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Science, Language and Social Learning
12 Jan 2017
We had an ‘explosive’ day at Maplecross Primary School, UK, on Thursday 5th January exploring approaches to science with staff. The focus was on engaging children in their learning and structuring their thinking with a heavy focus on developing the language for learning. In addition, the school also looked at embedding its agreed ‘generic social learning attributes’ into the teaching of science. This approach reflects the Centre’s view that the language for all learning needs to be;
  • known and understood by all the children and the staff,
  • used consistency within and beyond the school community by all learners,
  • made visible and explicit within and beyond the formal curriculum,
  • developed through practical activities.
If you would like to find out more about what this school are doing visit their blog. Developing Science Journals Developing a Science Working Wall The school has also been working on developing a wider range of speaking and listening opportunities for the children across the curriculum to help them articulate their learning including;
  • A/B talk (A talks to child B, B listens to A and then B reports back to the teacher or other children. Child A is then asked if they wish to add anymore. This is then repeated; B talks, A listens and feeds back)
  • Hot seating
  • Consensus seeking in collaborative group work
  • The smallest theatre in the world
  • Reader’s theatre
  • Talk for writing
These strategies are not curriculum specific and therefore can be used in all subjects areas and more importantly from the Centre’s perspective can be used in classrooms to explore and develop the child’s ability to reflect upon and manage their learning now and in the future.