1. 111 MakingConnections One-day Introduction

2. 222 PrimaryConnections Professional Learning Facilitator One-day workshop Facilitator: Sophia McLean Professional Learning Manager

3. 333 Workshop purpose You are here to develop knowledge and understanding of: the purpose and major features of PrimaryConnections the relationship to the Australian Curriculum:Science the curriculum units 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. 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 potential benefits and suitability of PrimaryConnections to enhance the teaching and learning of science and literacy in schools

5. 5 Workshop outline (one-day) INTRO:Purpose, outline, outcomes (15 mins)What do you want to know and be able to do ENGAGE:Elicit participants’ beliefs about primary science and discuss the (25 mins) challenges facing primary teachers The PrimaryConnections Bridge Scientific literacy EXPLORE:Explore the purpose and five underpinning principles of (140 mins) PrimaryConnections EXPLAIN:The elements of the Australian Curriculum:Science and (105 mins)PrimaryConnections curriculum resource organisation Research underpinning PrimaryConnections ELABORATE:The shift from science as “activities” to developing concepts (45 mins) inquiry skills EVALUATE:Dos and don’ts: focus on learning (45 mins)Ask questions, reflect and evaluate

6. 666 Learning pyramid The learning pyramid visually depicts approximate learning retention rates depending on the learning mode. It reflects learning theory which suggests that people learn best when they are actively involved in the learning process. (Average learning retention rates)

7. 777 Affinity diagram 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.

8. 8 ENGAGE

9. 9 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?

10. 10 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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13. 13 …is building a bridge for the gaps!

14. 14 The Bridge – single arch, two halves

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19. 19 What sort of bridge is it? Five underpinning principles provide sturdy foundations

20. 20 How do you cross The Bridge?

21. 21 More lanes!

22. 22 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.

23. 23 What is PrimaryConnections? Professional learning program linking science with literacy supported by quality curriculum resources

24. 24 Purpose of PrimaryConnections To improve learning outcomes for primary students in science and literacy by developing a professional learning program supported with curriculum resources that will improve teachers’ confidence and competence for teaching science through developing their science pedagogical content knowledge.

25. 25 A question to consider! What makes the sun shine? Try to represent your understanding in some way.

26. 26 Scientific and technological literacy is a high priority for all citizens, helping them: to be interested in, and understand the world around them and consider problems to be solved to engage in the discourses of and about science and technology to be sceptical and questioning of claims made by others about scientific and technological matters to be able to identify questions and problems, investigate and draw evidence-based conclusions that lead to technological solutions to make informed decisions about the environment, the use of technology and their own health and well-being. Scientific literacy and technological 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. McLean, S. and Rostron. S (2014). PrimaryConnections NSW syllabus to success.

27. 27 Critical literacy Critical literacy activities in science develop students’ questioning skills and encourage them to be sceptical about scientific claims made by others. Image: Stock.xchng

28. 28 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.

29. 29 EXPLORE

30. 30 The five underpinning principles… …let’s explore!

31. 31 Principle 1: Collaborative learning

32. 32 Beliefs continuum Collaborative learning strategy: Beliefs continuum _________________________________________ Disagree Agree

33. 33 Collaborative learning teams in action Director Manager Speaker Each role has specific duties and responsibilities as the students work through the activities. Example: Students investigating small animals in the schoolyard.

34. 34 Principle 2: 5Es

35. 35 The 5Es….what is it? An inquiry instructional model of teaching and learning designed to facilitate conceptual change!

36. 36 PrimaryConnections 5Es teaching and learning model PHASEFOCUS ENGAGE Engage students and elicit prior knowledge Diagnostic assessment EXPLORE Provide hands-on experience of the phenomenon Formative assessment EXPLAIN Develop scientific explanations for observations and represent developing conceptual understanding Consider current scientific explanations Formative assessment ELABORATE Extend understanding to a new context or make connections to additional concepts through a student-planned investigation Summative assessment of the investigating outcomes EVALUATE Students re-represent their understanding and reflect on their learning journey and teachers collect evidence about the achievement of outcomes Summative assessment of the conceptual outcomes

37. 37 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

38. 38 EXPLORE BEFORE EXPLAIN!

39. 39 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 unnecessary and none should be omitted. The impact of omitting a phase needs to be pointed out. (p 210)

40. 40 Principle 3: Investigating

41. 41 Planning a science investigation What is the question for investigation? What are the variables? What equipment do I need? VARIABLES GRID (M = Measure) Fall time of paper helicopter (M)

42. 42 Remember:- Cows Moo Softly Change something Measure something Keep everything else the Same

43. 43 Variables table for “fair tests” What will I change?What will I keep the same? What will I measure? Independent variableControlled variablesDependent variable

44. 44 Conducting a science investigation

45. 45 Stages of investigating Planning Communicating Conducting Interpreting and representing Evaluating

46. 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. 47 Types of investigating in PrimaryConnections 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.

48. 48 Investigating images

49. 49 Working scientifically 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.

50. 50 Literacy of science - graphs Horizontal (x) axis: What was changed (independent variable) Vertical (Y) axis What was measured/ observed (dependent variable)

51. 51 2007 TRIAL 51 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?

52. 52 2007 TRIAL Continuum for teaching science as argument 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):687-719.

53. 53 QCER 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 their 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.

54. 54 Principle 4: Science and literacy

55. 55 The confusion! Three different expressions are used. What do they mean? How are they similar? How are they different? literacies of science scientific literacy everyday literacies

56. 56 Global café Have a chat about the terms. What do they mean to you?

57. 57 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.

58. 58 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.

59. 59 Quality matrix 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

60. 60 The relationship 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.

61. 61 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.

62. 62 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.

63. 63 Principle 5: Assessment

64. 64 PrimaryConnections 5Es teaching and learning model PHASEFOCUS ENGAGE Engage students and elicit prior knowledge Diagnostic assessment EXPLORE Provide hands-on experience of the phenomenon Formative assessment EXPLAIN Develop scientific explanations for observations and represent developing conceptual understanding Consider current scientific explanations Formative assessment ELABORATE Extend understanding to a new context or make connections to additional concepts through a student-planned investigation Summative assessment of the investigating outcomes EVALUATE Students re-represent their understanding and reflect on their learning journey and teachers collect evidence about the achievement of outcomes Summative assessment of the conceptual outcomes

65. 65 A summative assessment task Word loop...It’s electrifying

66. 66 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 resources All of these contribute to students’ developing scientific literacy. PrimaryConnections

67. 67 EXPLAIN

68. 68 Professional learning program Complimented by curriculum resources What is PrimaryConnections? - a multi-pronged IBSE approach Based on research PrimaryConnections - a way of thinking about teaching and learning in science Funded by the Australian Government 2005 – 2013 $11.2 million

69. 69 Summary of research 2005-2011 Original trial teachers: improvements for teachers, science status & quantity Factors for successful implementation: support, science coordinator, time, resources 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

70. 70 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 Scamp (2012)

71. 71 Curriculum Units – Australian Curriculum:Science

72. 72 Units with Indigenous Perspectives YearBiological sciencesChemical sciencesEarth and space sciencesPhysical sciences Curriculum focus: awareness of self and the local world FStaying aliveWhat’s it made of?Weather in my worldOn the move 1Schoolyard SafariSpot the differenceUp, down and all around Look! Listen! (replaces Sounds sensational) 2Watch it growAll mixed upWater worksPush pull Curriculum focus: recognising questions that can be investigated scientifically and investigating them 3Feathers, fur or leavesMelting moments Night and Day (replaces Spinning in Space) Heating up 4 Plants in ActionMaterial World Beneath our feetSmooth moves Friends or foes?Package it better 5Desert SurvivorsWhat’s the matter?Earth’s place in space Light shows (replaces Light fantastic) 6 Marvellous micro- organisms Change detectivesEarthquake explorers It’s electrifying Essential Energy

73. 73 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

74. 74 Australian Curriculum:Science Science Understanding Strand divided into four sub-strands Biological sciences Chemical sciences Physical sciences Earth and space sciences

75. 75 Australian Curriculum:Science Science as a Human Endeavour Strand divided into two sub-strands Nature and development of science Use and influence of science

76. 76 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

77. 77 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

78. 7878 2007 TRIAL 78 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?

79. 7979 2007 TRIAL 79 PrimaryConnections…….. ………..provides the “what” and the “how”!!!

80. 80 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

81. 81 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.

82. 82 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)

83. 83 Coding All PC units use these codes which you can cross-reference to the syllabus

84. 84 Colours of units: Biological Sciences Chemical Sciences Physical Sciences Earth and Space Sciences

85. 85 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

86. 86 Teacher Flash Cards

87. 87 Student Flash Cards

88. 88 Wristbands – collaborative learning roles

89. 89 Feathers – Interactive Resource

90. 90 Resource kits

91. 91 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

92. 92 PrimaryConnections website www.primaryconnections.org.au

93. 93 PrimaryConnections website All teaching information and resources in members section

94. 94 Where to next?

95. 95 Making a difference The PrimaryConnections program: is based on research is well conceptualised uses extensive trialling is collaboratively developed has a national profile is involved in ongoing research is providing evidence of significant changes for teachers and students.

96. 96 ELABORATE

97. 97 Claims claims claims!!! Whenever a student makes a representation about a science phenomenon whether verbal, written, gestured, drawn ….they are making a “claim” about what they understand at that point. 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.

98. 98 TWLH charts and claims

99. 99 2007 TRIAL Continuum for teaching science as argument 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):687-719.

100. 100 Literacy Focus – labelled diagram

101. 101 Modifying Literacy Focus – labelled diagram How can we modify this literacy focus for different ages / abilities / Stages?

102. 102 Measurement – Length F – describes and compares lengths and distances in everyday language 2 – measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres 4 – measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures, compares and records temperatures 6 – selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters and converts between units of length …addition, whole numbers, fractions and decimals….

103. 103 Statistics and Probability - Data F– represents data and interprets data displays made from objects 2– gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results 4 - selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data displays, including tables, picture graphs and column graphs 6 - uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables ….Data Collection, Single variable Data Analysis, Bivariate Data Analysis…

104. 104 Literacy Focus - map

105. 105 Literacy focus - table

106. 106 What was changed (independent variable) What was measured/ observed (dependent variable) Each row should show a different treatment, organism, sampling site etc. Table of the number and type of organisms found a sample of leaf litter Organism typeNumber of organisms leaves29 Woodlouse10 Beetle larva4 Spider2

107. 107 Literacy focus - graph

108. 108 Literacy of science - graphs Horizontal (x) axis: What was changed (independent variable) Vertical (Y) axis What was measured/ observed (dependent variable)

109. 109 2007 TRIAL 109 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?

110. 110 The story of graphs

111. 111 EVALUATE

112. 112 112112112 2007 TRIAL 112 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

113. 113 Dialogue for meaning/DIGA Rules of Dialogue Suspend judgement Ask questions Clarify answers Hold opinions ‘gently’ DIGA Describe Interpret Generalise Apply

114. 114 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