1. Jeannette Morgan PSTT International Conference Thursday 9 th June 2016

2. Jeannette Morgan – Class teacher/Senior Teacher Science AST Lead science teacher for Haringey PSTY Winner 2011 & 2013

3. In pairs, brainstorm all the areas of science you would see outdoor area in the immediate environment around the school: Biology Chemistry Physics 5 minute activity

4. An overview of “Let’s Go!” Trails Projects: Funded by PSTT

6. Cluster project Interesting and innovative A simple idea – then developed Use the outdoors The New Curriculum Being a PSTY winner – a chance encounter...!

7. Areas generic to most schools Areas special to some schools What questions to pose? What format? A busy road Shops A play park A park Houses/ housing estate A playground A river/canal A salt marsh A wood/forest A power station A recycling centre A beach

8. “Must we always teach our children with books? Let them look at the mountains and the stars up above. Let them look at the beauty of the waters and the trees and flowers on earth. They will then begin to think, and to think is the beginning of a real education.” David Polis (2007)

9. Barriers Solutions The outdoors Teacher confidence Time Money Accountability Value Accessibility Funding

10. Issues: Perception of outdoors... Opportunity or threat? What is STEM? Especially Technology and Engineering at Primary Level? How to get teachers and children out of the classroom doing Science & STEM?Solutions: Build confidence slowly - Use your playground first. Risk Assessments Validation – curriculum/assessment Equipment light/innovative /exciting equipment

11. Science and STEM using your immediate environment – had it been done before? Guidelines teachers could use – a booklet or sheets they could “Lift & Go” Use technology – cameras, LearnPads, Dataloggers Could it be applicable to all ages – Reception to ‘A’ Level and beyond? Could it be used by any school, anywhere – locally, nationally, internationally?

12. To: Widen the scope of subjects to help teacher’s knowledge and understanding of the new curriculum. To focus more on settings – urban & rural To cater for “less confident” teachers by using playgrounds and the immediate surroundings of the school To create a lasting resource that could be used nationally and internationally to support children’s understanding of Science & STEM subjects.

13. Trails can be:  Child Led  Teacher Led  Topic Led  Destination Led – special place like a museum or school trip  Indoor  Outdoor Or a combination of the above

14. A selection of outcomes and work from the project

15. KS1: Comparing locations and types of plant

16. Children doing the trail:

17. KS2: What do different types of food shops sell? Is the cost of food related to healthiness?

18. Children doing the trail:

19. KS2: How do shops that sell food manage micro-organisms to keep food safe? Science Focus

20. Children doing the trail:

21. A selection of outcomes and work from the project

22. Early Years: A trail looking for high and low numbers

23. Photos taken on the trail:

24. KS1: A trail looking for 2D and 3D shapes in the environment

25. Children doing the trail: Staff training in trails:

26. KS2: A trail using The Weald & Downland Museum to find shapes used in Tudor times

27. Children doing the trail:

28. KS2: A trail looking investigating lots of areas of maths at the local train station

29. Photos taken on the trail:

30. Make a group of 3 people: Number yourselves 1, 2 & 3 You have 20 minutes (including leaving the venue and getting back) to list all the areas of science in the immediate environment outside The Waterfront Hall that could enhance the following subjects: Number 1’s – look for examples of Biology Number 2’s – look for examples of Materials or Chemistry Number 3’s – look for examples of Physics Can you find links with technology ? Links to history? What evidence is there of engineering/solving problems? Which group will generate the biggest list?

31. 5 minutes - Feedback your experiences of what science you saw in the immediate environment Lots/a little? Specific/holistic? Relevant/irrelevant? What is the impact of seeing science within a context? How will this aid teaching areas in the curriculum

32.  Name 2 areas of science you could enhance teaching/understanding of using these areas  Would you plan a teacher/child led trail?  Would you focus on a small specific area, theme or look at the bigger picture?

33. Schools nationally & internationally to take part and keep adding to this resource Embed Science & STEM trails as part of any curriculum – so many opportunities to, especially the longitudinal studies More children engage with the environment on their doorstep & beyond. The outdoors is seen as stimulating and engaging, not a threat!

34. Science/STEM trailing is NOT doing science outdoors – it is SEEING all the science in the world around us. How the natural world and humankind make innovative use of our environment to solve problems and survive. We do not go outdoors enough – we can change that You can add to this resource – new ideas welcome Try trailing in your setting…

35. NEW Science Trails Book Available at PSTT stand and at a discounted price for the conference

36. Why it is so important to get children engaging with the natural world learning about Science...?! “Pine is an example of a carnivorous tree” “Methane, a greenhouse gas, comes from the burning of trees and cows” “Crude oil is a vicious substance” “Nets are holes surrounded by pieces of string” A city purifies its water supply by filtering the water and forcing through an aviator” Taken from “Must Try Harder” by Norman McGreevy