- Section on MEd completed
- Meeting with financial advisor
- Registered with supply agency
- Applied for p/t job
- Cross stitched
- Three games of hockey
- Time with good friends
- Swimming. 40 lengths in 40 mins. I’ll get faster again
- Walked 70000+ steps
In no particular order..
- ASE Conference. Sharing ideas and knowledge, networking and exploring new possibility
- Trip to see Les Mis with some great friends
- Last minute lunch to catch up with a lovely friend
- Strangers on a train
- 10000 steps a day
- Some fab ice hockey, and tie spent with hockey family
- Voluntary work, which doesn’t feel like work
- A section of my Masters unit ticked off
Recommend journal of emergent science (on ase website)
Looking at science in children’s story books. Focusing on science inaccuracies (many teachers will use these stories unaware of these) and focusing on why did that happen in a story line.
Why should we use fictional picture books to explore science at primary school ? Metaphorical language. Children blur imagination and reality.
? Link between teaching literature (interpret, debate) and improvement of understanding of science.
- Pictures need to be prominent
- Dialogue and conflict
- Consistent simple plot with proper logic
- Narrative problem linked to scientific problem
Use e.g. section of book to prompt discussion, raise misconceptions . Will link to what pupils already know
Children find it hard to put themselves in something/ someone else’s place to draw from their perspective
e.g. fish is fish . Tadpoles promise. Very hungry caterpillar. Seven blind mice. On the seesaw bridge
Can compare first and last double pages of each book
Royal society of chemistry funded a project to develop six experiments that are hands on and accessible to all. Based on exploring materials
Contains prep sheet, practical list, symbol worksheets
– each lesson delivered three times. Once as a new activity, then to develop skills, confidence and knowledge, consolidate
Use gloves for tactile defensive, cut holes in gloves in later sessions. Can also use Ziploc bags.
Will eventually be available free to download on national stem learning website
States of matter. Use dry ice. Add flavours. Engage all senses.
Shadow puppets. Use gruffalos child as stimulus. Transparent, translucent, opaque materials. Animal ear headbands to explore shadows bigger and smaller. Spectrum glasses. Learnaboutlight.co.uk
Science hunters– engaging through computer games. Minecraft. Working with NAS, engaging children once a fortnight. Has been found to increase social communication skills. Also helps to show some abstract science concepts and leads to further discussion
Science from the start– hands on practical activities . Ice play. Snow dough (cornflour , oil, glitter). Creative workshops, child led, flexible, sensory.
Science more likely to be outstanding when teachers have had science specific training
Science is a core subject in primary . Broad and balanced curriculum. Primary schools failing to ensure full coverage of Nat curric e.g. only one hour a week in the afternoon. Plan to ensure progression. Need enough time so children can build up their skills.
Ofsted do not make judgements before they come to the school. Judgement made on current outcomes for each year group.
Need to develop skills and progress over time.
Still a mistrust between primary and secondary around transition. Schools need to work together
Teacher assessed parts of ks2 curriculum give higher outcomes than externally assessed. New system still bedding in. How are you being as accurate as possible? What progress are children making?
Gcse achievement in English and maths is stable. Science has gone down with btech gone. How are courses meeting needs of less able students?
Short inspections for good schools. Only a day. Assuming school is still good. Looking at self assessment of leadership team. Will do learning walks. Not going to interrupt a lesson. as teacher can direct inspector to books or particular children to talk to. No preferred style of marking. do children understand where they are at and what to do to improve. What impact? No preferred frequency of marking. How effective are your systems?
Is work at ks3 demanding enough and appropriate?
Key messages are you challenging the most able? Disadvantaged? Most able disadvantaged? Is provision meeting need?
No particular method expected for planning, teaching, marking or self assessment. They will mage a judgement on safe guarding, visit lessons, meet with staff, gather parent and pupil views and scrutinise work.
How well does science curriculum develop understanding and skills? High quality, timely, meaningful experiences to develop skills and understanding.
Challenges ahead. Do leaders have enough knowledge of science to know if curriculum is appropriate and being taught well?
Creative curriculum while keeping integrity of science. Child led.
– science education should develop understanding of a set of big conceptual ideas in science
– … develop big ideas about the process of science
Not a big expectation of written work, mostly oral.
– … develop positive scientific attitudes.
Resilience. Perseverance. Group work. Take science home to talk about it
How to enjoy with out getting messy? Clean wet area, no mud. Mix big. Use aprons.e.g mix honey and…
Engage with parents. Use collaborative homework.
– social interaction plays a vital role in developing children’s scientific understanding
Science and talk is crucial. Dialogic learning
– first hand experience is a necessary and significant element in children’s learning
Learning needs all senses and genuine observation. First hand experience leads role play. If in doubt, go outside!
– assessment is integral part of teaching
– all areas of curriculum are important and interconnected
Snap science resources include (24 in total)
- A story
- Activity plan
- Science photos
- Supporting resource
Resources available on line to download
Hot water in a cup to melt chocolate