111 MakingConnections One-day Introduction to PrimaryConnections 13 July 2015 St Paul’s Gateshead

222 PrimaryConnections Professional Learning Facilitator Angela Gigliotti

333 Workshop purpose You are here to develop your knowledge and understanding of: the purpose and major features of PrimaryConnections the relationship to the Australian Curriculum: Science & NSW syllabus the curriculum units and resources that exemplify the approach in order to make informed decisions about its potential benefits and suitability in enhancing the teaching and learning of science and literacy in your school. Is this your bus? Will you get on it?

4 Outcomes On completion of the Introductory day you will be able to: describe the approach, the five underpinning principles, the background and organisation of PrimaryConnections and apply the approach in implementing the Australian Curriculum:Science make informed decisions about the use of inquiry skills and the potential benefits and suitability of PrimaryConnections to enhance the teaching and learning of science and literacy in your school

5 Workshop outline (one-day) INTRO:Purpose, outline, outcomes What do you want to know and be able to do ENGAGE:Elicit participants’ beliefs about primary science and discuss the challenges facing primary teachers The PrimaryConnections Bridge Scientific literacy EXPLORE:Explore the purpose and five underpinning principles of PrimaryConnections using ONE key concept EXPLAIN:The elements of the Australian Curriculum:Science and PrimaryConnections curriculum resource organisation ELABORATE:Analyse a unit in detail Research underpinning PrimaryConnections Other resources EVALUATE:The shift from activity-based science to “evidence/argument- based” science through inquiry skills Dos and don’ts: focus on learning Ask questions, reflect and evaluate

666 Affinity diagram p. 5 Describe one thing you would most like to know by the end of the workshop. Describe one thing you would most like to be able to do by the end of the workshop.

7 ENGAGE

8 Consensogram Questions What is the degree of importance of the teaching and learning of science in primary school? What is the effectiveness level of the teaching and learning of science in primary schools? What is the confidence level of primary teachers in delivering effective teaching and learning in science?

9 Low priority for science in the primary curriculum Overcrowding of the primary curriculum Un-achievable syllabus requirements in science Inadequate resourcing of science education Limited access to in-service professional learning for teachers Limited opportunities for teachers (and trainee teachers) to see quality teaching of science Limited time for science education units in pre-service teacher courses Limited understanding by decision makers of the issues in the teaching of primary science Limited understanding of science itself in the school context by teachers, principals and decision makers Change-weary teachers Low teacher confidence Challenges facing primary teachers in the delivery of quality science education

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12 …is building a bridge for the gaps!

13 The Bridge – single arch, two halves

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17 What sort of bridge is it? Five underpinning principles provide sturdy foundations

18 How do you cross The Bridge?

19 More lanes!

20 Is there a toll to cross The Bridge? What support is available? Involvement in any project requires some effort – the question is does the benefit outweigh the cost? PrimaryConnections has lots of support if you feel you need some help to cross The Bridge: colleagues curriculum leaders professional learning facilitators master facilitators education officers state coordinators Academy of Science website.

21 Professional learning program linking science with literacy Supported by quality curriculum resources What is PrimaryConnections? – a complete approach to teaching and learning science Based on research Funded by the Australian Government 2005 – 2013 $11.2 million Stage 6 has began in 2014 and will continue through This workshop is part of the Stage 6 program.

22 Purpose of PrimaryConnections To improve learning outcomes for primary students in science and literacy by developing professional learning programs supported with curriculum resources that will improve teachers’ confidence and competence for teaching science through developing their science pedagogical content knowledge. Watch Enlightening Campaign

23 What makes the Sun shine? Try to represent your understanding in some way. Watch Catalyst

24 Scientific literacy is a high priority for all citizens, helping them: to be interested in, and understand the world around them to engage in the discourses of and about science to be sceptical and questioning of claims made by others about scientific matters to be able to identify questions, investigate and draw evidence-based conclusions to make informed decisions about the environment and their own health and well-being. Scientific literacy Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

25 Scientific literacy develops ___________________________________________________ None/very littleinformed adult ‘The notion of progress in scientific literacy is fundamental to the growth in students’ knowledge and understanding of scientific concepts and processes and the ability to use that knowledge and understanding in everyday situations.’ Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

26 EXPLORE

27 The five underpinning principles… …let’s explore!

28 Principle 1: Collaborative learning

29 Collaborative learning teams in action p Years F-2 (Pairs) Speaker Manager Years 3-6 (Teams of 3) Director Manager Speaker Each role has specific responsibilities as the team of students works through the activities and investigations. Watch QM Cooperative Learning

30 Principle 2: 5Es

31 The 5Es….what is it? An inquiry model of teaching and learning designed to facilitate conceptual change! p.11 Watch 5Es Introduction

32 PhaseFocusAssessment focus ENGAGEEngage students and elicit prior knowledgeDiagnostic assessment EXPLOREProvide hands-on experience of the phenomenonFormative assessment EXPLAIN Develop scientific explanations for observations and represent developing conceptual understanding Consider current scientific explanations Formative assessment ELABORATEExtend understanding to a new context or make connections to additional concepts through a student-planned investigation Summative assessment of the Science Inquiry Skills (SIS) EVALUATEStudents re-represent their understanding and reflect on their learning journey and teachers collect evidence about the achievement of outcomes Summative assessment of the Science Understanding (SU) PrimaryConnections 5Es teaching and learning model

33 Overarching message ONE KEY CONCEPTUAL IDEA! this idea spans the entire 5Es sequence and should be emphasised and referenced often lessons build from one to the next contributing to the key idea actions must be consistent with the purpose of the phase to develop the key idea SKAMP says: Every phase in the 5Es model is important for optimum learning. None are [sic] unnecessary and none should be omitted. The impact of omitting a phase needs to be pointed out. (p 210)

34 Images of activities from the 5Es phases ENGAGE: Weather in my worldEXPLORE: Plants in action EXPLAIN: Plants in action ELABORATE: Push-pull EVALUATE: It’s electrifying Watch 5Es Engage

35 EXPLORE BEFORE EXPLAIN! Watch 5Es ExplainWatch 5Es Explain/EvaluateEvaluate Watch 5Es ExplainWatch 5Es Explain/EvaluateEvaluate

36 Principle 3: Investigating

37 Types of investigating in PrimaryConnections p. 24 Exploratory investigations occur at the Engage and Explore phases are characterised by hands-on exploratory activities including: observing, measuring, testing, representing. Fair test, Survey, Design and Secondary data investigations occur at the Elaborate phase are characterised by a focus on student planning, following the investigating process, representing findings using ‘literacies of science’ and drawing conclusions based on evidence and communicating findings. Watch 5Es Explore

38 Planning a science investigation p. 25 What is the question for investigation? What are the variables? What equipment do I need? VARIABLES GRID (M = Measure) Hotness of a spoon (M)

39 Fair test acronym Remember:- Cows Moo Softly Change one thing Measure one thing (dependent on the change) Keep everything else the Same

40 Variables table for fair tests What will I change?What will I keep the same? What will I measure? Independent variableControlled variablesDependent variable

41 Conducting a science investigation p.28-9

42 Stages of investigating Planning Communicating Conducting Interpreting and representing Evaluating Questioning and predicting come BEFORE planning

43 Australian Curriculum:Science SIS Science Inquiry Skills content is described in two-year bands. There are five sub-strands: Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communication Predict which of these teachers and students do effectively / ineffectively. Watch 5Es Elaborate

44 QCER p Q:What question are you trying to answer? C:What is your claim at this point? E:What specific evidence do you have to support your claim? R:How does the evidence support the claim? Can this be linked to a science concept? Are there alternative explanations for the data collected? How accurate is the data? Students need encouragement to move from making claims only to citing evidence to support the claims. Older students can make full conclusions with claims, evidence and reasoning. The Question Starters can be used to model and practise this process.

45 Claims claims claims! Whenever a student makes a representation about a science phenomenon whether verbal, written, gestured or drawn, they are making a claim about what they do or don’t understand at that point in time. These claims are like “gold” and provide teachers with insights into students’ thinking. Delving into these claims with questions is like digging for more gold.

46 The purposes of investigating are to: actively engage students in learning provide an opportunity to learn the skills and processes of investigating provide students with an authentic experience of science help students develop an understanding of scientific evidence and of the nature of science provide a foundation for conceptual development through experience of science phenomena

47 PhaseFocusAssessment focus ENGAGEEngage students and elicit prior knowledgeDiagnostic assessment EXPLOREProvide hands-on experience of the phenomenonFormative assessment EXPLAIN Develop scientific explanations for observations and represent developing conceptual understanding Consider current scientific explanations Formative assessment ELABORATEExtend understanding to a new context or make connections to additional concepts through a student-planned investigation Summative assessment of the Science Inquiry Skills (SIS) EVALUATEStudents re-represent their understanding and reflect on their learning journey and teachers collect evidence about the achievement of outcomes Summative assessment of the Science Understanding (SU) PrimaryConnections 5Es teaching and learning model

48 Investigating images

49 Principle 4: Science and literacy

50 The confusion! p.34 Three different expressions are used. What do they mean? How are they similar? How are they different? literacies of science scientific literacy everyday literacies

51 Visual representation – an everyday literacy Focus question: How do we maintain a comfortable level of warmth in our home during winter? 4 individual visual representations per person Form large groups and create a scientific representation of the group’s data

52 Defining ‘everyday literacies’ are the literacy skills students bring to the learning process are tools of learning are processes and practices that represent what learners know, do or demonstrate when they represent and communicate understanding involve multiple modes of representation

53 Defining ‘literacies of science’ are particular language practices, processes and products that students learn about and use to represent and communicate their understanding of science concepts and processes are multi-modal: factual text, data tables, labelled diagrams, symbols, graphs, models, drawings, computer- generated images, gestures, role-plays.

54 Literacy focus - graph

55 Literacy of science - graphs Horizontal (x) axis: What was changed (independent variable) Vertical (Y) axis What was measured/ observed (dependent variable)

56 Quality matrix p.37 Literacy of science: graph FeaturesCharacteristics of a high-quality product Opportunity for improvement TitleClear and accurateWrite in a straight line Check spelling Horizontal axisStraight line Clear label Regular increments Units of measurement Write label clearly Measure the increment spaces

57 The story of graphs p.27

TRIAL 58 Graphs: Questioning for analysis What is the “story” of your graph? Do the data in your graph reveal any patterns? Is this what you expected? Why? Can you explain the pattern? Why did this happen? What do you think the pattern would be if you continued the line of the graph? How certain are you of your results?

59 The relationship between literacy and science Literacy skills do not develop in isolation from a context In PrimaryConnections: students use everyday literacies and learn literacies of science the science context provides a meaningful purpose for literacy development

60 So what is scientific literacy? The use of everyday literacies to learn about science concepts and processes – including the development of the literacies of science – contributes to students’ developing scientific literacy as they learn about, communicate and represent science understanding.

61 Scientific literacy is a high priority for all citizens, helping them to: be interested in, and understand the world around them engage in the discourses of and about science be sceptical and questioning of claims made by others about scientific matters be able to identify questions, investigate and draw evidence-based conclusions to make informed decisions about the environment and their own health and well-being. Defining scientific literacy Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs. Watch QM: LoS

62 Principle 5: Assessment

63 PhaseFocusAssessment focus ENGAGEEngage students and elicit prior knowledgeDiagnostic assessment EXPLOREProvide hands-on experience of the phenomenonFormative assessment EXPLAIN Develop scientific explanations for observations and represent developing conceptual understanding Consider current scientific explanations Formative assessment ELABORATEExtend understanding to a new context or make connections to additional concepts through a student- planned investigation Summative assessment of the Science Inquiry Skills (SIS) EVALUATEStudents re-represent their understanding and reflect on their learning journey and teachers collect evidence about the achievement of outcomes Summative assessment of the Science Understanding (SU) PrimaryConnections 5Es teaching/learning model p.40-41

64 Types of assessment Diagnostic Formative Summative

65 Assessment ‘for’ learning Gathering information about the gap between where the student is and needs to be. Students learn best when they: understand clearly what they are trying to learn and what is expected of them are given feedback about the quality of their work are given advice on how to make improvements are fully involved in deciding what needs to be done next and who can help if needed.

66 Assessment ‘of’ learning Gathering and working with evidence to enable teachers and the wider assessment community to evaluate students’ progress. Judgements about the extent and quality of student learning need to be: based on sound criteria negotiated with and known to students reliable and accurate Watch QM Assessment

67 Assessment examples from Heating up Diagnostic:How does heat move? Formative:Moving heat Summative: Where’s the heat?

68 Student science journals and using assessment rubrics

69 PrimaryConnections website All teaching information and resources in the members section

70 links science with literacy is based on the 5Es teaching and learning model uses an inquiry-based investigative approach uses collaborative learning strategies embeds the assessment processes in the teaching and learning model provides exemplary curriculum units and other support resources Together, all of these factors contribute to students’ developing scientific literacy. PrimaryConnections

71 EXPLAIN

72 PrimaryConnections – a collaborative project Australian Academy of Science project Steering Committee: AAS and DEEWR Reference Group: –Australian Academy of Science –Department of Education, Employment and Workplace Relations –Universities – Australian Council of Deans of Education –Literacy, English and Science Educator Associations –State Education Departments –Catholic and Independent Schools Associations –Australian Primary Principals Association –Academy of Technological Sciences and Engineering

73 Summary of research Original trial teachers: improvements for teachers, science status & quantity Factors for successful implementation: support, science coordinator, time Professional Learning Facilitators and Curriculum Leaders: excellent resources with effective programs Teachers: report significant benefits in confidence and competence Students: show significant differences in “processes of science” and “literacies of science” compared with other science programs

74 Teaching Primary Science – Trial teacher feedback on the implementation of PrimaryConnections and the 5E model (2012) Primary Connections has had a very real, positive influence on most (if not all) responding teachers’ thinking about the nature of inquiry-oriented and constructivist-based (as in, the 5E model) science learning at the primary level. It would appear that these perceptions have been realised, to varying degrees, in many classrooms. Furthermore, for some teachers, the influence of PrimaryConnections has produced teaching and learning environments that fulfill many criteria associated with high-quality science learning. Keith Skamp (2012)

75 Australian Curriculum:Science Three interrelated strands: Science Understanding (SU) Science Inquiry Skills (SIS) Science as a Human Endeavour (SHE) Presented as “content” with “elaborations” for each year level An achievement Standard for each year is also presented

76 Australian Curriculum:Science Science Understanding Strand divided into four sub-strands Biological sciences Chemical sciences Physical sciences Earth and space sciences

77 Australian Curriculum:Science Science as a Human Endeavour Strand divided into two sub-strands Nature and development of science Use and influence of science

78 Australian Curriculum:Science Science Inquiry Skills content is described in two-year bands. There are five sub-strands: Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

79 Australian Curriculum:Science General Capabilities Literacy Numeracy Information and communication (ICT) capability Critical and creative thinking Ethical understanding Personal and social capability Intercultural understanding Cross-curriculum priorities Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

TRIAL 80 Major message The Australian Curriculum:Science outlines the “what” of the curriculum….what should be taught and learnt. It does not outline how teachers deliver the curriculum. How do you actually do this at the most fundamental “coal face” level….the teacher and the students?

TRIAL 81 PrimaryConnections…….. ………..provides the “what” and the “how”!!!

82 Where did I come from?.... …..the birth….. Australian Curriculum: Science (ACARA) NSW Science and Technology K-6 (BOSTES) So: The NSW Syllabus for the Australian curriculum Science and Technology….…………………………………………… is a version of the Australian Curriculum: Science

83 Context Question or Problem Linking Science & Technology Science Hands-on scientific investigations. Draws on: - tools - processes developed by technology. Technology Hands-on design projects. Uses: - concepts/principles - processes developed by science.

84 NSW from AC Science concept: Page 63 A student describes how relationships between the sun and the Earth cause regular changes ST2-9ES Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048)

85 Coding All PC units use these codes which you can cross-reference to the syllabus

86 Colours of units: Biological Sciences Chemical Sciences Physical Sciences Earth and Space Sciences

87 Physical World (PW) – blue units Earth and Space (ES) – red units Living World (LW) – green units Material World (MW) – yellow units Working Scientifically (WS) – in all units Syllabus organisation-Content

88 Curriculum Units – Australian Curriculum:Science / NSW syllabus Curriculum Units StageYear Living World (LW) Material World (MW) Earth and Space (ES) Physical World (PW) Curriculum focus: awareness of self and the local world ES1F Staying alive or Growing well What’s it made of?Weather in my worldOn the move 11 Schoolyard safari Spot the difference or Bend it! Stretch it! Up, down and all aroundLook! Listen! 2 Watch it growAll mixed upWater worksPush pull Curriculum focus: recognising questions that can be investigated scientifically and investigating them 23 Feathers, fur or leavesMelting momentsNight and dayHeating up 4 Plants in ActionMaterial world Beneath our feet Smooth moves or Magnetic moves Friends or foesPackage it better 35 Desert survivorsWhat’s the matter?Earth’s place in spaceLight shows 6 Marvellous micro-organisms Change detectives Earthquake explorer or Volcanoes (coming soon) It’s electrifying Essential energy

89 StageYear Living World (LW) Material World (MW) Earth and Space (ES) Physical World (PW) Curriculum focus: awareness of self and the local world ES1F Staying alive or Growing well What’s it made of?Weather in my worldOn the move 11 Schoolyard safari Spot the difference or Bend it! Stretch it! Up, down and all around Look! Listen! (replaces Sounds sensational) 2 Watch it growAll mixed upWater worksPush pull Curriculum focus: recognising questions that can be investigated scientifically and investigating them 23 Feathers, fur or leavesMelting moments Night and day (replaces Spinning in space) Heating up 4 Plants in ActionMaterial world Beneath our feet Smooth moves or Magnetic moves Friends or foesPackage it better 35 Desert survivorsWhat’s the matter?Earth’s place in space Light shows (replaces Light fantastic) 6 Marvellous micro-organisms Change detectives Earthquake explorers or Volcanoes (coming soon) It’s electrifying Essential energy Units with Indigenous Perspectives

90 ELABORATE

91 Form groups of 6 to analyse ONE curriculum unit in detail 1.Complete the curriculum unit checklist, page 45 2.Identify and summarise the “science understanding” at the front of the unit 3.For one 5Es phase of the unit only, identify and summarise the following in the charts on pages activities literacy focuses and practices collaborative learning activities assessment focus 4. Report back to the group your summary in the order of the 5Es 5. Each person summarises the entire unit on their chart Essence of a curriculum unit

92 Teacher Flash Cards

93 Student Flash Cards

94 Wristbands – collaborative learning roles Years 3-6 Years K-2

95 Feathers – Interactive Resource p Watch ITR

96 Resource kits

97 Costs and ordering All costs are available on the website All ordering done via the website Online Online with printed fax order form All professional learning registered online

98 EVALUATE

99 Continuum for teaching science as argument p.52 Activity based Investigation based Evidence based Argument based Fun, hands-on activities designed to motivate students and keep them physically engaged Abilities to engage in inquiry; ask testable questions and design fair tests; focus on collecting data Need to support claims with evidence; evidence is not questioned in terms of quality, coherence etc Argument construction is central; coordinating evidence and claims is viewed as important; emerging attention to considering alternatives. Zembal-Saul, C. (2009). Learning to teach elementary school science as argument. Science Education, 93(4):

100 Making a difference… The PrimaryConnections program: is based on research is well conceptualised uses extensive trialling is collaboratively developed has a national profile Is fully aligned to the Australian Curriculum:Science is involved in ongoing research is providing evidence of significant changes for teachers and students

101 PrimaryConnections website

TRIAL 102 DOS AND DON’TS DO Teach 4 units each year (1 from each colour) Teach the lessons in the sequence as written Modify the unit based on the literacy outcomes Base decision making on the “Disaster Scale” Check website for updates DON’T Cherry pick from units Try to cover multiple conceptual areas at once Avoid the Chemical and Physical sciences Leave out the literacy processes

103 There is much excitement and enthusiasm around the school this term…it is all a buzz with science. I now feel I can actually teach science in a quality way…and enjoy doing it. I had children walking out saying that science was fun, interesting and even their ‘favourite subject’. It gave me renewed skills as a teacher. Thanks to your resources I was able to help deliver science to primary age students in an engaging and meaningful way. This has been the most invigorating and rewarding project I have been involved in. What teachers are saying about PrimaryConnections