Getting started
Using the Levels Mountain in class to motivate children
We have found that the Levels Mountain works best when teachers work with other teachers in their school to form their own school version of the Levels Mountain to share with their pupils. This creates ownership and the visualization can then help to explain what it feels like to make progress in science and to show the pupils what they need to do to obtain their target level.
In Key Stage 3 and upper KS2 many teachers have found that creating their own classroom displays of the Levels Mountain enables the children to visualise what they have to do to progress to their target level. The first thing to notice and share with the children is that some levels seem to be bigger steps and longer journeys than others. For example Level 5 is a big jump up from Level 4 and progressing through it is a long journey as there is so much Science to understand at this level.
The Key Stage 3 Levels Mountain includes images of snakes and ladders These are to help explain that progression in science is linked to other skills. For example, if they are good at literacy then this will act as a ladder as these skills not only give them the confidence to discuss and debate their ideas but they will help them to form their own written explanations and so achieve higher levels. However, if you find reading and writing difficult or lack the self confidence to discuss your ideas then this will act like a snake, as you seem to be stuck at a level no matter how hard you try.
These videos demonstrate how teachers and pupils can use the Levels Mountain to help pupils form explanations. Each video is shown again in other sections of the site where the Thinking Frames stage is explained in more detail.
Children and adults find it easier to explain their ideas verbally rather than in writing. Children should be encouraged to use the Levels Mountain to appreciate the difference between their verbal and their written attainment. Key to motivating children is to help them assess the level of science within their talk and making it clear that their verbal explanations are at a much higher level than their written ones. When they see that their teacher and their peers value their spoken ideas, then this helps children to realise that they have intelligence but they are having difficulty with the literacy skills of forming a written explanation. Once they have been motivated then the Thinking Frames Approach will help them with both the thinking skills and literacy scaffold.