Something for Pupils

Chemistry for All

Cross Faculty Research Project between Teacher Education and Science at LJMU

@LJMU_CfA@LJMUchemistryforallhttps://www.facebook.com/chemistry4all

Chemistry for All (CfA) is a £150k 5-year longitudinal research programme funded by the Royal Society of Chemistry (RSC) to support university-led intervention activities in local schools. Dr Andrea Mallaburn, ITT Partnership Lead in the School of Education, in conjunction with colleagues in Science, is supporting the coordination of the research with schools for the NW arm of the project. As one of only four university teams in the UK, LJMU is delivering activities to six local schools and working with a research team led by University of London’s Institute of Education (IOE) who are investigating the impact of those activities on pupils’ attitudes and attainment. The longitudinal nature is a unique feature of the project. As the North West has strong links to the Health and Chemicals sector and many STEM employers, the region needs school leavers and graduates with a strong science education.

The ‘Catalyst Fairy’ demonstration.

Some of our pupils who engage with these programmes

The activities that the team have delivered have specifically focussed on five key themes - enrichment, enhancement, motivation, aspiration and careers; to motivate pupils to achieve their potential both in terms of science learning and long-term employability.

The website (www.ljmu.chemistryforall.co.uk) contains a variety of content including “element of the week”, Chemistry at Home experiments, videos and profiles. The site is promoted at events and on all publicity material. In addition, the designated CfA Twitter, Facebook and Instagram pages are popular with students and teachers.

CfA is a successful outreach programme whose community engagement includes pupils, parents, teachers, students, primary pupils and outside agencies. CfA has increased laboratory time and engagement with Chemistry for the pupils involved. Evaluation of feedback shows that pupils enjoy and engage with the activities and learn from the events. As the programme has developed, pupils have a deeper understanding of the importance of chemistry in the modern world and challenging activities support and develop their GCSE knowledge and understanding.

To support the research aspect of the project an LJMU funded PhD researcher (Victoria Brennan) is investigating teachers’ perceptions of the impact of outreach work to devise a model of best practice.

Forest Schools

The creators of ‘Forest schools’ describe this as an innovative educational approach to outside learning and play which aims to inspire learners of all ages by exposing them to positive learning experiences.

Here at LJMU, there is a designated section of IM Marsh which is known as the ‘Forest school’. It is a resource for local schools and trainee teachers.

St Anne (Stanley) school were captured on their visit to the Forest school. They took part in activities based on the theme of the day, Signs of Spring. Activities included hunting for signs of spring, Hug a Tree (getting to know the trees in the environment) and making bird feeders. The session ended with the pupils toasting marshmallows around the fire pit. These activities enhance team building skills, self esteem and give children the opportunity to contextualise their learning about the environment.

Avril Rowley (leader of the Forest School Programme) describes how this resource has also been used to support Level 6 Primary undergraduate trainees during their ‘Outdoor Learning in Science’ module. It is an ideal location to plan lessons which can enhance primary science topics such as Mini-beasts, Materials or Plants. Avril outlines how trainees are able to utilise the Forest School to improve their own science subject knowledge and pedagogies. Trainees are asked to plan activities for school pupils which are then put into practice around the campus grounds (including the Forest School area). In the past, Sudley Infant School have come to campus to take part in these lessons which allows trainees to put the theories of outdoor learning into practice.

Trainee teachers on the BA primary education course will not only complete their course with recommendations for QTS but also gain a Level 1 Forest Schools Qualification. This enables them to use Forest School pedagogies in their own practice and to increase their employability as newly qualified teachers.

If you want to find out more about the Forest school here at LJMU, contact Avril or look at our Twitter pages.

Benefits of the forest school for trainees:

• Enhances trainees’ understanding of the value of Forest School pedagogies.

• Trainees increase their confidence in delivering lessons outside the classroom (across all subjects).

• Trainees learn how to carry out risk assessments and include these in their planning.

@LJMUEdMentors @ljmu_FSRangers

a.m.rowley@ljmu.ac.uk

You’ve heard of Forest School, but what about Beach School?

Louise Roberts, Early Years Foundation Stage Leader at Park Primary School, has also been Beach School Leader for the last three years. For one week in May, half of the Reception class explore the local beach at New Brighton in the morning, then the other half get to go in the afternoon. Though just a short coach-ride away, Colette Lee, Foundation 2 teacher, said that at least 50% of the children in her class hadn’t been to the beach. Beach School is a fun way for children to learn about the environment they live in. It has also built the confidence of quieter pupils and it has been nice to see children in a different environment. When Partnership Matters visited, the tall ships were on their way to Liverpool and the children enjoyed a treat of ice-cream!

As it was enrichment week for LJMU students, Park Primary had plenty of helpers! Laura Asquith, on the Primary PGDE, had been on placement elsewhere but joined Park Primary for enrichment. This is often an opportunity for student teachers to work with other groups of learners, such as EAL and SEND, if they have not had this experience on placement. Laura didn’t need this, though, as she has been a TA in the past, whereas she’s never experienced school on the beach before! She said she has loved it and thinks everyone should do Beach School!

Beach School is also important for teaching about safety while the children are young (age 4 and 5) so they can stay safe as teenagers in the future. The activities include:

• setting a fire (and, of course, toasting marshmallows!)

• drinking hot chocolate (well, you’ve got to wash the marshmallows down with something!)

• rock pooling for starfish, jelly fish, periwinkles, crabs and shrimp

• exploring the natural environment, including the flora and fauna

• learning about the four tidal zones, like neap and springs tides

• shelter building under different elements

• scavenger hunt

• paddling