Something to keep in mind

Follow Your CuriosityI have no special talent. I am only passionately

curious.

Perseverance is Priceless

“It's not that I'm so smart; it's just that I stay with problems

longer.”

Focus on the Present

“Any man who can drive safely while kissing a pretty girl is simply not giving the

kiss the attention it deserves.”

My father always says you cannot ride two horses at the same time. I like to say, you can do anything, but not everything. Learn to be

present where you are; give your all to whatever you’re currently doing.

Focused energy is power, and it’s the difference between success and failure.

The Imagination is Powerful

“Imagination is everything. It is the preview of life's coming attractions. Imagination is more important than

knowledge.”

“The true sign of intelligence is not knowledge, but imagination.” Are you

exercising your “imagination muscles” daily, don’t let something as powerful as your

imagination lie dormant lie dormant.

Make Mistakes

Discover the power of making mistakes. I’ve said this before, and I’ll say it again, if you want to succeed, triple the amount

of mistakes that you make.

Create Value

“Strive not to be a success, but rather to be of value.

Labour to be valuable and success will chase you down”

Knowledge Comes From Experience

“Information is not knowledge. The only source of knowledge is

experience.”

You can discuss a task, but discussion will only give you a

philosophical understanding of it; you must experience the task first

hand to “know it.”

Live in the Moment

“I never think of the future; it comes soon enough.The only way to properly address your future is to be as present as possible “in the present.”

Learn the Rules and Then Play Better

“You have to learn the rules of the game. And then you have to play

better than anyone else.”

A change of rules!

An extract from a letter from Mr. Gove

Comparative language

Superlative language

Wiltshire Primary Science Conference 2012

Managing the new science curriculum

rosemary.feasey@googlemail.com

Conference Aims• To introduce the draft primary science

curriculum.• To consider the similarities and differences

between the existing and the draft curriculum.• To consider key issues for teaching and learning

of the new curriculum from Foundation to Year 6• To identify areas for language development.• To engage in a range of practical science

activities.

Science….is more ambitious about what children can achieve…..focusing on acquisition of scientific knowledge and language with new content.

It will be for each school to specify in its own way the year by year detail of its own curriculum in every subject.

The current system of levels should be removed and not replaced.

I expect those aims to embody our sense of ambition, love of education for its own sake……appreciation of human creativity.

Our curriculum changes must provide the gifted teachers we have in our classrooms with both a sense of higher standards that we know they are driven to reach and the freedom to develop more innovative and effective approaches to teaching.

Letter from Michael Gove to Tim Oates 11.6.12

Read The Purpose of Study.

1. Highlight key sentences, phrases or words.

2. What are your first impressions?

3. Are there any specific issues to be raised?

Working scientifically …should not be taught as a

separate strand.

All pupils should be taught essential aspects of the

knowledge, methods and uses

of science.

Through building up a body of the key

foundational knowledge and

concepts they should be encouraged to

recognise the power of rational

explanation and develop a sense of

excitement and curiosity about

natural phenomena.

This foundational knowledge

understanding should be consolidated

through appreciation of specific applications in

society and the economy.

AGREE? DISAGREE?

What does it all mean?

Read The science for the year group that you teach.

Highlight key sentences, phrases or words.

What are your first impressions?

What are the similarities and differences between the current curriculum and the new draft document?

What are the implications for teaching and learning in your year group?

Schools should be given greater freedom over thecurriculum…….and leave schools to design awider school curriculum that best meets the needsof their pupils and to decide how to teach this mosteffectively.

The Framework for the National Curriculum - A report by the Expert Panel for the National Curriculum review

p.6

The quality and variety of language that pupils hear and speak are key factors in developing their scientific vocabulary and articulating concepts clearly and precisely.

They must be assisted in making their thinking clear to

themselves as well as others. …..using

discussion to probe and remedy their misconceptions.

Out of the mouths of babes and ministers!

The NC …reflects the importance of spoken

language in pupils’ development –

linguistically, cognitively and socially – across the

whole curriculum.

Wonder - Wonder about - Wonder whether

Wonder – exploreFind out what itdoes / whathappens

Wonder about observe, function, patterns, personal explanations

Wonder whether re-explore, compare, apply

http://www.icaseonline.net/sei/june2010/p4_ian.pdf

• Curiosity• Fascination• Anticipation• Engagement• Perseverance

Personal dispositions are a Person’s inherent qualities of mind and character e.g.

Personal Dispositions

How do we value these in primary science?

How do we develop children’s understanding that these are important qualities that we value?

HUNTING CATERPILLARS

How would you change this to suit your year group?

How could you focus on:

Collecting data

Analysing evidence

Conclusions using data / evidence.

Children using evidence and foundational knowledge in explanations.

Links to subject knowledge of insects.

Royal Horticultural Society and Joy Parvin - National Science Learning Centre

Where is the awe and wonder?

Science has many stories

Inventions

Discoveries

Challenges

Study the biographies of people who have made useful discoveries.

Support this work by using science biographies.

Should be aware of the requirements of the equal opportunities legislation that covers race, gender and disability.

Science is logicalScience is logicalso children needto use the languageof logic.

• Cause• Effect • Reason

Because

Happened

Reason

Next

Affect

Effect

After

Before

Explanation

Results

Show

JUMPING POPCORNRub the perspex with the duster.Place it over the popcorn.See what happens.

Why do you think it happens?

What else might work?Map out your ideas

FLOAT OR SINK?Put an unpeeled satsuma into the water. What happens?

Peel the satsuma and put the peel and the satsuma into the water.What happens?Why do you think this happens?

STRAW IN A POTATO

Hold a plastic drinking straw by it sides (without covering the hole at the top) and try quickly stabbing the potato, what happens?

Repeat with a new straw but this time place your thumb over the top, covering the hole. 

Stiff plastic drinking strawsA raw potato

Why do you think this happens?

Draw / write down your idea.

Share it with others on your table

As a group come up with an agreed explanation.

Knowledge, links and concepts

How do we develop children’s ability to gather information and use it in a way that makes sense and uses and develops key concepts.