HOW DO IDEAS

TRAVEL ?

MAURICE IRFAN COLES

USING 1001 INVENTIONS TO

INSPIRE CURRICULUM INNOVATION

June 24th 2010

The cities project

‘JANUARY 10, 1610 GALILEO GALILEIABOLISHES HEAVEN’

BERTOLT BRECHT: THE LIFE OF GALILEO SCENE 3

WELL‘AFTER 467 YEARS COPERNICUS GETS A HERO’S BURIAL’ INDEPENDENT ON SUNDAY 23RD MAY 2010

‘ GALILEO FINGER AND THUMB GO ON SHOW ‘ (Italy)‘ANTI-ISLAM MP COULD JOIN THE NEW COALITION’-

(Netherlands) INDEPENDENT 9.06.2010

BUT WHERE DID COPERNICUS GET HIS IDEAS FROM?

SEE GEORGE SALIBA’S WORK

INTENDED OUTCOMES OF THIS SESSION

By the end of this short session I hope to have:-1) EXPLAINED something of the nature of 1001

inventions2) JUSTIFIED its inclusion as a global issue and

one that addresses issues of community cohesion

3) HIGHLIGHTED our latest product- How Do ideas travel ? as an exemplar of curriculum innovation

2010 22nd May Michael Gove abolishes the QCDA

They will be able to set their own curriculum, pay good teachers more, have longer school days and control the cash currently spent on their behalf by local government.

Where now for the

national curriculum?

Wot is theese 1001 rubbish ? how can eet contribute ?

1001 INVENTION

THE MISSING

1000 YEAR S OF ISLAMIC HISTORY

CUSP

CITY 1250

THE LIBRARY

OF SECRETS

WWW.1001INVENTIONS.COM

1001 inventions

• Why is it so globally important?• How does it fit into community cohesion

agenda?• How has it been used in the key stage 3

curriculum?

How do ideas travel?• Created through and for FSTC and CE4CE

• In partnership with – The Association for Science Education (ASE)– The Historical Association (HA)– The Qualifications and Curriculum Authority QCDA)

• Written by:– Jamie Byrom (Devon Learning and Development Partnership-History adviser)– Marianne Cutler (ASE)– Philippa Hulme (Freelance science author)– Flora Wilson (HA)– And designed by Cameron Buxton– Coordinated by Ayshah Ismail and Maurice Irfan Coles (CE4 CE)

• With input from– Over 20 twenty practising teachers who attended a consultation

event in York

What is how do ideas travel ?

1. A one day off timetable ( or parts thereof) programme bringing together science and humanities teachers

2. A series of tasks and activities-some general, some uniquely scientific, some historical

3. A day that elicits a range of key skills4. A fun day for all

An invitation – and a challenge

• Pupils are invited to act as consultants for a new television programme that aims to explore why Baghdad (and the wider Islamic world) was so important in world history

The House of Wisdom from “1001 Inventions” published by FSTC, 2006

How did ideas spread from the House of Wisdom and other Muslim centres?

War and conquest

Religion

Communication

Personality

Trade

Wealth and power

Hello. I’m Jabir.

I want to find better ways of producing the liquids we need…liquids like medicines, perfumes and lamp oil.

Hello. I’m Jabir.

I want to find better ways of producing the liquids we need…liquids like medicines, perfumes and lamp oil.

Abu Musa Jabir ibn HayyanBorn: Iraq, 722 Occupation: chemist

Team presentations :

• Persuasive

• Informed

• Original

• Powerful

Facing the axe …The producer wants to cancel

the programme

How do these resources and all 1001 materials enhance the curriculum?

• Community cohesion – Ensuring that the curriculum reflects and values a wide range of groups and cultures represented in modern British society

• The Prevent Agenda and combating Islamophobia – Challenging stereotypes that underpin the arguments of violent extremist groups

• Personal Learning and Thinking Skills – Developing critical, creative thinking and problem solving as individuals and in pairs and teams

• The Global Dimension – Evaluating events from a global perspective

How do these resources enhance the curriculum?

Key Stage 3 Science

• Recognising the roots of modern science in manycultures (1.3)• Evaluating scientific evidence and methods (2.2.b)• Studying science in … global contexts (4f).In terms of APP this work will inform assessment of all five Assessment Foci.

Key Stage 3 History

• Understanding cultural, ethnic and religious diversity (1.2)• Identifying and explaining change and continuity (1.3)• Analysing and explaining cause and consequence• Using evidence (2.2)• Exploring the ways in which the past has helped shape identities, shared

cultures, values and attitudes today (4a)

THE CONCLUSION

We have some brilliant products that address so many aspects of the

curriculum

We have an understanding of how we can use the curriculum for change

We have the will and the advocates

YES WE CAN

My details-should you want to complain

Maurice Irfan ColesCE4CE62 Handsworth Wood Road,Handsworth Wood,BirminghamB20 2DT

Mob: 07533-094-851

Email: maurice@CE4CE.orgwww. ce4ce.org www. theiceproject.com