Something to keep in mind
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Transcript of Something to keep in mind
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Something to keep in mind
Follow Your CuriosityI have no special talent. I am only passionately
curious.
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Perseverance is Priceless
“It's not that I'm so smart; it's just that I stay with problems
longer.”
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The Imagination is Powerful
“Imagination is everything. It is the preview of life's coming attractions. Imagination is more important than
knowledge.”
“The true sign of intelligence is not knowledge, but imagination.” Are you
exercising your “imagination muscles” daily, don’t let something as powerful as your
imagination lie dormant lie dormant.
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Make Mistakes
Discover the power of making mistakes. I’ve said this before, and I’ll say it again, if you want to succeed, triple the amount
of mistakes that you make.
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Knowledge Comes From Experience
“Information is not knowledge. The only source of knowledge is
experience.”
You can discuss a task, but discussion will only give you a
philosophical understanding of it; you must experience the task first
hand to “know it.”
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What Mr. Gove would kike
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The revised national curriculum for science
September 2014
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KS 1 PoS: Knowledge and understanding
• Basic structures and simple classification of common plants and animals (year 1)
• Life processes, including growth, reproduction and feeding, and growing plants (year 2)
• Habitats, including food chains(year 2)• Simple physical properties of everyday materials in relation to their uses
(year 2)• Sources of light (year 1)• Night and day, and the movement of the Sun across the sky(year 1)• Forces that make things move, speed up and slow down, and change
shape. (year 2) • Science biographies, for example, Charles Darwin
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Science skills• In Year 1 and Year 2, ‘working scientifically’ includes
aspects of:• • Observing closely using simple equipment• Performing simple tests• Identifying and classifying• Recording findings in various formats.• • Ensure pupils read and write scientific vocabulary,
consistent with their phonic knowledge at Key Stage 1.
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‘Working scientifically’ is to be delivered through the teaching of substantive subject content, and is not to be taught separately as
content in its own right.
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Light• Pupils should be taught to:• identify and name a variety of sources of light that we can see
with our eyes, including electric lights, flames and the Sun• explain that darkness is the absence of light • compare the variety of sources of light, using simple
comparisons, comparative vocabulary and superlative vocabulary
• describe the features of day and night, including changes in light and temperature
• describe the movement of the Sun across the sky during the day.
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What are the changes in the other year groups?
In groups be creative and summarise the main content of the year
group highlighting the changes, giving an example of how it might be taught
Share your outcome with the of the class
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discussion
What do you think?What are the implications for you
and your school?
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Exploring some science concepts
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• Gaseous exchange and lung structure• Inheritance and evolution – fossils• Electrostatics • Electricity • Forces gravity in particular• Changing materials – irreversible changes• States of matter• Electromagnetic spectrum and light