LO 1-3 States of Matter and Read Chapter 10 in: School-based Learning related aspects of Allen, M. (2014). Misconceptions in primary To be adapted to meet individual 4 science. (2nd ed.). Maidenhead, United development needs Properties and S1, S2, S3, S4, S5, Changes of Materials Kingdom: Open University Press. Identify where in the school this topic is S6 Identifying and being taught. Observe a sequence of addressing Make sure your own understanding of these lessons to see how the conceptual misconceptions. abstract concepts is secure. Make notes of key understanding of the properties of different Planning next points and further individual development needs states of matter is built up. Which steps. to follow up. misconceptions are elicited from children and how are they then addressed? Look at the work of three children and analyse which concepts they understand (partially or fully), which misconceptions they might have and what the next steps in learning would be for those children. If you are teaching this topic yourself, analyse same elements identified in your own teaching. LO 1-3 Properties and Read Chapter 11 in: School-based Learning Changes of Materials Allen, M. (2014). Misconceptions in primary To be adapted to meet individual 5 (including separating science. (2nd ed.). Maidenhead, United development needs S1, S2, S3, S4, S5, materials) Kingdom: Open University Press. S6 Identifying and Map out the whole conceptual progression addressing Make notes of key points and further individual of Materials topics across your school’s misconceptions. development needs to follow up. scheme of work for science to help you to Planning next identify the spiral nature of the curriculum steps. Map the progression of key conceptual ideas and where children in each year group are from the last two sessions across the primary likely to be in their conceptual phase. understanding. Compare this with the reality from your observations to highlight the need for differentiation in your teaching.
4 States of Matter and related aspects of Properties and Changes of Materials Identifying and addressing misconceptions. Planning next steps. Read Chapter 10 in: Allen, M. (2014). Misconceptions in primary science. (2nd ed.). Maidenhead, United Kingdom: Open University Press. Make sure your own understanding of these abstract concepts is secure. Make notes of key points and further individual development needs to follow up. School-based Learning To be adapted to meet individual development needs Identify where in the school this topic is being taught. Observe a sequence of lessons to see how the conceptual understanding of the properties of different states of matter is built up. Which misconceptions are elicited from children and how are they then addressed? Look at the work of three children and analyse which concepts they understand (partially or fully), which misconceptions they might have and what the next steps in learning would be for those children. If you are teaching this topic yourself, analyse same elements identified in your own teaching. LO 1-3 S1, S2, S3, S4, S5, S6 5 Properties and Changes of Materials (including separating materials) Identifying and addressing misconceptions. Planning next steps. Read Chapter 11 in: Allen, M. (2014). Misconceptions in primary science. (2nd ed.). Maidenhead, United Kingdom: Open University Press. Make notes of key points and further individual development needs to follow up. Map the progression of key conceptual ideas from the last two sessions across the primary phase. School-based Learning To be adapted to meet individual development needs Map out the whole conceptual progression of Materials topics across your school’s scheme of work for science to help you to identify the spiral nature of the curriculum and where children in each year group are likely to be in their conceptual understanding. Compare this with the reality from your observations to highlight the need for differentiation in your teaching. LO 1-3 S1, S2, S3, S4, S5, S6
PGCE_SBL_B_activities_curriculum_and_priority_areas_2016-17.docx