1. Developing writing through science at KS1 – SCIE0850 Venue Session 1 Session 2 Eastleigh03/11/201526/01/2016 Dave Whittle david.whittle@hants.gov.uk

2. Why are you here?

3. Some messages from our friends at Ofsted (From ‘Maintaining Curiosity’ – Nov 2013) Invariably, achievement was highest where pupils were involved in planning, carrying out and evaluating investigations that, in some part, they had suggested themselves. They learnt best when they could see how the science they were studying linked to real world experiences, revealed more about the ‘big ideas’ in science, and connected with and supported their learning of other subjects, including English and mathematics. Learning in this fashion engages and enthuses pupils, develops their natural curiosity, and motivates them to find out more.

4. Some messages from our friends at Ofsted (From ‘Maintaining Curiosity’ – Nov 2013) Explicit connections between science and literacy, when teachers made them, showed clear evidence of better science and literacy outcomes for pupils. Imaginative teaching allowed pupils to use their science work as a purpose for their reading and writing, in effect doubling the time available to teach both subjects. Given that the vast majority of primary teachers of science also teach English to the same pupils, they know how to improve reading, writing, speaking and listening alongside the science work itself. There were exceptions, however, where some pupils and teachers saw science as a ‘relief’ from English and as a subject where pupils ‘did not need to write much’.

5. What does ‘operating as a scientist’ mean? Asking questions and seeking to answer them through gathering and analysing evidence

6. What makes a good question? Authentic questions are those we … don’t know the answers to, BUT want to know the answers to.

7. Authentic questions o One which children care about and don’t know the answer o Keep referring back to the question – make sure the conclusion answers the question o Be clear if the question is a ‘what’ or a ‘why’ question Recording supports the science

8. What independent scientific application will they do to embed learning? Essential prior knowledge How check? How deal with the spread? How check? How deal with the spread? What new knowledge? How teach? How check?

11. Do bigger tyres produce more friction? BUT What is the precise scientific question?

12. Does increasing the surface area increase friction? You must 1.Gather evidence to try and answer this question. 2.Record your evidence 3.Draw a conclusion that is consistent with the evidence. Note on recording

13. ? Change Same Now not required in KS1 WS Some Y2 chn might start to add this Some Y2 chn might start to add this Measure

14. Does increasing the surface area increase friction? You must 1.Plan how you will tackle the question 2.Gather evidence to try and answer this question. (You might find it useful to draw some annotated pictures here to record your thinking) 3.Record your evidence 4.Draw and write a conclusion that is consistent with the evidence.

15. .. Does increasing the surface area increase friction?

16. Is there a relationship between surface area and friction? Forces (N) Surface area Gp 1Gp 2Gp 3Gp 4Gp 5Gp 6Gp 7 Small5000.332.8.75 4400.323.75 5600.333.5.75 High

17. ‘What’ and ‘why’ questions What conclusions: Statements of what has been found. Could be a pattern a comparison or an individual result.Statements of what has been found. Could be a pattern a comparison or an individual result. They explain how this is known from the dataThey explain how this is known from the data Why conclusions: All of the above and a hypothesis of why the observation might have happened or existsAll of the above and a hypothesis of why the observation might have happened or exists

18. Stages of the experiment 1.Define the question precisely 2.Know what to change, measure and keep the same 3.Record data effectively 4.Analyse the data to identify patterns 5.Write a conclusion

22. That Baron is scary! How can I attack him from far away?

24. Cloth Laces Tights

25. What exactly is the question?What exactly is the question? Is it a what or a why?Is it a what or a why?

26. What independent scientific application will they do to embed learning? Essential prior knowledge How check? How deal with the spread? How check? How deal with the spread? What new knowledge? How teach? How check? What must children know, and be able to do, to succeed?

27. What will they need to doWhat do they need to know and understand to be able to succeed Where here do you think the challenging learning is and why?

28. What is the challenging bit? How do we get there quickly?

29. To what extent does this piece of work meet the principles?

30. .. Penguins love to slide!

31. .

37. Homework Plan your science lessons using the ideas we have talked aboutPlan your science lessons using the ideas we have talked about Bring to the next session one lesson plan and a couple of samples of pupils work from a lesson planned according to the principles….warts and all!Bring to the next session one lesson plan and a couple of samples of pupils work from a lesson planned according to the principles….warts and all!