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Science C urriculum Evening March 6 th 2014

Science C urriculum Evening March 6 th 2014. Welcome to Bedgrove Infant School’s. O verview of the Evening:. Science in the Early Years Foundation stage (F1 and F2) KS1 (Years 1 and 2) Overview of the curriculum and recent changes Science skills Teaching S cience

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Science C urriculum Evening March 6 th 2014

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  1. Science Curriculum EveningMarch 6th 2014 Welcome to Bedgrove Infant School’s

  2. Overview of the Evening: • Science in the Early YearsFoundation stage (F1 and F2) • KS1 (Years 1 and 2) • Overview of the curriculum and recent changes • Science skills • Teaching Science • Time in Year Groups • Return to hall

  3. Science skills Foundation

  4. Changes to the KS1curriculum • New Primary Curriculum-September 2014 • Phased in depending on Year Group • SATS levels in 2014 and 2015 then change. • Levels for Science removed

  5. Which curriculum in KS1?

  6. Science-Investigation skills Planning • Answer and begin to ask questions (with support) • Begin to suggest ideas for investigations • Suggest what might happen (predicting) Obtaining and Presenting evidence: • Making observations-senses • Collect evidence/measurements • Communicate findings: • verbally-observationsand explanations • record-writing, drawing, graphs, ICT etc. Considering Evidence and Evaluating: • Use observations/evidence to try and explain what happened and why • Make simple comparisons and identify simple patterns

  7. Skills Levelling

  8. Skills Levelling

  9. Skills Levelling

  10. Communicating L1: Talk about what they see in everyday terms “the car is moving” L2: Begin to use simple scientific vocabulary “the car moved forward when I pushed it and backwards when I pulled it” L3: Describe in more detail their observations and use simple scientific vocabulary “the car moved faster to start with because I used more force and pushed it harder but it slowed down quickly because the ground was rough”

  11. How are these skills taught? Which scenario is better? Learning Intention-What is the difference between bread and toast?

  12. Active Learning: • Children exploring with different senses • Making observations • Children engaged/being curious • Generates discussion • Guidance from adult-asking questions not telling • Practical • Learning for themselves

  13. How are the skills taught/learnt? Many different scientific enquiries: • Observing changes over time: growing seeds • Noticing patterns: hand spans/cubes • Grouping and classifying: magnetic/non-magnetic • Simple tests: using simple equipment • Fair tests: which car travels the furthest?

  14. Within Lessons: • Maybe a part or whole investigation • Focus on one skill • Recording-depends on activity • Science skills applied in other areas • Skills across other curriculum areas • Literacy-S&L, finding facts (non-fiction) • Art-observational drawing. • Maths-measuring and recording/data handling • PE-uses senses to explore

  15. Progression of skills

  16. Year 2 Changing Materials

  17. Time in Year Groups • Foundation 1:Foundation 1 • Foundation 2: your child’s class • Year 1: go to 1F • Year 2: go to 2MH • Please return to hall at 8.15 pm.

  18. Further Information • Home Guides • PowerPoint on the School website • Science page on the School website • http://www.education.gov.uk/

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