Transcript Key Ideas in primary science Hampshire LA [email protected] [email protected] What makes some ideas more important than others? • Ones that help make sense of the world •

Key Ideas in primary
science
Hampshire LA
[email protected]
[email protected]
What makes some ideas more
important than others?
• Ones that help make sense of the world
• Ones you can apply
• Not just facts you have to learn
• Ones that build upon other ideas
• They explain and link to everyday life
Primary Key Ideas
1. What they are for
2. What they might be
3. How we introduce them to schools
Our aim for science education
For children to get better at
science through doing science
and reflecting upon the process
in order to become better
Ofsted 2010 (Subject specific exemplification)
• …expect pupils to operate as scientists
using science skills, knowledge and
understanding to inform their work.
• ...through a good range of experiences that
require pupils to be active and to operate
as scientists whether through scientific
investigation and practical work, through
research…
What does ‘doing science’
mean?
Using scientific
ideas to predict,
make hypothesise
and explain
Testing ideas by
gathering evidence
and gathering
evidence in search
of patterns and new
ideas
Key ideas are:
• The ones that help us predict,
hypothesise or explain (during
this and the next few lessons)
• If one idea can be explained by
simpler key ideas then it is not
‘key’
Filtering
• Filtering works by a liquid passing through
holes so small they don’t let solids through
• Solids and liquids have observable
properties
Introducing Key Ideas to
Teachers
1. What do we mean by key ideas?
2. How do key ideas progress?
3. How might we use the key ideas in
lessons?
What do you think the
key ideas about skeletons
are for primary age
children?
• Support the body
• Work with muscles to allow
movement
• Protect the vital organs
How do key ideas
progress?
.
Key Ideas about Light
1. Organise yourself onto ‘chunks’ (2 be
KS1, 2 lower KS2 and 2 upper KS2)
2. Identify the ideas you think should be
taught in your ‘chunk’
3. Share your thoughts with your table
and see if your combined thoughts
make a sensible progression
How might we use the key
ideas in lessons?
1. Look at the progression of light key ideas
2. In your groups discuss what you could get
children to explain, hypothesis or predict
using these ideas (write these on post its)
3. Stick the post its on the relevant idea on the
wall
4. How does this list of activities compare with
what you already do?
So what do they look like?
.
.
Bet they think I’m
clever; I only need to
know that light
travels in straight
lines; darkness is the
absence of light and
opaque objects don’t
let light through.