1. Communicating learning: Recording at KS1

2. 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’!!

3. 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

4. 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, , 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?

5. 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…

7. 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.

8. 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

9. 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.

13. 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

16. 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?