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Extra specific guidance for the core subject

Science

October 2016

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From the National Curriculum for Science 2013:

Purpose of study:

A high-quality science education provides the foundations for understanding the world

through the specific disciplines of biology, chemistry and physics. Science has changed our

lives and is vital to the world’s future prosperity, and all pupils should be taught essential

aspects of the knowledge, methods, processes and uses of science. Through building up a

body of key foundational knowledge and concepts, pupils should be encouraged to

recognise the power of rational explanation and develop a sense of excitement and curiosity

about natural phenomena. They should be encouraged to understand how science can be

used to explain what is occurring, predict how things will behave, and analyse causes.

Aims:

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

Scientific knowledge and conceptual understanding:

The programmes of study describe a sequence of knowledge and concepts. While it is

important that pupils make progress, it is also vitally important that they develop secure

understanding of each key block of knowledge and concepts in order to progress to the next

stage. Insecure, superficial understanding will not allow genuine progression: pupils may

struggle at key points of transition (such as between primary and secondary school), build up

serious misconceptions, and/or have significant difficulties in understanding higher-order

content.

Pupils should be able to describe associated processes and key characteristics in common

language, but they should also be familiar with, and use, technical terminology accurately

and precisely. They should build up an extended specialist vocabulary. They should also

apply their mathematical knowledge to their understanding of science, including collecting,

presenting and analysing data. The social and economic implications of science are

important but, generally, they are taught most appropriately within the wider school

curriculum: teachers will wish to use different contexts to maximise their pupils’ engagement

with and motivation to study science.

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Working Scientifically – mapping progression across KS1&2

From The National Curriculum in England, Framework document - September 2013

KS1 Lower KS2 Upper KS2

During Years 1 and 2, pupils should be taught to use the following practical scientific

methods, processes and skills through the teaching of the

programme of study content:

During Years 3 and 4, pupils should be taught to use the following practical scientific

methods, processes and skills through the teaching of the

programme of study content:

During Years 5 and 6, pupils should be taught to use the following practical scientific

methods, processes and skills through the teaching of the

programme of study content:

asking simple questions and recognising that they can be answered in different ways

asking relevant questions and using different types of scientific

enquiries to answer them

planning different types of scientific enquiries to answer

questions, including recognising and controlling variables where

necessary performing simple tests

setting up simple practical enquiries, comparative and fair

tests

observing closely, using simple equipment

making systematic and careful observations and, where

appropriate, taking accurate measurements using standard

units, using a range of equipment, including

thermometers and data loggers

taking measurements, using a range of scientific equipment, with increasing accuracy and

precision, taking repeat readings when appropriate.

gathering and recording data to help in answering questions

gathering, recording, classifying and presenting data in a variety

of ways to help in answering questions

reporting and presenting findings from enquiries, including

conclusions, causal relationships and explanations of and degree

of trust in results, in oral and written forms such as displays

and other presentations

identifying and classifying

identifying differences, similarities or changes related to

simple scientific ideas and processes

identifying scientific evidence that has been used to support or

refute ideas or arguments

recording findings using simple scientific language, drawings, labelled diagrams, keys, bar

charts, and tables

recording data and results of increasing complexity using

scientific diagrams and labels, classification keys, tables,

scatter graphs, bar and line graphs

using straightforward scientific

evidence to answer questions or to support their findings.

Using their observations and ideas to suggest answers to

questions

using results to draw simple conclusions, make predictions

for new values and suggest improvements and raise further

questions

using test results to make predictions to set up further comparative and fair tests

reporting on findings from enquiries, including oral and

written explanations, displays or presentations of results and

conclusions

Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree

of trust in results, in oral and written forms such as displays

and other presentations

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Key Stage 1

I wonder…? Developing an enquiry based approach...

Initial assessment leading to an enquiry approach

This activity aims to establish prior knowledge and experience, and to determine the starting point. This technique can also be used to form a Wonder Wall or ‘question board’ for enquiry and questions related to the Science units. Show learners an object related to the science in the Science Unit or show a photograph of an object and display on an interactive white board. This can be repeated for different aspects of science within the unit. Ask learners to think of words which connect with the picture / item... They should then be encouraged to ‘wonder’ about the picture / item. For example I wonder why? I wonder how? I wonder what would happen if? The teacher may need to model this initially by asking questions related to the words the learners have thought of. They should ask questions including: What? Where? If? How? Why? When? etc.

Mind Maps

Teachers could consider using mind maps to aid recording of initial assessment (above) of learners’ scientific knowledge and understanding at the start, and subsequently during and at the end of the Learning Unit. At KS1 this could be modelled as a class mind map displayed on the wall and referred to as various

aspects are revisited, refreshed and added to. Mind maps are an excellent strategy for pupils to

record their learning of new scientific concepts.

Strategies for Teaching Science Effectively

SPLATT game

An activity and assessment that can be used as an initial and summative assessment An example based on ‘materials.’

Names of materials are posted around the room.

In teams discuss questions posed by the teacher e.g. Which material lets light through?

Teams confer then teacher says ‘1. 2. 3. SPLATT’

One member of the teams stands by the material the group has agreed on.

As a class discuss why the answer was chosen. (A second opportunity for the team to confer and repeat 1. 2. 3. SPLATT).

Statement of Fact – Positives, Negatives, Consequences

This asks the children to consider different points of view to test out a “Statement of Fact”. The

statement of fact is actually a controversial opinion. The children read the statement of fact and build

a list of positives, a list of negatives and consider the consequences of the statement of fact being

true. By the end of the activity the children should be encouraged to say whether they would like the

“statement of fact” to happen for real, giving reasons to justify their response.

For example:

FACT – the world would be a better place if it never rained again.

FACT – it would be better if all animals were vegetarian

FACT – finding a way to stop humans from getting old would be a good thing

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Always-Sometimes-Never

The children are presented with scenarios that relate to the science learning, and have to make a

decision about whether the scenario will always happen, sometimes happen, never happen. For

example:

A bulb will light up when a battery is put in a circuit. A ball will fall towards the floor when it is dropped. A ball will bounce when it is dropped. Two objects will land at the same time when dropped from the same height. A frog develops from a tadpole. Hard materials are made from metal

The children should be encouraged to think of arguments that could move the statement from always-sometimes-never, and can also then be encouraged to think of ways to test their ideas.

Movement and Drama - Used to demonstrate knowledge and understanding

Using Drama to explore concepts

For example: Life cycle of a frog / butterfly / plant.

Use:

Hot seating

Freeze frame

Miming movement

Role play

Song and Rhymes

Use songs and rhymes to reinforce essential subject knowledge

Using the Outdoors

Scientific trails that lend themselves to your school’s outdoor environment can be constructed (and reused many times). Pupils should be involved in the construction and parents invited to participate.

Challenge pupils to identify three examples of translucent, transparent and opaque materials in the grounds.

Challenge pupils to identify / collect three living and three non-living items etc…

Revisiting and building scientific knowledge over time – Quiz time!

An effective way to revisit and practise fluent recall of key information can be through fun activities such as putting together a Quiz using the pupil’s own ‘really great questions’ that will help them to remember their learning that is recorded on their mind maps and question board. Pupils construct questions around the science concepts and essential subject knowledge that can be

used at the end of each Learning Unit or term and repeated as they accumulate during the year,

culminating in The Big End of Year Science Quiz! held at the end of the academic year.

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Key Stage 1 Science vocabulary list

Animals including humans (Y1 and Y2)

Fish, amphibians, reptiles, birds, mammals Carnivore, herbivore, omnivore Common animal names (some according to locality) Parts of Body - head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth

Sense, eye, sight, see, ear, hearing, smell, nose, touch, feel Grow, growth, move, have young, reproduce, feed

egg, chick, chicken; egg, caterpillar, pupa, butterfly; spawn, tadpole, frog; lamb, sheep. baby, toddler, child, teenager, adult. Survival – water, food, air

Health – diet, variety, hygiene, healthy/unhealthy, medicines, safety, packaging, exercise

Food – salty, sweet

Plants (Y1 and Y2)

Identify and name common wild and garden plants (some according to locality)

deciduous, evergreen

branch, flower, blossom, root, bulb, seeds, seedlings, plants, leaf, weed, trunk, branches, stem

need water, light suitable temperature

grow, healthy

shoot, fruit, earth

All Living things and their habitats Y2

living, dead, never been alive

habitats - environment/location – within, under, next to – identify and name e.g. the seashore, in woodland, in the ocean, in the rainforest

‘habitat’ (a natural environment or home of a variety of plants and animals) ‘micro-habitat’ (a very small habitat, for example for woodlice under stones, logs or leaf litter). needs – food, water, shelter

depend, food chain (simple)

identify/name different sources of food

features – feather fur, shell

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Everyday materials (Y1) and Uses of everyday materials (Y2)

object v material

wood, plastic, glass, metal, paper, fabrics, brick, water, rock, clay, sand

Words used to describe – hard/soft; shiny/dull; rough/smooth; bendy/not bendy; waterproof/not waterproof; absorbent/not absorbent; opaque/transparent. brick, paper, fabrics, elastic, foil. suitability for use

changes squash, bend, twist, stretch, heat, cool, freeze, melt, boil

Natural/manmade/manufactured

Seasonal Change (Y1 and Y2)

sun, temperature, rain, snow, sleet, hail, wet, dry, wind, breeze, gale, fog, mist, cooler, warmer,

lighter, darker, night, day, earlier, later, Spring, Summer, Autumn, Winter

Comparisons

e.g. Tall/taller/tallest, harder, smoother, dark/darker/darkest, bright/brighter/brightest, go faster, go slower, go further, louder, quieter, further away, nearer, most, more, longer/longest, small/smallest, thick/thicker/thickest, thin/thinner/thinnest, high/higher/highest, warm/warmer/warmest

Like

Similar to, the same as

Different to/from

Measurement

Non-standard measures – hand spans, paces, cupfuls etc

Metre stick, tape measure, thermometer, stopwatch, clock

Metre, centimetre, degrees, seconds, minutes, hours, days ’

Conveying Scientific ideas Describe

Expressions giving reasons – because

Expressions of time – when, after

Predicting – I think that…

Fair

Safety

Safe, danger, be careful

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Key Stage 2

Ask a question!

This activity aims to establish prior knowledge and experience, and to determine the starting point. This technique can also be used to form a Wonder Wall or ‘question board’ for enquiry and questions. Show the children an object or a photograph of an object that represents an aspect of the science learning for the unit. Encourage them say what they already know and to wonder and ask questions and make suggestions about the area of science they will be exploring. Ask learners to think of words which connect with the picture / item... They should then be encouraged to ‘wonder’ about the picture / item for example I wonder why? I wonder how? I wonder what would happen if? The teacher may need to model this initially by asking questions related to the words they have thought of. They should ask questions including: What? Where? If? How? Why? When? etc. Learners can suggest their initial answers/hypotheses to be tested. The photograph / item and questions and hypotheses can then form the basis of a learning display board – a Wonder Wall or a question board as the basis for their scientific enquiry and learning over the course of the Learning Unit. Refer to their questions during the course of the Learning Unit and use the activities outlined in the Learning Units to support learners to work scientifically to develop knowledge and concepts through answering their own questions.

Mind Maps

Teachers could consider using mind maps or simple computer programmes such as Skitch or Primary Wall to aid the recording of initial assessment (above) of pupils’ scientific knowledge and understanding of the area of science to be explored at the start of the Learning Unit, to be added to during the Learning Unit and then to assess their learning at the end of the Learning Unit. Mind maps are an excellent strategy for pupils to record their learning of new scientific concepts. Teachers could provide a framework for a mind map and model its construction for pupils unfamiliar with the strategy.

Science Logs

Mind maps/print outs of electronic notes pages could be kept by pupils in an individual ongoing folder/Science Log throughout KS2. Pupils could also use these Science Logs to gather key vocabulary in order to build a record of their knowledge and understanding, to provide prompts when revisiting areas of science and to enable them to see their own learning and progress throughout Key Stage 2.

Song and rhymes

Use songs, rhymes, raps to reinforce ‘killer facts’

Active pairs - Focus on the ‘killer facts’

In the hall or preferably outside with plenty of space place, face down, either key words of half of a ‘killer fact’ statement along one side that pupils have prepared earlier. On the other side place face down the word definition or the other half of the ‘killer statements’.

In small teams assign one to each card.

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On the signal one member of the team runs to the other side and tries to finds pair (leaving the incorrect card face down).

On finding what they believe is a correct match, return to the team for a conference.

When all have returned the team member should read both halves.

The class can give a ‘thumbometer’ vote to signal if they believe it is correct (added spice could be a ‘rogue’ spare half that does not fit anywhere!)

Revisiting and building scientific knowledge over time – Quiz time!

Pupils construct questions around the science concepts and essential subject knowledge that can be used at the end of each Learning Unit or term and repeated as they accumulate during the year, culminating in The Big End of Year Science Quiz! held at the end of the academic year.

Concept Cartoons®

http://www.tts-group.co.uk/concept-cartoons-cd-rom/1003973.html

Are an innovative approach to teaching, learning and assessment in science, maths and English

Were created by Brenda Keogh and Stuart Naylor in 1991

Feature cartoon-style drawings showing different characters arguing about an everyday

situation

Are designed to intrigue, to provoke discussion and to stimulate thinking

May not have a single "right answer"

A typical Concept Cartoon® has the following features:

Visual representation of ideas

Minimal text, in dialogue form

Alternative viewpoints on the situation

Ideas are applied in everyday situations

The generally acceptable viewpoint is included in the alternatives

The alternatives are given equal status

Patchwork Thinking

Use as a cold task at the beginning of a science topic or as an end of sequence of lessons

assessment. This strategy uses foundational knowledge to develop conceptual understanding.

Put key items of vocabulary/small photographs for the area of science into a grid (number of squares

according to age group and number of relevant words/photos). You can include a ‘red herring’ if you

wish. In pairs learners use coloured pens/pencils to take it in turns and mark lines between words

between which they think they can explain a connection. After a set time count up the links

individually and by pair. Then the pairs join another pair (snowballing) and compare and share their

links to see if they can increase their score.

Which word/photograph has the most links, which has the least? Maybe we need to find out more

about the words with the least number of links!

Statement of Fact – Positives, Negatives, Consequences

This asks the children to consider different points of view to test out a “Statement of Fact”. The

statement of fact is actually a controversial opinion. The children read the statement of fact and build

a list of positives, a list of negatives and consider the consequences of the statement of fact being

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true. By the end of the activity the children should be encouraged to say whether they would like the

“statement of fact” to happen for real, giving reasons to justify their response.

For example:

FACT – the world would be a better place if it never rained again.

FACT – it would be better if all animals were vegetarian

FACT – finding a way to stop humans from getting old would be a good thing

Always-Sometimes-Never

The children are presented with scenarios that relate to the science learning, and have to make a

decision about whether the scenario will always happen, sometimes happen, never happen. For

example:

A bulb will light up when a battery is put in a circuit. A ball will fall towards the floor when it is dropped. A ball will bounce when it is dropped. Two objects will land at the same time when dropped from the same height. A frog develops from a tadpole. Hard materials are made from metal

The children should be encouraged to think of arguments that could move the statement from always-

sometimes-never, and can also then be encouraged to think of ways to test their ideas.

Movement and Drama - Used to demonstrate knowledge and understanding

For example:

Movement of Earth and Moon.

Life cycle of a frog / butterfly / plant.

Electric circuit. Use:

Hot seating

Freeze frame

Miming movement

Role play

Using knowledge and understanding

Teachers could devise activities where pupils need to use their scientific knowledge and understanding to problem solve or complete a task. For example:

Teams construct an electrical circuit with an intentional fault. Teams then swap and have to identify and repair the fault.

Construct a ‘healthy eating’ information poster for war time (Jenkins Family at War). Success criteria should be that scientific information is accurate.

Construct a ‘Care of your teeth’ poster. Success criteria should be that scientific information is accurate.

Real life

Challenge pupils to find real life examples of how we use scientific concepts in everyday life.

Pupils present their findings and contribute towards a class book ‘science all around us’.

For example:

Magnets

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Cleaning the fish tank.

Keeping cupboards doors shut etc…

Using the Outdoors

Scientific trails that lend themselves to your school’s outdoor environment can be constructed (and reused many times). Pupils should be involved in the construction and parents invited to participate.

Challenge pupils to identify three examples of translucent, transparent and opaque materials in the grounds.

Challenge pupils to identify / collect three living and three non-living items etc…

Useful Science websites

http://www.nationalstemcentre.org.uk/

https://www.sciencelearningcentres.org.uk/

http://www.britishscienceassociation.org/people-science-magazine/march-2011/science-drama-

human

http://www.scienceinschool.org/repository/docs/issue13_drama.pdf

http://www.scienceinschool.org/teaching

http://www.bbc.co.uk/bitesize/

http://www.bbc.co.uk/education/subjects/z2pfb9q KS2

http://www.bbc.co.uk/education/subjects/z6svr82 KS1

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Scientific Questions

Suggested teacher language for progressively promoting deeper scientific thinking and developing an enquiring mind!

Y1 type questions Y2 type questions Y3/4 type questions Y5 type questions Y6 type questions

What happened when...?

Can you name...?

What did you see/observe...?

Can you match the...and the

...?

Can you tell your partner

what you see...?

Can you draw what you

see...?

What happens if/when...?

What can you see...?

How do you know...?

Can you tell me/explain why

you think...?

What do you think

happened...?

What will happen?

What is the same/different?

What is it like?

Can you think of anything

else like...?

How is it/are they the same?

How is it/ are they different?

Can you tell me what is happening? Why did this happen? What makes this happen? Why do you think..? How do you know? Have you checked...? What would happen if…? Are all ... eg metals hard? What has changed since..? Can you explain? Can you order which is first, second, third?

What is the scientific name for..? Can you see a link/ relationship between? What happens to …when you change..? Is there a link between..? Using what you have learned, can you tell me/predict/ explain..?

What do you mean by the scientific term..? Is there any evidence that does not fit the conclusion? Can you use these items to help explain what you mean? What evidence have you got to support your prediction/ conclusion? Is this evidence sufficient? Can you think of a way to make your evidence more reliable? Can you think of any other examples of where this process occurs/ other materials that have these properties?