Thurso High School
P7
S1
Transition
How do you get to school?
A project that all pupils can start in Primary 7 and continue in their first year in Thurso High School
CfE Outcomes
Time
Measure
C/D
MNU110A - 12<->24 Hour Clock
MNU110B - Calendar
MNU110C - Estimating Time Intervals
E/F
MNU210A - Time calculations and timetables
MNU210B - Using appropriate time units
MNU210C - Estimating time using knowledge of distance and speed
Extends to ....
Extends to ....
E/F
MNU310A - Calculate speed using Speed/Distance/Time formula.
My apologies for using the old 5-14 levels.
They do however, put the outcomes into a familiar context  and create a starting block for us.
E/F
MNU211A - Estimate measure using familiar places
MNU211B - Convert related metric units

Prior knowledge.
Primaries will complete a scheme of work which covers the outcomes.
This will give pupils knowledge and understanding of what a whole school day entails.
....and us a starting point.
The only information the pupils need to bring on the induction day is:
How they will travel to school.
How much time the journey will take.
What distance is the journey.
Where do we go with it?
Pupils will bring their work with them including information about their journey to school.
We will ask the question:
How does your journey compare to others in the class?
Why?
Up to 10 primaries feed into Thurso High School covering a geographical area of approximately 100 square miles.  Catchment for primaries is, of course, much smaller so pupils are more likely to have similar journey to primary.  In secondary their new classes will provide a new group of peers from across the county.

Pupils will be able to take control of what they find out about each other.
Pupils will be able to start the process of forming new working relationships.
All pupils can, indeed must, contribute towards a common goal.
Copy and paste this URL to open the map in Google Maps - http://tinyurl.com/qnagqb 

How?
Propose the question:
How does your journey to school compare with other people's in the class?
Open this up to the pupils - they will realise that to compare they will need to know:
Method of transport
Distance travelled and time taken
The speed of the journey
1 - Method of Transport
Just a suggestion:
Get a sheet of A3 (or bigger).
Split into 4 sections - car, bike, walk, bus.
Get pupils throughout the lesson to come up and create a tally by signing  the wall.
This creates a display with all the pupils' names for the classroom.
2 - Distance Travelled


Level C/D - MNU211A
How far do you travel to get to school?
Give options:
< 1 mile
> 1 mile and < 5 miles
> 5 miles
        
Level E/F - MNU211B
Extend to convert the distances to metric units - km            

Pupils can choose how to collect, organise and display the data.
For lower sets, worksheets could be used.
3 - Time Taken

Level C/D - MNU110A
How long will it take you to get to school?
OR
What time will you have to leave home?

Level E/F - MNU210A
How long will it take you to get to school?
AND
What time will you have to leave home?

Again pupils can choose how to collect, organise and display the data.
Worksheets can be used for lower sets. 
4 - Speed - How fast are you travelling?
Level C/D - MNU210C
The way ahead here for lower ability classes is through discussion.

Level E/F - MNU310A
At this level pupils should be considering SDT formula to make accurate calculations.
Pupils immediately take control of their own learning;
          reduce the fear of maths as a standalone subject;
                        engage with maths;
Pupils immediately gain a sense of belonging to a new group;
          more comfortable means more ready to learn;
                        more accepting of new environment;
                                   display work included from beginning.

utcomes