Trust Projects

Sheffield Hallam University, Centre for Science Education - Double Crossed (Cluster Project)

Centre for Science Education – Sheffield Hallam University –Double Crossed

This project is a primary-to-secondary school transition project which explores an alternative model of transition through the context of cross-curricular learning in Science and History.

A key objective of effective transition is to ensure that children experience a smooth transfer from Year 6 to Year 7. A frequently used approach is to focus on the quality of experience had by the Year 6 children, with an emphasis on, post-SATs activity.

There is an alternative approach to transition within this project, that is, to focus attention initially on the experience of the Year 7 pupils as they arrive at secondary school in the autumn term and during their first year. We know that the first year of high school is an unsettling time for many pupils. Creation of new friendships, exploration of new curriculum structures and association with a wider range of teaching and support staff, pose great demands on even the most confident and secure individual.

There is a fine line between transition and induction activities. This project will raise the question of where does transition stop and induction begin. The benefits of the proposed model will be demonstrated by the way the Year 7 pupils develop self-confidence and personal skills and capabilities which can then be utilised to organise and lead a range of activities for their younger Year 6 peers during their post-SATs experience.

Aims

A cross-curricular approach

Double Crossed aims to make science learning more effective and enjoyable by using cross curricular methods to help contextualise science. By drawing on teaching methods used in the humanities, in particular history, it will help science teachers focus more on thinking and reasoning skills rather than right or wrong answers that are so familiar to science teaching. This cross-curricular work enables science to be examined from a range of perspectives including the understanding of the nature of scientific endeavour, risk, decision-making and media reporting. The teaching and learning approaches adopted in history teaching are grounded in the questioning of evidence, be that as a primary or secondary source, and the development of sound arguments. Delivering scientific topics through cross-curricular science/historical contexts thereby increases the opportunities for creative and independent enquiry and discursive argument within Key Stage 2 and 3.

Consideration for historical context is imperative to the realisation of how scientific concepts change and, in some cases, for understanding fully those concepts themselves. History often serves as an opportunity to introduce the social and ethical issues in science, to nurture reasoning or to commemorate scientific innovation.

Outcomes

Aims and Outcomes of the Project

There will be benefits for a range of individuals involved in this project, from the Year 7 pupils, their secondary school teachers and university student mentors, through to the Year 6 children and their teachers.

1. To create a sustainable model for improved transition from primary to secondary school through engaging pupils in Y6 and Y7 in exciting cross-curricular learning experiences

  • focusing on the development of personal leadership skills through science and history
  • challenging enabling Y7 pupils to become peer coaches and teachers to Y6 children

2. To improve teachers' confidence in teaching science with a cross curricular emphasis drawing on history, and embedding a range of personal skills within the curriculum through

  • providing teachers with high quality collaborative CPD, and time for
  • intensive curriculum development work allowing them to engage with local scientific and history expertise
  • enhancing active approaches to the teaching & learning of science.

Contact

Merisa Thompson - Merisa.Thompson@shu.ac.uk