Social Sciences at BSJ

The IPC approach to learning. Understanding Knowledge Skills

The IPC approach to learning. Understanding Knowledge Skills I understand that the reason I wear a tie is because as a professional teacher it is a social expectation for me to wear a tie – it represents a broader cultural understanding accepted by others. I know I am wearing an orange tie today. I have practised for many years to tie a tie I began learning the skill, have developed it over time and have now mastered it so it has become second nature to me.

What does Social Science at BSJ look like? Social Science is made up of History and Geography and are part of most units taught across both KS1 and KS2 All learning goals are linked to the English National Curriculum History and Geography lessons can be taught as single lessons or in blocks depending on the learning outcome It is primarily skills based learning – Not just focused on knowledge. We focus on learning about History and Geography whenever possible through investigation

We often start with a question. What does this chart tell us about what the climate is like? Geography in class – How do we teach it?

Now what does this graph tell us? Geography in class – How do we teach it?

The names for these charts are all jumbled up – can you match them up? The Hook – get students actively thinking… Antarctica England Indonesia

Social Science within IPC units Each IPC covers a range of subject areas, with History and Geography focused on throughout We currently teach 38 units We ensure History and Geography skills are taught using our IPC Route Planner

IPC - Route Planner

When planning each unit we: Use the skills ladders when planning History and Geography investigation activities Look at each unit and see how they fit together Fill gaps when necessary Use Entry and Exit Points to support Knowledge Quizzes and games Modelled homework investigations Social Science Coverage

From Significant People In History, we’ll be finding out: About people who fought for the rights of others About world leaders from the past How to make a timeline How leaders in the past compare to leaders of today About significant scientists, musicians, athletes and artists from the past How to use primary and secondary sources of information when investigating From Saving the World: Rainforests In Geography, we’ll be finding out: About mapping where rainforests are found in the world About rainforest products we use in our every day lives About the lives of rainforest people and how they compare to our own About how and why the rainforest is being destroyed Discovering the ways that people are trying to save the rainforest Examples of what we’ll be finding out…

How does it look in action? Q: Can your group arrange people in order from least to most significant? Remember: You have to use your intercommunication skills There are no right or wrong answers You have to justify your decision with your knowledge and understanding You have to work together as a group – there can only be one arrangement This is a timed activity so you will have to collaborate, cooperate and compromise

Who is significant to you? Why?

Can you create a line of importance? You must justify yourself! LEAST IMPORTANT MOST IMPORTANT Why? ?

What worked well today? Could be better next time? No way! Absolutely! Your children engage in activities like this all the time They are challenged to share their thoughts and opinions Communication, collaboration and cooperation are key In an activity like this, so is compromise They investigate their thoughts and feelings They need to be aware of the thoughts and feelings of others They are pressured to achieve results in a limited timeframe They experience both excitement and frustration They develop their ability to justify themselves

What thinking skills did you practise? Why do we focus so much on skills? Skills Easier Harder Traditional Focus

Social Science Assessment

History Progression 1

History Progression 2

History Progression 3

Geography Progression 1

Geography Progression 2

Geography Progression 3

Learning, Sharing and Developing If we explain, teach, demonstrate or make a model of what we know to someone else, we retain 75 to 90% of what we have learnt.

Learning, Sharing and Developing

Investigate with Key Stage History

Oddizzi and Global Citizenship

Evaluation Please complete the evaluation form. Did you learn anything new? What have you found useful this morning? Any areas you feel that future workshops should address?

Thank you for coming! What does Science at BSJ look like?