What ways forward there may be for CASE that realises its potential and maintains an interest in it?
Is there scope for an intensive week’s course where CASE is shared and resourced so that school release becomes less of an issue?
Is a focus on Middle Schools a better bet, should we aim to develop more KS2 materials for example lessons like the weight of a potato? Would 10=12 be a better age? Is the onset of adolescence more of a problem than an opportunity?
We direct CASE at students and yet we see a lack of formal thinking in some adults, should we be directing a course at adults? We have over time developed a series of CASE like lessons that provoke science teacher’s thinking (e.g. Titanic, Magic Sand, Slinky falling).
Sometimes we should attend to CASE lessons so that they are as engaging as these adult tasks. Some CASE lessons are less exploratory than these.
I recall that JohnPaul from Salisbury produced a really interesting CASE style workshop involving measuring head diameter. Sadly I do not recall it all, but it was engaging science. He also said, if you had not asked for Lets Think to be done across the whole department, he was confident that he could have taken some classes through two years of let’s think and they would have shown significant improvement.
I think it was over ambitious to assume that everyone in a department would be able to take Lets Think up straight away, NQTs and rapid turnover, meant this was expecting a magic wand, rather than an effective intervention programme. Kate Donegan
Explicitly demonstrating links with supporting numerical reasoning, oracy, how reasoning patterns underpin and support proposed NC in England and Wales (Wales esp with Curriculum for Wales 2022) – showing how curriculum development and progression can be developed through bridged reasoning patterns and alignment for cognitive development. Julia Jenkins