Monthly Archives: January 2017

#aseconf Science with picture books

Scientificliteracyblog.wordpress.com

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

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#aseconf exploring chemistry in send schools

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

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#aseconf science fun for SEND

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.

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#aseconf ofsted

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?

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#aseconf introducing foundation science

Snap science 

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

 

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#aseconf cleapss ideas for primary science

Colour changing uv beads to show uv from the sun.  Bracelets will colour change.  Use sun cream, water, t shirt to show effects on beads. 

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#aseconf ks4 for lower attainers

Edexcel

Context – research shows barriers to learning e.g. poor literacy skills.  Additional resources needed by teachers to support

Edexcel offering 2 entry level qualifications.  Sits below foundation tier. Lots of resources available on line. Gives opportunity to gain qualification to support route to gcse.co teach with gcse course.

Entry level.  Six papers, do as many times as you like.  At any time. Each unit matched to gcse units.  Foundation tier gcse rebranded as a three year scheme of work.

Key ideas for students to understand, can then build on this understanding for gcse content.

Need to consider how to develop skills in working scientifically.  Get the balance between high expectations and appropriate challenge.  Also be aware literacy may not be a strength,  encourage taking rather than writing to help students develop key ideas. Practice scaffolding and redrafting . Focus on shorter answers on gcse paper,  don’t worry about 6 mark answers – they are aimed at more able students.

Use the course to build confidence for students.  Use of short tests to motivate.

All exam board produced materials can be edited in word.  Helpful as at the moment they are very small and wordy.
Entry level papers written to develop confidence with language of questions.  Provide examples of ‘good’ longer answers.

No practical component that is assessed at entry level.  Core practical in gcse, skills need teaching in entry level to support progress to combined science.

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