LO 1-3 Read Chapters 4 and 5: School-based Learning ‘Working Ward, H., Roden, J., Hewlett, C. & Foreman, J. To be adapted to meet individual 3 Scientifically’ (2008) Teaching science in the primary development needs /Scientific Enquiry S1, S2, S3, S4, S5, Part 2 classroom: A practical guide. (2nd edn.) London, S6 United Kingdom: Sage. Observe and analyse how children are taught to construct and use a variety of Make notes to summarise the main points and tables and graphs. Assess the children’s check your understanding of the process of attainment in this specific area and enquiry and the associated skills that you will discuss with the teacher how they ensure need to give children opportunities to develop. In that children make progress in this key school, observe and analyse how specific skills of area. scientific enquiry are taught and how teachers What resources does the school have to ensure that children make progress in this aspect support graph-drawing skills in science of science. (e.g. scale selectors)? How are they used in practice? Try them out in your own Self-study of any subject matter knowledge teaching. development areas identified via the sessions. Return to the study units on Moodle re. Floor books and concept cartoons and apply to your teaching where appropriate.
3 ‘Working Scientifically’ /Scientific Enquiry Part 2 Read Chapters 4 and 5: Ward, H., Roden, J., Hewlett, C. & Foreman, J. (2008) Teaching science in the primary classroom: A practical guide. (2nd edn.) London, United Kingdom: Sage. Make notes to summarise the main points and check your understanding of the process of enquiry and the associated skills that you will need to give children opportunities to develop. In school, observe and analyse how specific skills of scientific enquiry are taught and how teachers ensure that children make progress in this aspect of science. Self-study of any subject matter knowledge development areas identified via the sessions. School-based Learning To be adapted to meet individual development needs Observe and analyse how children are taught to construct and use a variety of tables and graphs. Assess the children’s attainment in this specific area and discuss with the teacher how they ensure that children make progress in this key area. What resources does the school have to support graph-drawing skills in science (e.g. scale selectors)? How are they used in practice? Try them out in your own teaching. Return to the study units on Moodle re. Floor books and concept cartoons and apply to your teaching where appropriate. LO 1-3 S1, S2, S3, S4, S5, S6