This is the question I’ve asked our Science team as we reflect on our existing Science program and familiarise ourselves with our new syllabus, Science Years 7-10, as part of our planning for the stage ahead.
At Catherine McAuley Catholic College, Medowie, we collectively strive to create learning opportunities that align with the College’s mission, where faith, purpose, fulfilment, and joy are experienced by all.
As such, it’s important for us to take stock of what methods of teaching resonate strongly with students and where we can implement new teaching strategies to support participation and learning.
A stand-out project that exists in our current Year 7, Term 4, Forces and Solar System unit, is the design of picture books. This project came into conception during our first year of the College being open, which happened to coincide with an extended period of learning from home due to the COVID pandemic. The Science and English faculties collaborated to create an interdisciplinary KLA opportunity that allowed students to creatively communicate their understanding of a scientific concept. We challenged our students to design and create a picture book for young children to help them learn about science.
The project commenced with students learning the skills and content required in each KLA. Students conducted a range of experiments and investigations into forces, planets, and predictable phenomena in our solar system, while in English they learnt about picture book design, story boarding, reading paths, visual, and literary techniques. They then progressed into a series of eight 100-minute learning lessons that were dedicated to story boarding, plot development, and picture book creation. This step involved collaboration between English and Science staff to track student progress and particular assistance that was required in each class. Due to changes in the English syllabus, the picture book project will be run solely within the Science syllabus, but include elements of cross KLA integration as students have studied picture books earlier in the year.
Mapping to the new syllabus
The new syllabus states that depth studies must cover at least two working scientifically outcomes, and at least one per stage needs to be a practical investigation. The concept of the picture book aligns well with the following outcomes in both Stage 4 and Stage 5
SC4-WS-05 Processing data and information
SC4-WS-06 Analysing data and information
SC4-WS-08 Communicating
Our current thinking, which is most certainly open to change, has placed the picture book project as a depth study as part of the Living Systems unit in Year 8, and we plan on using local endangered species as the lens of context.
Mechanics of the project
In the initial phase of the project, we provided students with a list of scientific topics and concepts from the unit, key points, key vocabulary and possible themes and story ideas. These were provided as an extensive but not exhaustive list, providing accessibility for all students at the same time as ensuring others are not limited in their thinking.
Additional to this, we provided all students a projected calendar, which highlighted the main aims of each learning session in advance so that they each had a clear understanding of logistics. Formative feedback was provided throughout the project from teachers and we held a celebration of learning at the end of the project, where students had the opportunity to read each other’s picture books and provide peer feedback and apply analysis skills.
Navigating challenge
Leadership was key throughout this project. The extended nature of the task meant that teachers had to set and maintain clear expectations of students throughout to ensure engagement remained high. Teacher clarity was achieved through early planning, dissemination of materials, a faculty meeting, and mentoring of new staff by existing staff members. Additionally, Leaders of Learning were actively present in classrooms when possible to assist teachers and students.
What students said
Students provided overwhelmingly positive feedback in a post project survey, with key takeaways from the project being the opportunity to deepen their understanding of scientific concepts and also grow in confidence when communicating scientific ideas. Students highlighted that the main drivers of engagement were their ability to choose their topic and story line, the agency we provided them to explore ideas and take risks in their learning, and the importance of clear teaching points each session as a key to success. Some of their testimonials are as follows:
“Learning about it in both subjects makes it more interesting.”
“I enjoyed expanding my skills, and getting better at being artistic.”
“Working with my friends and making a book for little kids to read as they grow up wondering more about what science and scientific question are and answer to it.”
“Seeing the finished product and being proud of all the work I put into it.”
“Getting to write my own book and develop my writing skills that I wouldn't have gotten from a regular class lesson.”
“We could work at our own pace and got to learn more in depth about a topic.”
The authentic nature and purpose of Science
As Science educators, we hold a unique opportunity to provide opportunities for students to engage with the scientific community in authentic ways. Science is so much more than a book of facts. It is a process of questioning, investigation, analysis, and communication. Practical activities and experimentation are key components of what we do and allow students to experience the process of bringing meaning to data. This project allows students to engage in scientific communication, targeting a specific audience. The picture book allows all students to create a product that is at their point of challenge, but also provides the opportunity to deepen their understanding and application of communication skills.
