Creative Teaching & Learning

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Issue 5.3

CTL 5.3 Cover

CTL 5.3 Cover

Date:
27/03/2015
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CTL 5.3 Editorial: Baseline blues

Primary and infant schools face an urgent choice: do they use a Reception baseline test this Autumn? Sue Hackman asks whether such a test can ever be reliable.

Date:
27/03/2015
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CTL 5.3 Contents

What's in this issue?

Date:
27/03/2015
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CTL 5.3 News

Science is being squeezed out, primary teachers say; New laws to help children’s talents shine; Reading for pleasure improves poor pupils’ chances; and more.

Date:
27/03/2015
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Making thinking visible in the primary classroom

Action research in South Wales has proven it’s never too early to teach children how to think. Researchers Russell Grigg and Helen Lewis report on the strategies uncovered to extend and deepen pupils’ thinking – even at a very young age.

Date:
27/03/2015
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The computing curriculum decoded

Meeting the rigorous demands of the new computing curriculum will require much planning and adjustment over the next few years – are you ready for the challenge? Jason Chahal shares how he went about preparing a vibrant digital curriculum in his own school, and how he plans to develop it further in the years to come.

Date:
27/03/2015
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Starting from Scratch

No need to fear the cryptic code; programming is just another creative medium like clay, finger-paints or the written word, and should be used to enhance learning in all subject areas. Dylan Ryder takes a creative approach to the new computing curriculum, using the popular programming tool, Scratch.

Date:
27/03/2015
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Scratch activity resource pack

Use Scratch to code a 'boom, snap, clap' game, a virtual graffiti canvas or a simple chase game with these three activities and their accompanying resources. Each activity includes a lesson guide for educators and a handout for learners. Suitable for beginners!

Date:
27/03/2015
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Inspiring the next generation of engineers

The future of the UK, and indeed, the world, depends on engineers. But are our schools providing them? EngineeringUK explores a few ways to open pupils’ eyes to the exciting possibilities that exist for young people in science, technology, engineering and maths-based careers.

Date:
27/03/2015
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A creative response to the new English GCSE

It’s essential teachers retain an imaginative approach to teaching English, despite its raised stakes at GCSE. Here Marcella McCarthy highlights the major changes to the secondary English curriculum and shares some practical and creative ideas to manage them.

Date:
27/03/2015
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How to plan for project-based learning

Although famously learner-led, project-based learning does require a fair amount of teacher planning to be at its most successful. Alexis Shea continues her series on strategies for successful PBL with a step-by-step guide to planning a project from beginning to end.

Date:
27/03/2015
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Activating student voice empowers learning

Students want to be heard, and when learning revolves around their own passions and choices, all things are possible. John McCarthy explains why project-based learning is the perfect tool to facilitate student voice while also retaining focus on necessary academic content.

Date:
27/03/2015
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Engineering online

Invent, imagine and inspire with this collection of websites and online tools to assist the teaching of engineering in the classroom.

Date:
27/03/2015
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Project Plan: Science goes pop!

Using popular culture in the classroom can be a great way to hook children into topics they might not otherwise engage with. Crispin Andrews joins forces with the team at Creative Teaching and Learning to provide a series of cross-curricular activities related to recent films, video games and more – with a particular focus on science.

Date:
27/03/2015
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Activity 1 Resource Pack: Extinct and endangered animals

Science goes pop! Activity 1. A research activity focusing on the reasons for the extinction and endangerment of animals both past and present.

Date:
27/03/2015
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Activity 2 Resource Pack: The impact of extinction

Science goes pop! Activity 2. A series of activities exploring food chains, food webs, the impact of extinction on other organisms and pyramids of numbers.

Date:
27/03/2015
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Activity 3 Resource Pack: Conservation or de-extinction?

Science goes pop! Activity 3. Pupils research and write an argument for or against scientists trying to use genetic engineering to bring back extinct animals.

Date:
27/03/2015
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Activity 4 Resource Pack: Hyena focus project (and Savannah food web)

Science goes pop! Activity 4. Pupils research the spotted hyena and fill in a fact file with information such as diet, habitat and family life. They then create a Savannah food web to further examine the hyena’s role as hunter and scavenger.

Date:
27/03/2015
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Activity 5a Resource Pack: Classifying animals (KS1/2)

Science goes pop! Activity 5a. Pupils work together to classify a range of animals into the five vertebrate groups.

Date:
27/03/2015
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Activity 5b Resource Pack: Classifying animals (KS2/3)

Science goes pop! Activity 5b. Pupils create a dichotomous key designed to help younger children classify animals into the five vertebrate groups.

Date:
27/03/2015
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Activity 6 Resource Pack: Intelligent animals

Science goes pop! Activity 6. Pupils explore the behaviours and skills that make an animal (or human) ‘intelligent’.

Date:
27/03/2015
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Activity 7 Resource Pack: Our closest relatives?

Science goes pop! Activity 7. Pupils write an article for teen science magazine, The Helix, comparing humans with chimpanzees.

Date:
27/03/2015
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Activity 8 Resource Pack: Can science give us utopia?

Science goes pop! Activity 8. Pupils debate whether advances in science and technology can create utopia.

Date:
27/03/2015
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Activity 9 Resource Pack: Futuristic fuels

Science goes pop! Activity 9. A series of worksheets exploring renewable and non-renewable energy resources. The activity culminates with pupils selecting and researching three renewable energy sources that they believe could provide clean, green energy in a utopian future.

Date:
27/03/2015
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Activity 10 Resource Pack: Making mazes

Science goes pop! Activity 10. Pupils design and draw various types of mazes to share and solve.

Date:
27/03/2015
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Activity 11 Resource Pack: Design a human

Science goes pop! Activity 11. Pupils consider the attributes and skills that make a person a good leader, before deciding which are inherited and which are learnt.

Date:
27/03/2015
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Activity 12 Resource Pack: What happens next?

Science goes pop! Activity 12. Images and sound immerse pupils in the story of a group of early humans who are attacked by a Komodo dragon. The pupils plan and write a piece of creative writing to show what happens next.

Date:
27/03/2015
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Activity 13 Resource Pack: Timeline of human ancestors

Science goes pop! Activity 13. Pupils research human ancestors and create a timeline, adding in information about how each hominid lived and their position in the stone/metal ages.

Date:
27/03/2015
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Activity 14 Resource Pack: How do they compare?

Science goes pop! Activity 14. A series of maths activities based around comparisons between early and modern humans, and a range of extinct and modern animals.

Date:
27/03/2015
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Activity 15 Resource Pack: Caveman maths

Science goes pop! Activity 15. Pupils solve a series of mathematical word problems related to the hunting and gathering habits of early man.

Date:
27/03/2015
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Activity 16 Resource Pack: Tracking the orang pendek

Science goes pop! Activity 16. Pupils write a diary as an explorer in the Sumatran jungle tracking the orang pendek.

Date:
27/03/2015
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Activity 17 Resource Pack: Mapping the mysteries

Science goes pop! Activity 17. Pupils research legends of hairy human-like creatures and plot them on a world map.

Date:
27/03/2015
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Activity 18 Resource Pack: The missing link?

Science goes pop! Activity 18. Pupils research the legendary yeti of the Himalayas and write an argument for or against its existence.

Date:
27/03/2015
File Format:

Word DocumentMS Word