Inspiring Enquiring Minds

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Inspiring Enquiring Minds

• Project Development Package

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Development Package

• Rationale
• To explain the Inspiring Enquiring Minds project
  and to establish
• the conceptual frame of Inspiring Enquiring Minds
• the principles of construction underpinning an
  IEM session
• Ways in which IEM can be used in a school

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Conceptual Frame of IEM

• The democratic frame
• The propositional frame
• The existential frame
• The humanist frame
• The epistemological frame
• The research frame

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The Democratic Frame
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The Democratic Frame

• IEM is founded on the following principles
• Citizenship skills are social skills
• Citizenship depends on developing a knowledge
  base among young people
• Citizenship cannot be taught, but instead has to
  be experienced through participation
• Participation in citizenship activities should
  dictate the approaches to and structure of
  learning.

Conceptual Frame
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The Propositional Frame

• Each IEM session is grounded on a proposition,
  such as
• Should Scotland make freely available to all a
  drug that would allow citizens to live to 120
  years old?
• Humanity has developed intellectually, but not
  morally
• We should all carry organ donation cards
• Do you agree that spinach is good for you?
• If the world was a village of one hundred people,
  it would look like

Conceptual Frame
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The Propositional Frame

• These propositions are formed to
• provoke debate and decision making
• facilitate cross curricular thinking
• encourage independent / interdependent research
  by pupils
• develop students knowledge base about
  citizenship issues
• Engender self-reflection by pupils on their own
  values and attitudes.

Conceptual Frame
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The Existential Frame

• In the terms established by A Curriculum for
  Excellence, confident individuals are able to
• be self-aware
• develop and communicate their own beliefs and
  view of the world
• live as independently as they can
• assess risk and take informed decisions.

Conceptual Frame
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The Existential Frame

• With a view to meeting these objectives of A
  Curriculum for Excellence, IEM gives students the
  opportunity to
• Describe their own attitudes and values
• Reflect on the origins of, and justifications
  for, these attitudes and values
• Become more deeply aware of the values of others
• Consider the extent to which humans can and do
  share values, and justifications for values
• Consider the likely impact of their values on
  them in terms of their futures.

Conceptual Frame
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The Humanist Frame

• In the terms established by A Curriculum for
  Excellence, responsible citizens are able to
• Participate responsibly in political, economic,
  social and cultural life
• Develop knowledge and understanding of the world
  and Scotlands place in it
• Evaluate environmental, scientific and
  technological issues
• Developed informed ethical views of complex
  issues.

Conceptual Frame
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The Humanist Frame

• In order to prepare students to be responsible
  citizens, IEM explores the following themes
• Human Being
• Human Values
• Human Progress

Conceptual Frame
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The Epistemological Frame

• In the terms established by A Curriculum for
  Excellence, successful learners are able to
• Think creatively and independently
• Make reasoned evaluations
• Link and apply different kinds of learning in new
  situations
• And effective contributors are able to
• Apply critical thinking in new contexts
• Create and develop
• Solve problems

Conceptual Frame
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The Epistemological Frame

• To prepare to be successful learners, IEM
  activities encourage students to
• Develop the ability to think critically and
  creatively
• Engage in complex decision making scenarios,
  involving knowledge from different areas of life
  and study
• Become aware of the assumptions underpinning
  knowledge
• Develop a questioning and enquiring mind
• Consider the relationship between knowledge, the
  community, the citizen and the world.

Conceptual Frame
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The Research Frame

• In the terms established by A Curriculum for
  Excellence, effective contributors demonstrate
• An enterprising attitude
• Resilience
• Self reliance
• And successful learners are able to
• Use technology for learning
• Think creatively and independently

Conceptual Frame
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The Research Frame

• In IEM pupils are expected to
• Use the AERS Virtual Research Environment to plan
  their work
• Investigate issues independently and
  interdependently
• Use electronic presentation tools to form and
  present work
• Take part in digitally interactive sessions

Conceptual Frame
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The principles of construction underpinning an
IEM session

• Collaboration between pupils
• Proposition set up by teachers
• Students values and attitudes reflected
• Human being, values, progress explored
• Critical reading of issues questioning approach
  to assumptions and ideas
• Individuals to explore issues independently /
  interdependently

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Collaboration between pupils

• A constructivist approach to learning
• Use of evolving scenarios to challenge pupil
  thinking
• Group decisions making and creative tasks

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Ways in which IEM can be used in a school

• Induction Days
• In-school Student Conferences
• Inter-school Conferences
• Out of School Hours Learning
• Personal and Social Education
• A General Interest Course?
• A Subject in its Own Right?