around the world ://news.bbc.co.uk/1/hi/in_depth/629/62 9/ Useful background, some classroom activities accessible for more able student and links to video clips :// es/climate_change_the_human_impact/ Background on climate change, myths addressed and suggestions for actions ://actonco2.direct.gov.uk/actonco2/hom e. EXPECTATIONS At the end of this unit: All pupils will: have learnt about some of the effects of climate change. Most pupils will: be able to identify some contributing factors to climate change, be able to identify where energy is used at hone and in the school. Some pupils will: understand the greenhouse effect, be able to identify climate change in UK and a developing country, be able to suggest ways of limiting climate change.

21 Schemes of Work for the National Curriculum for Pupils with Learning Difficulties EQUALS 2012 Climate change (KS3) Unit 2 (b) LEARNING OBJECTIVES POSSIBLE EXPERIENCES AND TEACHING ACTIVITIES DIFFERENTIATED LEARNING OUTCOMES POINTS TO NOTE Pupils should: have the opportunity to think about climate and weather understand that climate is changing recognise some of the effects of climate change in this country recognise that some activities use energy, which is likely to cause pollution. What is climate? Have lots of magazine pictures showing different kinds of weather. Sort them into ones that might be here (the UK) and probably aren t. Establish that our climate is usually not too hot, nor too cold, nor too dry. You could watch the BBC clip explaining the difference between weather and climate- you will need to provide some additional explanation. Look at news clips of the Cumbrian floods in Have the students ever experienced anything like this? Establish that these are unusual events in this country, but that scientists say these unusual floods will happen more and more. This is due to climate change. An easy way to talk about climate change is by saying, Our weather can be affected by pollution. When lots of people put pollution into the air it can trap heat in the atmosphere/sky and this can make the weather change. This is a very simplified version of climate change but this statement can be adapted to the ability of your class or group. Pupils will: recognise the usual range of weather in the UK recognise that as climate changes freak weather in the UK is happening more often. NB If you have more able students you may wish to explain further that the pollution is, caused when we burn fuels, and that most of our electricity is produced by burning fuels. Students may have heard the term global warming this is misleading as in some parts of the world the trend may be warmer, but not all. The term climate change is more accurate. Be careful if your students have experienced flooding themselves. Ensure your own understanding about climate change is secure, as there are many misconceptions, this will make it easier for you to explain it to students. What is causing Pollution? Most of the ways we use energy and make electricity cause pollution. How do we use energy? When we move things, when we use light, when we heat things. Ask students to go round the school looking for things that use energy they can record this by writing or using digital cameras. Remember to include transport- buses or taxis at the end of the day, and staff cars. Record all of this in a wall chart, students can label this. Pupils will: Be able to identify where energy is used in the school Some pupils may be able to continue this activity at home.

22 Schemes of Work for the National Curriculum for Pupils with Learning Difficulties EQUALS 2012 What are the effects of climate change in other countries? Use the BBC link to prepare simple cards with text or not depending on students. Prepare one for each continent which states one or two predicted or current effects of climate change e.g. for Australia, picture showing plants dying (drought) and forest fires. Cards can be prepared appropriate to the students, with simple, challenging or no text supported by pictures. Use a large world map with the continents labelled. Match the cards to the continents. What does this mean for ordinary people? :// Has two clips one from Africa one from Asia of people s stories of drought and flood. Students will identify opportunities to save energy, including transport. Students will learn about renewable energy. Can we do anything? Scientists agree that climate change is happening but we can stop it getting worse by saving energy and/or producing energy which doesn t pollute. Refer back to students records of energy use at home and school. Were there any times when energy was being wasted? E.g. lights on in empty rooms, computers left on. Discuss that we can save energy by switching off what is not being used. Students can design and create posters or stickers for school and home to remind people of this. We can also choose or use low energy items, low energy light bulbs are an easy example. Find pictures or if possible visit a wind farm. Explain that here energy is being made that doesn t pollute (produce ). Your school may even consider getting a wind turbine! This can be an upsetting topic, it s important students understand that the worst predictions can be avoided by taking action now. There is lots of help for becoming a more energy efficient schools from Talk about transport this also causes pollution (produces ) Give students pictures showing different means of getting to places (including walking, cycling, public transport and planes). Point out that some journeys are too far to walk or cycle but others aren t. Explain that using buses and trains uses energy but much less than if the same number of people travelled in cars. If practical and appropriate make some journeys by public transport this is an experience many students don t have. Investigate cycle proficiency schemes if available and suitable for your students.

23 Schemes of Work for the National Curriculum for Pupils with Learning Difficulties EQUALS 2012 Explain that aeroplanes, even though they carry lots of people produce lots of pollution, so we should avoid flying if possible. (Link here to transport of food, discussed in the Salads and soups unit.) You might explain that this is partly due to the altitudegreenhouse gases cause more damage when they are released in the upper atmosphere. Students implement steps to save energy at home and/or at school. Refer back to students record of energy use. Make a plan either as a class or for individuals to reduce their energy consumption.