Key Ideas in primary science

1. Key Ideas in primary science If possible arrange people onto tables of 6 Or ask them to sit in threes so they can easily get into 6s for activity on light Breakdown 1-7: Me 8-14: Frank 15-17: MeIf possible arrange people onto tables of 6 Or ask them to sit in threes so they can easily get into 6s for activity on light Breakdown 1-7: Me 8-14: Frank 15-17: Me

2. What makes some ideas more important than others? When we ask primary science coordinators this question the typical answers we get are: There is a real gut feeling that scientific ideas are to be used in some way, they perform a function, not just ‘facts to be learned’, what there isn’t is a precise understanding of exactly what ideas are to be used for and therefore there is a danger that ideas will be taught just as facts or perhaps more commonly as ideas that need to be taught because children might need them later in school or life. When we ask primary science coordinators this question the typical answers we get are: There is a real gut feeling that scientific ideas are to be used in some way, they perform a function, not just ‘facts to be learned’, what there isn’t is a precise understanding of exactly what ideas are to be used for and therefore there is a danger that ideas will be taught just as facts or perhaps more commonly as ideas that need to be taught because children might need them later in school or life.

3. Primary Key Ideas This is what we hope to cover. We need to start with a simple visionThis is what we hope to cover. We need to start with a simple vision

4. Our aim for science education Its not like we have this emblazoned on our sweatshirts, but it is what drives our work with schools and is a philosophy that is widely shared amongst the drivers of teaching and learning in HampshireIts not like we have this emblazoned on our sweatshirts, but it is what drives our work with schools and is a philosophy that is widely shared amongst the drivers of teaching and learning in Hampshire

5. Ofsted 2010 (Subject specific exemplification) VERY QUICK SKIM OVER So the recent subject specific exemplification of the judgement criteria from Ofsted were very welcome. They also talk about the expectation that children learn through operating as scientists…not just have opportunities to but that is the method through which they learn. VERY QUICK SKIM OVER So the recent subject specific exemplification of the judgement criteria from Ofsted were very welcome. They also talk about the expectation that children learn through operating as scientists…not just have opportunities to but that is the method through which they learn.

6. What does ‘doing science’ mean? OK this is really rough…but we have found this simplification very useful to help teachers focus what they want children to do in lessons. It also allows them to have clarity of what they need scientific ideas for. Simple rule of thumb: when teaching a scientific idea, if you do not provide and opportunity for children to use it to predict, hypothesis or explain immediately….think carefully about whether there is any value in teaching it at all.OK this is really rough…but we have found this simplification very useful to help teachers focus what they want children to do in lessons. It also allows them to have clarity of what they need scientific ideas for. Simple rule of thumb: when teaching a scientific idea, if you do not provide and opportunity for children to use it to predict, hypothesis or explain immediately….think carefully about whether there is any value in teaching it at all.

7. Key ideas are:

8. Filtering For example: ‘filtering works by a liquid passing through holes so small they don’t let solids through’ is not a key idea…it is important that children develop this valuable understanding and certainly should be on the curriculum but as something they can work out themselves from simpler key ideas: If children have a firm grasp of the idea that solids and liquids have observable properties and have had plenty of opportunities to explore these properties they will be able to work out how filtering works. So key ideas don’t define the curriculum, but are the tools that help children explain much of it for themselves…i.e. behave as scientists.For example: ‘filtering works by a liquid passing through holes so small they don’t let solids through’ is not a key idea…it is important that children develop this valuable understanding and certainly should be on the curriculum but as something they can work out themselves from simpler key ideas: If children have a firm grasp of the idea that solids and liquids have observable properties and have had plenty of opportunities to explore these properties they will be able to work out how filtering works. So key ideas don’t define the curriculum, but are the tools that help children explain much of it for themselves…i.e. behave as scientists.

9. Introducing Key Ideas to Teachers We are going to take you through a couple of activities that we use with teachers to help them understand what they are and how to use them….obviously we would take a little longer with them than you so bear with us if we rush you through a little bit These are the three steps we take them through and first job is to help them understand what we mean by key ideasWe are going to take you through a couple of activities that we use with teachers to help them understand what they are and how to use them….obviously we would take a little longer with them than you so bear with us if we rush you through a little bit These are the three steps we take them through and first job is to help them understand what we mean by key ideas

10. What do you think the key ideas about skeletons are for primary age children? Get them to discuss and jot their ideas downGet them to discuss and jot their ideas down

11. Ask them to sketch what they think the skeleton of a dolphin is like…they may want to refer to their key ideas to help them.Ask them to sketch what they think the skeleton of a dolphin is like…they may want to refer to their key ideas to help them.

12. Support the body Work with muscles to allow movement Protect the vital organs Compare your picture with this and identify the key similarities and differences. Click on to show the key ideas: If you knew that the dolphin had a skeleton you may also know it has a backbone and vital organs that need protecting…. Ask did anyone have names of the bones down as key ideas…… pose the question why do you think we have not included the names of the bones as key ideas?Compare your picture with this and identify the key similarities and differences. Click on to show the key ideas: If you knew that the dolphin had a skeleton you may also know it has a backbone and vital organs that need protecting…. Ask did anyone have names of the bones down as key ideas…… pose the question why do you think we have not included the names of the bones as key ideas?

13. How do key ideas progress?

14. Key Ideas about Light Organise yourself onto ‘chunks’ (2 be KS1, 2 lower KS2 and 2 upper KS2) Identify the ideas you think should be taught in your ‘chunk’ Share your thoughts with your table and see if your combined thoughts make a sensible progression Ask them to have a look at the progression and discuss any issues that emerge. Only deal with the shadows issue if it emerges (better to deal with it later) Ask them to have a look at the progression and discuss any issues that emerge. Only deal with the shadows issue if it emerges (better to deal with it later)

15. How might we use the key ideas in lessons? Look at the progression of light key ideas In your groups discuss what you could get children to explain, hypothesis or predict using these ideas (write these on post its) Stick the post its on the relevant idea on the wall How does this list of activities compare with what you already do? If running short of time talk them through this activity very quickly so they can see what we would do with teachers (probably wont have time to do it and I bet they would find it hard) Key point The idea of this activity is to get them to think about how key knowledge can be developed through the acting like a scientist…predicting, hypothesising and explainingIf running short of time talk them through this activity very quickly so they can see what we would do with teachers (probably wont have time to do it and I bet they would find it hard) Key point The idea of this activity is to get them to think about how key knowledge can be developed through the acting like a scientist…predicting, hypothesising and explaining

16. So what do they look like? We try not to show teachers the key ideas until they have had an opportunity to really think through what they are for. We don’t mind if teachers change and adapt them if they think it will help them help children explain, predict and hypothesise more…adding an idea simply because it is ‘important’ is not a good reason! Before giving booklets out thank John Stringer who through CLEAPSS has been an enormous help in proof reading and providing valuable challenge over the last 8 months…..also mention that they will soon be available on the CLEAPSS website. Give out booklets and ask to turn to the Heat and light….might want to compare our progression with theirs….again not too worried if theirs is different, if teachers have thought through and rationalised a progression that they think will help children predict etc…fine, chances are lessons will be better.We try not to show teachers the key ideas until they have had an opportunity to really think through what they are for. We don’t mind if teachers change and adapt them if they think it will help them help children explain, predict and hypothesise more…adding an idea simply because it is ‘important’ is not a good reason! Before giving booklets out thank John Stringer who through CLEAPSS has been an enormous help in proof reading and providing valuable challenge over the last 8 months…..also mention that they will soon be available on the CLEAPSS website. Give out booklets and ask to turn to the Heat and light….might want to compare our progression with theirs….again not too worried if theirs is different, if teachers have thought through and rationalised a progression that they think will help children predict etc…fine, chances are lessons will be better.

17. Explain briefly the purpose of the colour in grouping related ideas together, the grey transitions Why no shadows?...so the doc is sufficiently concise to encourage questions like… ‘why shouldn’t I be teaching this and that that I normally do, that the children enjoy?’ This doc encourages Teachers to think about the underpinning ideas of what we teach and how we might get children using them to explain or predict about these familiar lessons. Let them have a browse through and then open up for any questions and commentsExplain briefly the purpose of the colour in grouping related ideas together, the grey transitions Why no shadows?...so the doc is sufficiently concise to encourage questions like… ‘why shouldn’t I be teaching this and that that I normally do, that the children enjoy?’ This doc encourages Teachers to think about the underpinning ideas of what we teach and how we might get children using them to explain or predict about these familiar lessons. Let them have a browse through and then open up for any questions and comments