Positives... to celebrate

1. Positives... to celebrate Problems... to solve Potential... to explore Next action points

2. Mastery Where learners experience: • high quality teaching • guidance and support • encouragement and praise ……and where sufficient time is planned ……they will also experience personal learning success Positive attitude Purposeful practice Perseverance

3. Danger zone Learning is much too hard Learning is tricky Challenge zone Comfort zone Learning is easy

5. To start us thinking

6. children need to be taught science children should not be taught science Give three reasons why you think

7. Characteristics of living things • As chick eggs develop they get heavier • Humans are not animals • Teachers are not humans • Plants can not be alive as they don’t move and eat

8. Green plants • When a green plant grows in a plant pot the amount of soil in the plant pot gets less • When seeds germinate they get lighter • If we plant a flower it might grown into a new plant • Plants get their food from the soil • Not all plants are green

9. Materials and grouping • Sand is a liquid because it pours • Ice melting in a glass jar makes the outside of the glass moist because the water comes through he glass • Ice takes up less space as it melts so the melted ice must be lighter than the solid ice • Solid things are heavier than liquid things • All solid things are hard

10. Skills development Conceptual development Years 5 & 6 Years 3 & 4 Years 1 & 2 FS 2

11. Scaffolding learning You can take it away when you don’t need it anymore Takes you higher than you could reach without it Lets you go up and down to add bits on the way. You can look at what you’ve done and where you’re going Keeps you stable as you’re adding new stuff at the top Gets you started

12. Use the hand outs to help you integrate the skill targets into your next topic Be creative – produce a scaffold poster to remind the pupils where they are and they are going

14. Year 1 Year 2 What are we trying to find out? How could we try and answer our question? What do you think might happen to …….if we change ……. What will we measure? How can we measure it? What do you see/ hear etc (observe)? Using our table of results which is biggest/ smallest/ fastest/ slowest etc? How could you use drawings to show what you see? What else could we find out? What surprises did you notice? • How do you think we could find out about ….? • What are we going to be looking for when we …? • What do you think will happen to ….if we ….. • What do you see/ etc? • What does it do..? • What colours can you see? • What is different…? • What is the same..? • How do you think it works…? • What would happen if…? • What do you notice? • How could you draw that? • What happened when …?

15. Within the context of the science topic you are teaching…. and with a partner that teachers in another key stage….. Come up with a question plan…

16. Using questions to promote learning • Prepare key questions to ask • Ask fewer but well thought out questions • Use language matched to the needs of the learners • Make sure everyone in the class has a chance to respond to a question • Give time for the learners to think and respond • Use questions to get the learners to think and develop a deeper understanding • Give clues and prompts • Build on what the learners have said, even it was not what you expected them to say • Get the learners to ask questions • Listen to the learners and make them feels good about the fact they have been brave enough to respond