Communicating learning: Recording at KS1

KS1 Science: Check list Children should Ask their own science questions Develop a variety of skills (with teacher help) Use different types of enquiry to gather evidence and answer their questions Communicate their learning in different ways WS is central. Asking and answering questions at the heart. Communication must be purposeful and support learning – not to prove ‘we’ve done science today’!!

Evidencing progress: Finding out about children’s learning LOOKING LISTENING FORMAL COMMUNICATION TEACHER QUESTIONING How?? Task: Think about how we find out about children’s learning in science in our classrooms. Do we use the four evidence opportunities listed? What’s the ratio between them? How might we begin to shift the balance? SLs: How does the balance shift across the school – FS, KS1, KS2? **much to learn in most schools from effective practice in FS 2 minutes plus feedback

Communicating learning Doing or demonstrating Talking or oral presentation Drama or dance Puppets or animation Hot-seating or interview Conscience corridor Drawings and photographs Multi-media presentation Poster or display Table or spreadsheet Graph, Venn or Carroll diagram Plan or map Flow chart Key or database Model or D&T product Game or Quiz (do or write one) Video or podcast Film or animation Writing : description, explanation, evaluation, prediction Labels and annotations Powerpoint presentation Poem, song or rap Letter, email, text message, tweet Newspaper/magazine article Comic strip or cartoon Advertisement (written or filmed) Diary entry or blog Leaflet Graphic organiser Floor book Card sort activity: Sometimes, Often, Never?

I wonder?? Are leaves always green? Question talk I wonder?? Are leaves always green? How many different greens can we find? What different colour leaves can we find? How are leaves the same and different? ‘Wonder wall’ featuring Umbrella questions…

Floor books and Science Teaching Brilliant teacher assessment strategy!! Minimal recording, communicating children's thinking within an investigation or learning sequence Motivates children to share questions, ideas and understandings Notes Look at each heading and consider any issues your school may have with science teaching. Then explore each heading in turn to see how Floorbooks can make a significant contribution to your teaching. Subject Leaders Notes Look at each heading and discuss any issues your school may have with science teaching. Then explore each heading in turn to see how Floorbooks can make a significant contribution to your teaching. Helps to develop Working Scientifically. Provides in depth insight into specific enquiry skills.

What happens to a raisin when we drop it into fizzy lemonade? What we did First we poured fizzy lemonade in the cup. We saw lots of bubbles We dropped in some raisins. Our observations The raisins were very bumpy Bubbles stuck to the raisins. Some raisins floated to the top. Bubbles burst and they sank back down. Our questions What would happen if we dropped in grapes? What would happen if we dropped in other things (dried peas, gravel, currants)? What would happen if we used another fizzy drink? Or still water? Sketches Photo Photo Photo Photo Float/sink table

Linked to Y2 topic on. plants, using a familiar. story as a starting Linked to Y2 topic on plants, using a familiar story as a starting point and including work done over a number of lessons by the children.

Changes over time: Our Tree Using our senses: what can we see, hear, feel and smell? Changes over time: Our Tree Use daisy daisy as an example for teachers to work through Season by season

Next steps Think about what we’ve talked about and done during this workshop. What will you do/try out immediately, back in class? What reminders would you send yourself about children’s communication in science? What messages do you need to pass on, to your colleagues or to your subject leader?