Planning a Mantle of the Expert Inquiry

1. Planning a Mantle of the Expert Inquiry C. What other considerations? The social health of the group – a very important consideration in regards to working as a team and taking on the responsibility of the situation. Children’s prior knowledge – this will dictate to a large extent the speed we take things, there may be the need to slow down to fill in gaps. Space, time and resources – obvious confinements of a big room, full of watching adults: may need to reassure and support children to speak and take risks, especially dramatic action. A. What dimension of the curriculum do you want to explore? K – different environments and comparing them with the local environment; geographical features; maps and map reading; life processes; materials and their properties; physical processes. S – thinking and making plans for a successful outcome; collecting, manipulating and communicating info; working together as a tem; empathising with others, sharing ideas and putting the interests of others before yourself; using the scientific method for a range of different purposes. U – the importance of: working as a team; planning and preparation are precursors to success; humans are in and part of an environment. B. What interests you and the children? Excitement and adventure – something that’s going to grab the attention early – a person who needs help, a bit of mystery, a hint of betrayal. Switch in normal power relationship – the adult is the one who needs help, the children (as the experts) are the ones doing the planning, preparation and rescue. Intrigue – the situation reveals itself through an inductive process where the children’s own ideas and suggestions are respected and incorporated into the unfolding drama. Equipment and machinery – Helicopters etc. Helping others – medical treatment etc. Step 1. Background planning for: The Mountain Rescue Team Social health, boys/girls, the space where work will happen / prior learning. Also includes resources needed and other adults and SEN/G&T + • The Inquiry Questions • What do human beings and other mammals need in order to live? - How do extreme environments affect humans and mammals? - What kinds of materials can help to protect humans? - What are the natural features of extreme environments, how can their effects be mitigated? - How can people be protected from extreme environments and rescued if they get into trouble? - What kinds of people put their lives at risk to save and protect others? - What can we learn from investigating these people and their work, which will help us to live successful lives? Step 2: developing the situation The Situation in details (see ‘the Context’) Above the snow line a lone climber has got into trouble climbing a steep peak. They have fallen and seriously injured their leg. The wound is bleeding, but the climber has not lost consciousness. The climber is experienced but has made a mistake climbing alone. The weather is bad and getting worse. The climber has a mobile phone and can get a signal. The phone is working but only has a limited battery life. The climber is wearing the correct clothing for the weather but is getting cold in the snow. They know the number for the mountain rescue team. The Context – a team of mountain rescuers experienced at working in a very dangerous environment. They have a mountain rescue base and access to a range of equipment and machinery. They are highly trained and have a history of successful rescues over many years. Tension added here • A Team of Experts and point of view • Planning and preparation, working as a team. • High level communication skills including talking to people who may be injured and distressed. • Problem solving in stressful situations. • Understanding risk assessment and not putting themselves or others in unnecessary danger. • Understanding and using information. • Highly trained and experienced in applying first aid. • Highly trained and experienced in using highly technical equipment. • Able to read and interpret maps and understand geographical features and their implications. Step 3: designing the Expert Frame – see the 11 enterprises The Commission or Commissions To plan, organise and execute rescue. To give advice and help prevent avalanches. To advise and inform a TV crew about the work of mountain rescue. To advise on suitable climbing materials and equipment. The Client – plus point of view People who need rescuing, climbers, hikers, skiers, people trapped in avalanches. The press and media … who need info. Later others might include a manufacturing company that needs advice on survival packs, or a film production company making a film/documentary on mountain rescue. • Tasks and activities – • Initial tasks for rescue: external communication (talking on the phone, asking questions, giving advice); planning and preparation (thinking ahead, making plans, assessing risks); health and training (training in first aid); working as a team; helping injured climber. • Further tasks: communication (giving advice); providing and presenting information; safety (planning and organising safety procedures); transport; maintenance and repair; places (the landscape of the mountains); equipment and machinery; gathering information; history. Step 4: exploring the curriculum Mapping the curriculum Prompt: what ‘point of view’ might be selected? Step 5: How to begin to invite ‘now time’ The first steps into the inquiry – TIR choices?