1. University of Winchester. PGCE Science1 Welcome to PGCE Primary Science

2. Welcome   Team   Rooms   Resources, inventory   LN   Reading pack   Portfolio  Harlen,W. & Qualter,A. (2009) The Teaching of Science in Primary Schools 5th Edition. Oxon: Routledge.  Course Reading book: Harlen,W. & Qualter,A. (2009) The Teaching of Science in Primary Schools 5th Edition. Oxon: Routledge.

3. University of Winchester. PGCE Science3 Science in the Early Years What sort of experiences foster early science learning?

4. University of Winchester. PGCE Science4 The Early Years Foundation Stage - areas of learning  personal, social and emotional development  language and literacy  mathematical development  knowledge and understanding of the world (KUW)  physical development  creative development http://nationalstrategies.standards.dcsf.gov.uk/earlyyears

5. University of Winchester. PGCE Science5 Early Years Foundation Stage (EYFS) Knowledge & Understanding of the World (KUW)  2.13 Children must be supported in developing the knowledge, skills and understanding that help them to make sense of the world.  Investigate objects and materials by using all of their senses as appropriate.  Find out about, and identify, some features of living things, objects and events they observe.  Look closely at similarities, differences, patterns and change.  Ask questions about why things happen and how things work.

6. University of Winchester. PGCE Science6 Primary Science  How do you perceive the scope of primary science?

7. University of Winchester. PGCE Science7 The National Curriculum - Science (DfES 1999) Browse and note structure of the document – Sc 1 Scientific Enquiry Sc2 Life Processes and Living Things Sc3 Materials and their Properties Sc 4 Physical Processes Note Breadth of Study

8. University of Winchester. PGCE Science8 Safety in Primary Science “Risk assessment is little more than common sense and prudent primary teachers do it informally as a matter of course” (Ellis 2001, p7)

9. University of Winchester. PGCE Science9 Safety in Science  Safety is the legal responsibility of the employer  Teachers have a duty of care towards the children  Most employers adopt County Guidelines and/or ‘Be Safe!’ (Ellis 2001)  Evidence of planning for safe practice is found in lesson plans, schemes and policies.

10. University of Winchester. PGCE Science10 Hazard and Risk  HAZARD - anything with the potential to cause harm  RISK – the likelihood of actual harm from any hazard  Risk Assessments attempt to avoid PREVENTABLE harm

11. University of Winchester. PGCE Science11 Teaching Safety  ASE suggest teachers are good at teaching SAFELY, not so good at teaching SAFETY, i.e. pupils learn the rules and implement them without real understanding  Safe practice is a theme in the NC Breadth of Study (BoS)

12. University of Winchester. PGCE Science12 CLEAPSS  CLEAPSS is an advisory service providing support in science and technology for a consortium of local authorities and their schools including establishments for pupils with special needs. http://www.cleapss.org.uk Note CLEAPSS guides

13. University of Winchester. PGCE Science13 Safety Workshop Directed task: Complete the safety workshop on the Learning Network.

14. University of Winchester. PGCE Science14 Collections: developing observation in primary science  Observe one item using the senses appropriately  Refine and develop your observation using magnification and /measurement  Explore fully the range of equipment provided; it is all at primary level (note digital microscopes)  Compare your item with another from your collection, listing similarities and differences  Use the differences as a basis for sorting the complete set

15. University of Winchester. PGCE Science15 Developing the skill of Observation  Scientific observation is fundamental to the processes of exploration and investigation  Observation is developmental. Teaching develops and refines the skill and this needs careful planning throughout the key stages  Children should be encouraged to use all their senses in observations, appropriately and safely.

16. University of Winchester. PGCE Science16 Developing the skill of Observation  As part of explorations children will –Make use of all the senses –Notice details –Identify similarities and differences –Sequence events –Use aids to observation –Classify using their own criteria –Record their observations in different ways

17. University of Winchester. PGCE Science17 Classification Keys … where the sequence and structure of identification steps is fixed by the author of the key. At each point in the key multiple options are offered, each option leading to the next choice. If the entire key consists of exactly two choices at each branching point, the key is called dichotomous. Examples: Woodlice key http://www.nhm.ac.uk/nature- online/life/other-invertebrates/walking-with- woodlice/identification.html http://www.nhm.ac.uk/nature- online/life/other-invertebrates/walking-with- woodlice/identification.htmlhttp://www.nhm.ac.uk/nature- online/life/other-invertebrates/walking-with- woodlice/identification.html Buzz Game http://www.rspb.org.uk/youth/play/buzz.asp

18. University of Winchester. PGCE Science18 Making Keys  Identify the links between sorting and classifying activities and classification techniques.  Use one collection to make a simple identification key. Note where the skills of observing, sorting and classifying come in the NC. What are the differences between KS 1 & 2?

19. University of Winchester. PGCE Science19 Raising questions for an investigation  Developing observation using your collection: –What would I like to find out about this? –Draw up a list of possible questions prompted by your collection. Can you sort your questions into different types? What are the most appropriate questions for children to investigate?

20. University of Winchester. PGCE Science20 Children’s questions Children need:  appropriate stimuli to encourage them to raise questions  time to formulate their own questions  an atmosphere conducive to asking questions  a teacher who acts as a role model in asking questions.  http://www.ase.org.uk/journals/primary-science/ sometimes puppets help http://www.ase.org.uk/journals/primary-science/

21. University of Winchester. PGCE Science21 Discovery Dog KS1  Context – Naughty Nora is a mischievous puppy who causes lots of problems. Discovery Dog is Naughty Nora’s uncle. He tries to sort out the problems that she causes, but he needs help from the children to do this. Each story ends with Discovery Dog’s dilemma, which leads to an investigation.  Resources – Investigation Packs: Story booklets, planning frames, CDs linked to key ideas in NC Science  Puppets - Naughty Nora is a small puppet, suitable for children’s hands. Discovery Dog is a larger puppet designed for teachers use.

22. University of Winchester. PGCE Science22 ‘Snail Snacks’ Discovery Dog poses the question ‘Which plants do snails like best?’ Suggest possible investigations Suggest questions you might ask to prompt enquiry. to prompt enquiry.

23. University of Winchester. PGCE Science23 Puppets Project Exploring the use of puppets to engage and motivate children in conversations which help in their science education. http://www.puppetsproject.com Keogh, B., Naylor, S., Downing, B., Maloney, J. and Simon, S. (2006) ‘Puppets bringing stories to life’, Primary Science Review 92 pp26-28

24. University of Winchester. Part- time PGCE Science 2010-2011 EB24 Student led Practical ‘Changing Materials’  Rusty nails/ items  Chocolate buttons/ ice  Balloons, narrow necked small bottles, bicarb and vinegar  Salt /sugar / spoons / beakers /water  glass mirrors / cans of liquid cold from the fridge  dough and bread  popcorn and popped corn  clay & pottery  Plaster of Paris as powder and as set *NOTE SAFETY  alcohol hand gel Talk about: What you notice before and after the change? Is this change - physical or chemical? - reversible or irreversible? Can you talk about how energy is involved? Note Sc1 skills of predicting and hypothesising

25. University of Winchester. PGCE Science25 Investigative work When pupils:  have to make their own decisions  use some investigational procedures e.g. observing, measuring Definition from AKSIS project in Sherrington, R (1998) ASE Guide to Primary Science Education. Hatfield:Association for Science Education.

26. University of Winchester. PGCE Science26 Directed tasks F ollow up this session  Read Oliver (2006) in the reading pack Be prepared to discuss the ideas in this chapter.  Read H&Q (2009) Ch1 and Ch 2 from the Primary Science in action section. Complete the  SAFETY WORKSHOP (LN)  Come ready to do your ‘Lesson’

27. University of Winchester. PGCE Science27 Directed tasks 2 Building subject knowledge – competence and confidence. ‘Materials’ - you have been allocated an area of background subject knowledge. Revise your understanding of this idea and be prepared to explain / demonstrate this concept to a small group of colleagues during next session. You will have 5 minutes and equipment will be provided though you may wish to bring additional resources from home. Complete a risk assessment for your activity. These can be found on the LN in the science section.