Introduction to Primary Science APP

What do the AFs look like? AF1 – Thinking Scientifically AF2- Understanding the applications & implications of science AF3- Communicating & collaborating in science AF4- Using investigative approaches AF5- Working critically with evidence There is an equal weighting between the AFs.

What do the AFs look like? Use the assessment guidelines to: -Develop 4 key statements to describe each AF -Consider the progression between the levels

AF1 Thinking Scientifically Weighing up the evidence Finding an explanation Developing scientific ideas Science ideas must be based on evidence Reproduced by kind permission of Ron Bibby

AF 1 Using thinking skills Odd one out PMI CAP Thinking Pictures Concept cartoons Questioning

AF2 Understanding the applications and implications of science Using science to help people The benefits and draw backs of science The effect of science on people The role of a scientist Reproduced by kind permission of Ron Bibby

AF2 e.g.People in Science Identify evidence and creative thinking that have contributed to the development of scientific ideas. Link applications of science or technology to their underpinning scientific ideas. Identify aspects of science used within particular jobs or roles. Identify aspects of our lives, or of the work that people do, which are based on scientific ideas. TASK Who are the people who work in science that we would want to introduce children to across the primary years?

Primary upd8 Primary upd8 activities

AF3 Communicating and collaborating in science Presenting the findings of investigations Collaborating and sharing results and ideas across the world Using scientific language Explaining different ideas Reproduced by kind permission of Ron Bibby

APP AF3 Communication and Collaboration Adverts Banners / headlines Cartoons Diaries Displays Role play Physical enactment Flow charts T.V. interviews Formal reports Models PowerPoint presentations Sequenced sentences / pictures Instructions Graphs Instructions Leaflets Fax Text message Letters Newspaper articles Poetry Posters Puppets Rap songs Tables Diagrams Make strong links with approaches to writing in literacy. Don’t forget speaking and listening – ICT Evidence can be – written, oral, observation, recorded, photographs – whatever is appropriate to your school setting and children.

AF4 Using investigative approaches Planning an investigatio n Collecting experimental data Constructing a fair test Working safely Reproduced by kind permission of Ron Bibby

AF4 Different types of scientific enquiries Planning investigations: Use of Discovery Dog (KS1), Sticky label planning boards (KS3), KS3 planning grid Sorting and grouping- deciding on own criteria Use of creative contexts Observational activities

AF5 Working critically with evidence Evaluating Thinking about errors and odd results Looking for patterns in results Drawing conclusion s Reproduced by kind permission of Ron Bibby

AF5 Using evidence Science enquiry games e.g. table talk Using data collected during investigation – links with ICT Patterns in data Story of the graph Explanations –guided writing opportunities, peer / self assessment

Feedback from the pilot schools The Benefits Teachers feel that APP allows them to make more secure level judgments compared to testing Teachers feel they have improved their observing & questioning skills & know their pupils better APP encourages teachers to plan with more flexibility in an investigative & practical way allowing pupils to make choices APP provides a more diagnostic approach to planning Teachers feel more able to recognise learning in other areas of the curriculum Teachers are encouraged to link science to the real world & the direct impact of science on the child’s life.

Feedback from the pilot schools The challenges Gathering evidence & what counts as evidence needs to be developed over time Convincing others e.g. parents, that different kinds of evidence other than written evidence are valid & can actually give a clearer picture Some activities lend themselves for certain AFs, others need further thinking The language of higher level assessment guidelines may be difficult for teachers less confident with science.