Training Day 25/11/13

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Mission Three: SUCCESSFUL SCIENCE
Welcome
&
Introduction
Overview for the day…
9:15 Session 1: Overview of the new curriculum
10:30 BREAK
10:45 Session 2: Planning for the new curriculum
12:00 LUNCH
Reps from a selection of publishers
12:45 Session 3: Working scientifically part 1
1:30 BREAK?
1:45 Session 4: Working scientifically part 2
3:00 Feedback and where next?
Session 1:
Overview of the
new curriculum
Aim…
To enable you to develop your
understanding and knowledge of
the new science primary curriculum
and its implications for you and
your school.
Aims of the new curriculum…
The national curriculum for science aims to ensure that all pupils:
develop scientific knowledge and conceptual understanding
through the specific disciplines of biology, chemistry and physics
develop understanding of the nature, processes and methods
of science through different types of science enquiries that help
them to answer scientific questions about the world around them
are equipped with the scientific knowledge required to
understand the uses and implications of science, today and for
the future.
http://www.britanniateachingschool.co.uk/index.php?page=resources
Year
group
Core
objectives
you MUST
teach
Guidance and
Context for how
you COULD
implement the
statutory
requirements
Knowledge
aspect…
Working
scientifically
aspect…
What’s in and
what’s out?
Current
Year 1
1A Ourselves
1B Growing plants
1C Sorting and using materials
OUT
1D Light and dark
1E Pushes and pulls
1F Sound and
hearing
2014 Curriculum
Animals including humans
Plants
Everyday materials
IN
Seasonal
changes
Current
Year 2
2A Health and growth
2B Plants, animals and the local
environment
2C Variation
2D Grouping and changing materials
OUT
2E Forces and
movement
2F Using electricity
2014 Curriculum
Animals including humans
Living things and their
habitats
Plants
Uses of everyday materials
Current
Year 3
3A Teeth and eating
3B Helping plants grow well
3D Rocks and soils
3E Magnets and springs
3F Light and shadows
OUT
3C Characteristics of
materials
2014 Curriculum
Animals including humans
Plants
Rocks
Forces and magnets
Light
Year 4
Current
2014 Curriculum
4A Moving and growing
4B Habitats
4D Liquids, solids and gases
4F Circuits and conductors
Animals including humans
Living things and their habitats
States of matter
Electricity
OUT
IN
4C Keeping
warm
4E Friction
Sound
Year 5
Current
2014 Curriculum
5A Keeping healthy
5B Lifecycles
5D Changing state
5E Earth, Sun and Moon
Animals including humans
Living things and their habitats
Properties and changes of
materials
Earth and space
OUT
IN
5C Gases
around us
5F Changing
sounds
Forces
Current
Year 6
6A Interdependence and
adaptation
6F How we see things
6G Changing circuits
OUT
6B Micro-organisms
6C More about
dissolving
6D Reversible and
irreversible changes
6E Forces in action
2014 Curriculum
Living things and their habitats
Light
Electricity
IN
Animals including
humans
Evolution and
inheritance
How have the
objectives
changed?
SC2 LIFE PROCESSES AND LIVING THINGS
KS1 CURRENT
Green plants
3. Pupils should be taught:
a. to recognise that plants
need light and water to grow
b. to recognise and name the
leaf, flower, stem and root of
flowering plants
c. that seeds grow into
flowering plants
5. Pupils should be taught to:
a. find out about the different
kinds of plants and animals in
the local environment
b. identify similarities and
differences between local
environments and ways in
which these affect animals and
plants that are found there
c. care for the environment
KS2 CURRENT
Green plants
3. Pupils should be taught:
Growth and nutrition
a. the effect of light, air, water and temperature on plant
growth
b. the role of the leaf in producing new material for growth
c. that the root anchors the plant, and that water and
minerals are taken in through the root and transported
through the stem to other parts of the plant
Reproduction
d. about the parts of the flower [for example, stigma, stamen,
petal, sepal] and their role in the life cycle of flowering plants,
including pollination, seed formation, seed dispersal and
germination
Variation and classification
4. Pupils should be taught:
a. to make and use keys
b. how locally occurring animals and plants can be identified
and assigned to groups
c. that the variety of plants and animals makes it important
to identify them and assign them to groups
Living things in their environment
5. Pupils should be taught:
a. about ways in which living things and the environment need
protection
Adaptation
b. about the different plants and animals found in different
habitats
c. how animals and plants in two different habitats are suited
to their environment
2014 CURRICULUM
KS1 & KS2
YEAR 1
Identify and name a variety of common wild and
garden plants, including deciduous and evergreen
trees.
Describe the basic structure of a variety of common
flowering plants, including trees.
YEAR 2
Observe and describe how seeds and bulbs grow into
mature plants.
Find out and describe how plants need water, light
and a suitable temperature to grow and stay healthy.
YEAR 3
Identify and describe the functions of different parts
of flowering plants: roots, stem/trunk, leaves and
flowers.
Explore the requirements of plants for life and growth
(air, light, water, nutrients from soil, and room to
grow) and how they vary from plant to plant
Investigate the way in which water is transported
within plants.
Explore the part that flowers play in the life cycle of
flowering plants, including pollination, seed formation
and seed dispersal.
YEAR 5
Describe the life process of reproduction in some
plants( and animals).
SC3 MATERIALS AND THEIR PROPERTIES
KS1 CURRENT
KS2 CURRENT
Changing materials
2. Pupils should be
taught to:
a. find out how the
shapes of objects made
from some materials
can be changed by some
processes, including
squashing, bending,
twisting and stretching
b. explore and describe
the way some everyday
materials [for example,
water, chocolate, bread,
clay] change when they
are heated or cooled
Changing materials
2. Pupils should be taught:
a. to describe changes that occur when
materials are mixed [for example, adding salt
to water]
b. to describe changes that occur when
materials [for example, water, clay, dough]
are heated or cooled
c. that temperature is a measure of how hot
or cold things are
d. about reversible changes, including
dissolving, melting, boiling, condensing,
freezing and evaporating
e. the part played by evaporation and
condensation in the water cycle
f. that non-reversible changes [for example,
vinegar reacting with bicarbonate of soda,
plaster of Paris with water] result in the
formation of new materials that may be
useful
g. that burning materials [for example, wood,
wax, natural gas] results in the formation of
new materials and that this change is not
usually reversible
2014 CURRICULUM
KS1 & KS2
Year 2
Find out how the shapes of solid objects
made from some materials can be changed
by squashing, bending, twisting and
stretching. (NO HEATING / COOLING)
Year 4
Observe that some materials change state
when they are heated or cooled, and
measure or research the temperature at
which this happens in degrees Celsius (°C)
(NO CHEMICAL CHANGES)
Year 5
Demonstrate that dissolving, mixing and
changes of state are reversible changes.
Explain that some changes result in the
formation of new materials, and that this
kind of change is not usually reversible,
including changes associated with burning
and the action of acid on bicarbonate of
soda.
Know that some materials will dissolve in
liquid to form a solution, and describe how to
recover a substance from a solution.
SC4 PHYSICAL PROCESSES
KS1 CURRENT
KS2 CURRENT
Electricity
1. Pupils should be taught:
a. about everyday
appliances that use
electricity
b. about simple series
circuits involving batteries,
wires, bulbs and other
components [for example,
buzzers, motors]
c. how a switch can be
used to break a circuit
Electricity
1. Pupils should be taught:
Simple circuits
a. to construct circuits,
incorporating a battery or power
supply and a range of switches, to
make electrical devices work [for
example, buzzers, motors]
b. how changing the number or
type of components [for example,
batteries, bulbs, wires] in a series
circuit can make bulbs brighter or
dimmer
c. how to represent series circuits
by drawings and conventional
symbols, and how to construct
series circuits on the basis of
drawings and diagrams using
conventional symbols
2014 CURRICULUM
KS1 & KS2
Year 4
Identify common appliances that run on electricity.
Construct a simple series electrical circuit, identifying
and naming its basic parts, including cells, wires,
bulbs, switches and buzzers.
Identify whether or not a lamp will light in a simple
series circuit, based on whether or not the lamp is
part of a complete loop with a battery.
Recognise that a switch opens and closes a circuit and
associate this with whether or not a lamp lights in a
simple series circuit.
Recognise some common conductors and insulators,
and associate metals with being good conductors.
Year 6
Associate the brightness of a lamp or the volume of a
buzzer with the number and voltage of cells used in
the circuit.
cCompare and give reasons for variations in how
components function, including the brightness of bulbs,
the loudness of buzzers and the on/off position of
switches.
Use recognised symbols when representing a simple
circuit in a diagram.
Curriculum
Overview…
2014 Curriculum Overview
Working Scientifically
What do you think
of the changes so
far?
What’s missing?
Our ideas…
PHYSICS?
- Electricity
- Forces
- Light
Session 2:
Planning in the new
curriculum
How will the new
curriculum affect
planning?
Example lesson plan from a medium plan for
Year 4 States of Matter
Over to you…
Working as a
small group (3-4),
plan a skeleton
medium term plan
for the unit and
year group you
have chosen.
OUR GOAL… To create a scheme of work for the entire
primary science curriculum!
Feedback?
Publishers…
- Millgate House
- Harper Collins
Session 3:
Working
Scientifically Part 1
Working Scientifically
Pick 5 of the Vocabulary Bingo!
following
words…
Investigation
Question
Measurement
What makes a
good science
lesson?
Some ideas…
-Experience Science outside the classroom -Cross curricular links
-Children use Science to relate to the real world
-Science vocabulary is used Teachers facilitate learning for children
-Children are enthusiastic and engaged
-Teachers have good subject knowledge
-Asking questions
-Independent learning
-Builds on prior learning
-Explains relationships
-Think critically – Evaluate.
(how reliable are the results…what is the source of the information?)
-Challenge
Science starters…
Ginn 6 minute starter books
How could you use
the starters?
Other starter ideas…
• BBC Broadband class clips
• Concept Cartoons (Millgate house publishers)
• Tig Tag
• Science Kids
Session 4:
Working Scientifically
Part 2
Paper
Spinners
Investigation…
Choose a role and then carry out your investigation…
- Manager
- Time Manager
- Measurer x 2 (accuracy!)
- Recorder
- Resource Manager
What skills
did you use?
Next time…
Any Questions?
Julie- [email protected]
Luci- [email protected]
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