development plan for further the areas and note practical study. considerations you would need to make when taking Compile a glossary of key groups of children outside terminology associated with to work in these areas. the topic, note Explore the school’s risk misconceptions to be aware of assessment policies and when planning and key procedures. Would a risk processes that you need to be assessment be necessary to secure in your understanding take children outside to of. work in the school grounds? If so, try to write one in conjunction with your mentor to cover an activity you might conduct with your class. Bringing living things into the classroom: repeat the previous activity with a focus on considerations involved when bringing living things into the classroom. What are your legal responsibilities if you do this? Enquire to see if this is happening anywhere in the school (e.g. rearing chicks, butterfly farm, bringing in pets etc.) and what measures the class teacher had to take in order to this. LOs 1-3 9 Animals, Including Humans and This topic provides numerous Explore the school’s PSHE related aspects of Living Things opportunities to learn through policy and scheme of work S2b,d;S3a; S4b,e and their Habitats discussion particularly in to identify areas of overlap relation to the impact of diet, in this topic. How can the exercise, drugs and lifestyle on two areas work in a the way the body functions. mutually beneficial way? Follow the link on Moodle to Discuss with the relevant the learning unit on staff. Discussions in Primary Science and work through it. Consider Plan a lesson on this topic how you might create a talking (and preferably teach it to a lesson around one of these relevant year group) in themes. which you embed high quality talk and dialogue. Discuss with your mentor how dialogic skills are taught and applied in science lessons such as this. Continue self-study of any areas that you are unsure of. 10 Forces Follow the link on Moodle to From the school’s scheme of LOs 1-3 the learning units on Concept work, identify where Forces S2b,d;S3a,b; Mapping. Consider how you are being taught and S4b,e
development plan for further study. Compile a glossary of key terminology associated with the topic, note misconceptions to be aware of when planning and key processes that you need to be secure in your understanding of. the areas and note practical considerations you would need to make when taking groups of children outside to work in these areas. Explore the school’s risk assessment policies and procedures. Would a risk assessment be necessary to take children outside to work in the school grounds? If so, try to write one in conjunction with your mentor to cover an activity you might conduct with your class. Bringing living things into the classroom: repeat the previous activity with a focus on considerations involved when bringing living things into the classroom. What are your legal responsibilities if you do this? Enquire to see if this is happening anywhere in the school (e.g. rearing chicks, butterfly farm, bringing in pets etc.) and what measures the class teacher had to take in order to this. 9 Animals, Including Humans and related aspects of Living Things and their Habitats This topic provides numerous opportunities to learn through discussion particularly in relation to the impact of diet, exercise, drugs and lifestyle on the way the body functions. Follow the link on Moodle to the learning unit on Discussions in Primary Science and work through it. Consider how you might create a talking lesson around one of these themes. Explore the school’s PSHE policy and scheme of work to identify areas of overlap in this topic. How can the two areas work in a mutually beneficial way? Discuss with the relevant staff. Plan a lesson on this topic (and preferably teach it to a relevant year group) in which you embed high quality talk and dialogue. Discuss with your mentor how dialogic skills are taught and applied in science lessons such as this. Continue self-study of any areas that you are unsure of. LOs 1-3 S2b,d;S3a; S4b,e 10 Forces Follow the link on Moodle to the learning units on Concept Mapping. Consider how you From the school’s scheme of work, identify where Forces are being taught and LOs 1-3 S2b,d;S3a,b; S4b,e
pgce_tasks_sbl__2014-15_final.docx