1. Key Ideas in primary science Hampshire LA richard.aplin@hants.gov.uk frank.fearn@hants.gov.uk

2. What makes some ideas more important than others? Ones that help make sense of the worldOnes that help make sense of the world Ones you can applyOnes you can apply Not just facts you have to learnNot just facts you have to learn Ones that build upon other ideasOnes that build upon other ideas They explain and link to everyday lifeThey explain and link to everyday life

3. Primary Key Ideas 1.What they are for 2.What they might be 3.How we introduce them to schools

4. 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

5. Ofsted 2010 (Subject specific exemplification) …expect pupils to operate as scientists using science skills, knowledge and understanding to inform their work.…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…...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…

6. 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

7. Key ideas are: The ones that help us predict, hypothesise or explain (during this and the next few lessons)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’If one idea can be explained by simpler key ideas then it is not ‘key’

8. Filtering Filtering works by a liquid passing through holes so small they don’t let solids throughFiltering works by a liquid passing through holes so small they don’t let solids through Solids and liquids have observable propertiesSolids and liquids have observable properties

9. 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?

10. What do you think the key ideas about skeletons are for primary age children?

12. Support the bodySupport the body Work with muscles to allow movementWork with muscles to allow movement Protect the vital organsProtect the vital organs

13. How do key ideas progress?.

14. 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

15. 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?

16. So what do they look like?.

17. .

18. 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.