Some fantastic work going on- as shown by the appreciation from staff and students within crew Churchill, for the work around student led crew sessions and self assessment of HOWLs!
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Our year 9 students were lucky enough to get out on fieldwork on the final week of term to complete work relating to their ‘Welcome to the machine’ expedition. Over the next seven weeks of the winter term, they will be working on their answer to the guiding question:
For their first STEAM case studies, students have been looking at conservation data, learning about how data can be collected and displayed using multiple representations. They have also been learning about specialisation and ecosystem management.
They visited The Hatfield Moors, our local nature reserve, to examine the extent of the fire damage from earlier this year. Students have been learning about the protected species that can be found at the site, particularly the adder, and how Natural England and the fire service prioritised safeguarding these species during the clear up operation.
While at the site, students conducted a series of sampling techniques, as well as collecting data on the wildlife. Sadly, due to slight delays in being able to visit the site, we weren’t able to spot any adders as they have likely gone into hibernation for the winter, however, students were still able to find other species key to maintaining and supporting the ecosystem at the wetland.
Students also conducted a number of tests on the site, in accordance with their two daily learning targets for the day:
Students engaged in data collection of various parts of the site, using quadrats to provide increasingly accurate estimations of species numbers in the areas we sampled. We created a set of axes, used a random number generator to find coordinates to sample, and collected the data from those coordinates.
After collecting data in teams of three, we used all the data collected to calculate the predicted species number, based on scaling up the measurements to accommodate the size of the field. In debrief, due to a large range in answers, we went on to calculate the mean for those estimations, to create a more accurate estimation. We also discussed why using the random number generator was fundamental in keeping our research free from bias.
Students then went on to conduct a series of pH tests on the wetlands, again using their quadrats placed along a transect, to link changes in species to abiotic factors of the wetlands. In debrief, we examined the data, looking for patterns relating to the abundance of the plant species and the abiotic factor recorded.
I’d also like to thank our very own Marshall Jones, for taking his time on the day and spare time to create this amazing vlog documenting the day:
I feel incredibly fortunate that we were able to make it out to the site given the current circumstances, and I really look forward to hear how the work the students have done on this series of case studies will inform their guiding question answers over the coming weeks.
We have a new record in Year 9 for the most birds spotted in a single session.
Kyle in X24 spotted an incredible 60 birds from 14 different species, including a sparrow hawk and two herons.
Whilst we have not set any work for students in Year 9 to complete over the two week break we would love it if they continued with their birdwatching, bug hotels and bird boxes. Please remind them to send us lots of photos. We are in competition with XP for the most birds spotted. This means we need to up our game, as E24 are currently behind X24 in the leaderboard.
This afternoon at 3.00pm we will be hosting a hangout for all of Year 9 across both schools to find out how they have been getting on with their STEAM immersion challenges.
Students can join the meeting by logging into their school account and going to:
Attendance for the launch hangout was fantastic. Thanks to all of our families for your continuing support.
#wearecrew
I’ve compiled a blog of truly beautiful work that has been submitted to me over the last few weeks from the Y9s. I felt inspired by the virtual gallery that has been produced by the art teachers, as I’d argue that some of this work could be considered art, with art being interpretive…
Aran K, your work on converting fractions was stunning. I love how you’ve used colour codes to break down your thought process.
Charlie R: Decided to do some of the ‘additional tasks’ that I set weekly. This work he did on translations was fantastic, my only even better if being use a ruler!
Chloe T: I love your use of examples in the videos, that go on to support your work on the tasks. That little ‘convert to make it easier’ is a great tip, and worth taking note to help you get unstuck. Great job!
Tyler B: I have been wow-ed by Tyler’s weekly updates, his notes are really aesthetically pleasing and well ordered. Tyler has been going above and beyond by completing more tasks than I have been outlining, and his hard work isn’t going unnoticed. Check it out:
Lewis D: has produced very methodical working on the percentage multiplier tasks I set a couple of weeks ago. I appreciate that he is starting out each piece of working out on a new line.
& last but certainly not least…
Theone C: I can’t get over the quality and amount of the work that you have produced Theone, except I can because I know how dedicated you are to working hard! Each week your emails exemplify how it should be done, they are a joy to look through and they make me feel extremely fortunate to teach you. You really set a high bar for those hoping to achieve excellence!
Year 9 have been lucky enough to experience another fantastic day of fieldwork, helping them build background knowledge for their STEAM expedition, ‘Slow Down’. In a few weeks time, their learning will culminate in a final product that answers the guiding question:
What does physics and maths have to with saving life?
This Thursday, the year group visited Alton Towers’ education department to learn about how they assess the safety and functionality of their roller coasters. Students were briefed on how they might want to design their own roller coasters using the principles of physics and mathematics.
They also applied their knowledge of algebraic substitution by calculating gravitational potential energy, as well as velocity at each hill of their roller coasters and centripetal acceleration. Students were then given a workbook to fill out as we travelled through the park – they were able to explain why they felt so weightless during the drop on oblivion, and were able to calculate GPE on the coasters across the theme park using the knowledge gained in the workshops. Plus, we all had a lot of fun on the rides!
We will be picking up this new physics and maths content once we get back into school this coming week and applying it across the STEAM sessions.
