Something to keep in mind

1. Something to keep in mind Follow Your Curiosity I have no special talent. I am only passionately curious.

2. Perseverance is Priceless “It's not that I'm so smart; it's just that I stay with problems longer.”

3. Focus on the Present My father always says you cannot ride two horses at the same time. I like to say, you can do anything, but not everything. Learn to be present where you are; give your all to whatever you’re currently doing. Focused energy is power, and it’s the difference between success and failure. “Any man who can drive safely while kissing a pretty girl is simply not giving the kiss the attention it deserves.”

4. The Imagination is Powerful “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 dormantlie dormant. “Imagination is everything. It is the preview of life's coming attractions. Imagination is more important than knowledge.”

5. 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.

6. Create Value “Strive not to be a success, but rather to be of value. Labour to be valuable and success will chase you down”

7. Knowledge Comes From 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.” “Information is not knowledge. The only source of knowledge is experience.”

8. Live in the Moment “I never think of the future; it comes soon enough. The only way to properly address your future is to be as present as possible “in the present.”

9. Learn the Rules and Then Play Better “You have to learn the rules of the game. And then you have to play better than anyone else.”

10. A change of rules! An extract from a letter from Mr. Gove

17. Comparative language Superlative language

22. Wiltshire Primary Science Conference 2012Managing the new science curriculum rosemary.feasey@googlemail.com

23. Conference Aims • To introduce the draft primary science curriculum. • To consider the similarities and differences between the existing and the draft curriculum. • To consider key issues for teaching and learning of the new curriculum from Foundation to Year 6 • To identify areas for language development. • To engage in a range of practical science activities.

24. Our curriculum changes must provide the gifted teachers we have in our classrooms with both a sense of higher standards that we know they are driven to reach and the freedom to develop more innovative and effective approaches to teaching. Science….is more ambitious about what children can achieve…..focusing on acquisition of scientific knowledge and language with new content. The current system of levels should be removed and not replaced. I expect those aims to embody our sense of ambition, love of education for its own sake……appreciation of human creativity. It will be for each school to specify in its own way the year by year detail of its own curriculum in every subject. Letter from Michael Gove to Tim Oates 11.6.12

25. Read • The Purpose of Study. • Highlight key sentences, phrases or words. • What are your first impressions? • Are there any specific issues to be raised?

26. AGREE? DISAGREE? What does it all mean? Working scientifically …should not be taught as a separate strand. Through building up a body of the key foundational knowledge and concepts they should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. This foundational knowledge understanding should be consolidated through appreciation of specific applications in society and the economy. All pupils should be taught essential aspects of the knowledge, methods and uses of science.

27. Read The science for the year group that you teach. Highlight key sentences, phrases or words. What are your first impressions? What are the similarities and differences between the current curriculum and the new draft document? What are the implications for teaching and learning in your year group?

28. Schools should be given greater freedom over the curriculum…….and leave schools to design a wider school curriculum that best meets the needs of their pupils and to decide how to teach this most effectively. The Framework for the National Curriculum - A report by the Expert Panel for the National Curriculum review p.6

29. Out of the mouths of babes and ministers! The NC …reflects the importance of spoken language in pupils’ development – linguistically, cognitively and socially – across the whole curriculum. The quality and variety of language that pupils hear and speak are key factors in developing their scientific vocabulary and articulating concepts clearly and precisely. They must be assisted in making their thinking clear to themselves as well as others. …..using discussion to probe and remedy their misconceptions.

30. Wonder - Wonder about - Wonder whether Wonder – explore Find out what it does / what happens Wonder about observe, function, patterns, personal explanations Wonder whether re-explore, compare, apply http://www.icaseonline.net/sei/june2010/p4_ian.pdf

31. Personal Dispositions Personal dispositions are a Person’s inherent qualities of mind and character e.g. How do we value these in primary science? How do we develop children’s understanding that these are important qualities that we value? Curiosity Fascination Anticipation Engagement Perseverance

32. HUNTING CATERPILLARS How would you change this to suit your year group? How could you focus on: Collecting data Analysing evidence Conclusions using data / evidence. Children using evidence and foundational knowledge in explanations. Links to subject knowledge of insects. Royal Horticultural Society and Joy Parvin - National Science Learning Centre Where is the awe and wonder?

33. Science has many stories Inventions Discoveries Challenges Study the biographies of people who have made useful discoveries. Support this work by using science biographies. Should be aware of the requirements of the equal opportunities legislation that covers race, gender and disability.

34. Science is logical Because Happened Reason Next Affect Effect After Before Explanation Results Show Science is logical so children need to use the language of logic. • Cause • Effect • Reason

35. JUMPING POPCORN Rub the perspex with the duster. Place it over the popcorn. See what happens. Why do you think it happens? What else might work? Map out your ideas

36. FLOAT OR SINK? Put an unpeeled satsuma into the water. What happens? Peel the satsuma and put the peel and the satsuma into the water. What happens? Why do you think this happens?

37. STRAW IN A POTATO Hold a plastic drinking straw by it sides (without covering the hole at the top) and try quickly stabbing the potato, what happens? Repeat with a new straw but this time place your thumb over the top, covering the hole. Stiff plastic drinking straws A raw potato Why do you think this happens? Draw / write down your idea. Share it with others on your table As a group come up with an agreed explanation.

38. Knowledge, links and concepts How do we develop children’s ability to gather information and use it in a way that makes sense and uses and develops key concepts.