In the week post-lockdown, it was tricky to take the time to think about developing key competencies in a science context. Many thanks to all those who attended and contributed their knowledge. It was a provocative and useful session.
We began with a walking debate that initiated thoughtful discussions about these three statements:
The three readings we shared allowed the opportunity to deepen our understanding of science capabilities, mātauranga Māori in science; and the OECD’s big ideas in science. As always the stories of what schools are doing were fascinating. From the local curriculum and geology inquiry at Owhiro Bay to X-files discovery learning about life in space at Ridgway to meteorological learning at Island Bay the opportunities teachers are providing for science learning were inspiring. The division in the science curriculum between the nature of science and contexts was a recurrent theme in our discussions. Prue MacFarlane, a science teacher at WHS, shared with the participants how spending time developing the skills of a scientist at primary and intermediate is arguably more important than having specific content knowledge when students begin at secondary school. She had put a massive amount of work into tracking the development of these skills through the pathway from years 0-13 and for the last part of this session asked for feedback on her document. You can view the slides for the session here.
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