Making The Connections Presentation

Making the connectionsA case study of work in progress

Bev ForrestAssociate Principal Lecturer

Leeds Trinity University College

Setting the scene:

Leeds Trinity University College

Primary Education – 4 year programme leading

to BA (Hons) with QTS 2 routes EY 3-7, LY 7-11 Approx 160 students per

year group 75% go on the teach in the

Leeds/Bradford area

All students study History

as a separate subject EY route=15 hours LY route=21 hours

Primary Education - Links with MLA

• As experienced by all students

Examples include – visit to Eureka as part of Play module

Visit to Schools Libraries service, Leeds within English LY module

• Alternate placements including City Museum,

Armley mills (School room), Royal Armouries...

• Optional activities

My Journey...Beginnings

Impact of links with MLA on primary pupils:• Motivation of pupils-enjoyment key to

learning.• Made history real – “Does that mean the

Tudors lived here”?• Positive pupil progress especially those with

learning and behavioural difficulties• Promoted positive views of their locality and

heritage

Current links within the History course:

• WYAAS• Leeds Museums: City Museum, Royal

Armouries• The Schoolroom at

Leeds Industrial Museum

• Supporting projects: Mylearning website Saltaire project

Link with WYAAS:

Motivation for linking with MLA

• Extend personal experience and knowledge among students

• Help foster an appreciation of their locality• Motivate and inspire students –reverse

negative experiences of history in school- make history come alive

• More aware of the range of experiences available via MLA- how they can provide something which enhances pupils learning

Motivation for linking with MLA• Students feel more confident about including MLA

into their teaching - embedding experiences• Hook them in now... Embed this good practice early in their professional

careers Result-Enriched curriculum in the primary school Also a belief that we have something to give to

MLA in return-ensure future of education in MLA and also to make museums more aware of what new teachers and pupils need.

Views from our partners-Jael Edwards on Saltaire & mylearning

Students were able to use

their up to date knowledge of the curriculum and current trends to cast a critical eye over learning opportunities and resources. Their enthusiasm and commitment to transforming the learning experience for children and young people was infectious. Their ideas have since been built into longer term strategies...

Linda Stansbie at the Schoolroom• It offers each partner an insight

into what the other is doing. • Students get a better

understanding of what a museum has to offer...they can see first hand how pupils can benefit from learning which is beyond the classroom.

• The partnership allows me to keep up to date with changes in the curriculum & in ITT and it promotes the sharing of ideas & information . It allows me to keep up the profile of the schoolroom. Students may eventually make a return visit to the museum with their classes.

Views of partnership Dave Weldrake at WYAAS

• It’s not just a one-way street. ..we offer the students what we think is best practice, but the students are so enthusiastic… I come away with new ideas and concepts too.

• The students are offered something different. Through archaeology they get a fresh approach to both cross-curricular activities and learning outside the classroom. It can enliven their teaching and ensure that they keep the interest of their pupils.

• Partnership allows us to meet the challenges of the future as the National Curriculum continues to evolve. Combining the archaeological expertise of WYAAS with the pedagogic skills of Leeds Trinity provides new ideas which will help to meet these changes..

Esther Hughes at the City Museum

http://www.youtube.com/watch?v=iTIMUdU1_T0

Next steps on the journey...• Important to embed this good practice within the

course• Need to strengthen link between centre based learning

and additional experiences in terms of training• Not just about increasing number of opportunities for

students-important to focus on quality of experiences provided

• How to feed in experiences of students on alternate placements to all students?

• Suggestions from the group? Contact [email protected]