university of winchester. pgce science 1 pgce science managing enquiry

University of Winchester. PGCE SUniversity of Winchester. PGCE Science cience

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PGCE SciencePGCE Science

Managing EnquiryManaging Enquiry


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Follow-up Last sessionFollow-up Last session

Discuss Ward et al., and H&Q Ch.7 and Discuss Ward et al., and H&Q Ch.7 and Ch.10. What are your views about the Ch.10. What are your views about the development of enquiry/inquiry skills? development of enquiry/inquiry skills?

Make sure that you have completed your Make sure that you have completed your audits and printed off summary copies for audits and printed off summary copies for your portfolioyour portfolio

Use these to set targets for development. Use these to set targets for development. You may be able to do some of these on You may be able to do some of these on SE.SE.


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Preparation for todayPreparation for today

Prepare H&Q (2009) CPrepare H&Q (2009) Chh.11.11

University of Winchester. PGCE University of Winchester. PGCE Science Science 33


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Constructivist model Constructivist model Scott, P. (1987) Scott, P. (1987) A A Constructivist View Of Teaching And LearningConstructivist View Of Teaching And Learning. Leeds: . Leeds:

University Press.University Press.

OrientationOrientation

ElicitationElicitation

Restructuring, modification and extension of ideasRestructuring, modification and extension of ideas

Application of ideasApplication of ideas

Review and evaluation of ideasReview and evaluation of ideas


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Features of an effective science Features of an effective science lesson?lesson?


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School planning for a science lesson School planning for a science lesson

Lesson Planning Lesson Planning

Planning discussion sheetPlanning discussion sheet

discuss example/s.discuss example/s. Note University format and Note University format and

guidance in SE handbook.guidance in SE handbook.

http://uk.wrs.yahoo.com/_ylt=AnAscU6qc.RVefVrZshyWLhNBQx.;_ylu=X3oDMTBpZTByOGFiBHBvcwMyBHNlYwNzcgR2dGlkAw--/SIG=1gh5cd0v1/**http%3A//uk.images.search.yahoo.com/search/images/view%3Fback=http%253A%252F%252Fuk.images.search.yahoo.com%252Fsearch%252Fimages%253Fp%253Dmedium%252Bterm%252Bplan%2526ei%253DUTF-8%2526fr%253Dyfp-t-501%2526x%253Dwrt%26w=300%26h=168%26imgurl=www.scholastic.co.uk%252Fmagazines%252Fimages%252Flt-med-term-plan.gif%26rurl=http%253A%252F%252Fwww.scholastic.co.uk%252Fmagazines%252Flittime%252F4-way.htm%26size=7.1kB%26name=lt-med-term-plan.gif%26p=medium%2Bterm%2Bplan%26type=gif%26no=2%26tt=440%26oid=aa705fee59182d7e%26ei=UTF-8


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Headings from SE session plan pro-formaHeadings from SE session plan pro-forma DATE:DATE: TIME: TIME: DURATION: NC, NLS, NNS Refs:DURATION: NC, NLS, NNS Refs: TITLE/CURRICULUM FOCUSTITLE/CURRICULUM FOCUS:: STUDENT TARGET/S: STUDENT TARGET/S: LINKS TO PREVIOUS WORK:LINKS TO PREVIOUS WORK: LEARNING OBJECTIVES/INTENTIONSLEARNING OBJECTIVES/INTENTIONS: : SUCCESS CRITERIA:SUCCESS CRITERIA: ** MONITORING, ASSESSMENT, RECORDING: MONITORING, ASSESSMENT, RECORDING: ** POSSIBLE ERRORS AND MISCONCEPTIONS: POSSIBLE ERRORS AND MISCONCEPTIONS: ** RESOURCES: RESOURCES: ** ROLES OF OTHER ADULTSROLES OF OTHER ADULTS: *: * DIFFERENTIATIONDIFFERENTIATION: : ** KEY LANGUAGE: KEY LANGUAGE: ** *INDIVIDUAL NEED*INDIVIDUAL NEED

* SAFETY* SAFETY Lesson content/organisation and management of LearningLesson content/organisation and management of Learning


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Managing EnquiryManaging Enquiry

http://teachfind.com/teachers-tv/ks12-science-http://teachfind.com/teachers-tv/ks12-science-practically-sciencepractically-science

Sally Crowe, a primary AST leads a Year 4 class from Sally Crowe, a primary AST leads a Year 4 class from Latchmere Primary School, Kingston upon Thames in a Latchmere Primary School, Kingston upon Thames in a

science investigation.science investigation.


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Lunchbox scenarioLunchbox scenarioYear 1 class - science based lesson on food from plants.Year 1 class - science based lesson on food from plants.

Lesson A There were a range of activities planned but children’s Lesson A There were a range of activities planned but children’s responses and potential misconceptions had not been thought through. responses and potential misconceptions had not been thought through. The student’s own scientific subject knowledge was weak e.g. a picture The student’s own scientific subject knowledge was weak e.g. a picture of a chocolate bar and a mushroom was among items presented for of a chocolate bar and a mushroom was among items presented for children to discuss foods from plants. When a girl put her hand up to children to discuss foods from plants. When a girl put her hand up to say the chocolate bar came from plants the student’s response was say the chocolate bar came from plants the student’s response was that ‘there weren’t any chocolate trees’. that ‘there weren’t any chocolate trees’.

Lesson B This student had clearly thought through the potential issues Lesson B This student had clearly thought through the potential issues around the same topic area. She ended the lesson by unpacking her around the same topic area. She ended the lesson by unpacking her lunchbox and getting the class to identify which items came from plants lunchbox and getting the class to identify which items came from plants and this included a chocolate biscuit and a sandwich. This student had and this included a chocolate biscuit and a sandwich. This student had completed much more in depth preparation for her teaching and had completed much more in depth preparation for her teaching and had additional resources to show children the source of different food items additional resources to show children the source of different food items such as chocolate.such as chocolate.


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Sc1 Factors/ VariablesSc1 Factors/ Variables and Fair Testing and Fair Testing

… … occurs within the context of planning and occurs within the context of planning and carrying out investigations.carrying out investigations.

… … is set up to answer a question such as ‘What is set up to answer a question such as ‘What will happen if?’will happen if?’

6- 7 year olds can consider fairness 6- 7 year olds can consider fairness AFTERAFTER carrying out a test.carrying out a test.

Older pupils can consider fairness Older pupils can consider fairness BEFOREBEFORE doing doing a test.a test.

Fairness involves a discussion about Fairness involves a discussion about variables - variables - ffactorsactors in an investigation that can be changed or in an investigation that can be changed or kept the same.kept the same.


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Why do I need to know about Why do I need to know about variables?variables?

So you can:-So you can:- Help children succeed with their Help children succeed with their

investigationsinvestigations Manage investigations in classManage investigations in class Understand the progression in Sc 1Understand the progression in Sc 1 Assess children’s attainment in Sc 1Assess children’s attainment in Sc 1


1212Core 1 Science Session 3 KP 12

Types of variableTypes of variable

Variables that can be changed or manipulatedVariables that can be changed or manipulated

Independent variablesIndependent variables Variables that are to be measured or observed Variables that are to be measured or observed

Dependent variablesDependent variables Variables to be kept the same in order for the test Variables to be kept the same in order for the test

to be fairto be fair

Controlled variablesControlled variables


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‘‘Spellbound Science’ – Spellbound Science’ – starting points for enquirystarting points for enquiry

‘‘Food in the Fridge’Food in the Fridge’What might you investigate? What might you investigate?

S Naylor & B Keogh (2007) S Naylor & B Keogh (2007) Millgate House PublishersMillgate House Publishers

Managing Enquiry: Managing Enquiry: Planning & Reporting BoardsPlanning & Reporting Boards


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Science - Science - Thinking Skills and Key SkillsThinking Skills and Key Skills

See National Curriculum See National Curriculum pp.20-22pp.20-22Consider science learning Consider science learning in the context of Thinking in the context of Thinking and Key skills.and Key skills.

Thinking SkillsThinking Skills– Information processingInformation processing– ReasoningReasoning– EnquiryEnquiry– CreativityCreativity– EvaluationEvaluation

Key SkillsKey Skills– CommunicationCommunication– Application of numberApplication of number– Information TechnologyInformation Technology– Working with othersWorking with others– Improving own learning Improving own learning

performanceperformance– Problem solvingProblem solving


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CASE - CASE - Cognitive Acceleration through Cognitive Acceleration through Science EducationScience Education

Key Stage 3 –Key Stage 3 – 1984-87 1984-87 very well established in schoolsvery well established in schools

Key Stage 1Key Stage 1 - [email protected]&F - [email protected]&F 1998 1998 (Let’s Think!, nferNelson)(Let’s Think!, nferNelson)

Key Stage 2Key Stage 2 – 2000 – 2000 (Let’s Think through Science!, (Let’s Think through Science!,

nferNelson)nferNelson)


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Let’s Think through Science! (2000) Let’s Think through Science! (2000)

AIM:AIM: To help pupils to develop the ability to think in To help pupils to develop the ability to think in the context of science through a discussion based the context of science through a discussion based approach.approach.

Theoretical underpinning:Theoretical underpinning: COGNITIVE CONFLICTCOGNITIVE CONFLICT - (Piaget) - provide - (Piaget) - provide

appropriate challengeappropriate challenge SOCIAL CONSTRUCTIONSOCIAL CONSTRUCTION - (Vygotsky) - - (Vygotsky) -

encourage collaborative problem solvingencourage collaborative problem solving METACOGNITION METACOGNITION - help pupils reflect- help pupils reflect

on their progress in solving a problem.on their progress in solving a problem.


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The Potato ChallengeThe Potato Challenge

Concrete preparationConcrete preparation

Get into groups of 5Get into groups of 5

Take a good look at all the equipment in front of Take a good look at all the equipment in front of you. Talk in your groups about what you think you you. Talk in your groups about what you think you are going to do today. Consider health and safety are going to do today. Consider health and safety aspects. Feedback to everyone after 2 mins.aspects. Feedback to everyone after 2 mins.

http://uk.wrs.yahoo.com/_ylt=A0WTf2o9gd9K30gB2TtNBQx.;_ylu=X3oDMTBpdnJhMHUzBHBvcwMxBHNlYwNzcgR2dGlkAw--/SIG=1jemfou3n/EXP=1256247997/**http%3A//uk.images.search.yahoo.com/images/view%3Fback=http%253A%252F%252Fuk.images.search.yahoo.com%252Fsearch%252Fimages%253Fp%253Dpotatoes%2526ei%253DUTF-8%2526rd%253Dr1%2526fr%253Dyfp-t-702%26w=226%26h=170%26imgurl=newsimg.bbc.co.uk%252Fmedia%252Fimages%252F45711000%252Fjpg%252F_45711764__963608_newpot300-1.jpg%26rurl=http%253A%252F%252Fnews.bbc.co.uk%252Fgo%252Frss%252F-%252F1%252Fhi%252Fscotland%252Fedinburgh_and_east%252F8023376.stm%26size=11k%26name=BBC%2BNEWS%2B%257C%2BScotl...%26p=potatoes%26oid=adf599f4c71ba0da%26fr2=%26no=1%26tt=845859%26sigr=12b9s6tqt%26sigi=12dcvc8i7%26sigb=12md57ii7


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The Potato ChallengeThe Potato Challenge

Cognitive conflict and social constructionCognitive conflict and social constructionWork as a collaborative group. Sort out rules Work as a collaborative group. Sort out rules which allow all the group to contribute and listen to which allow all the group to contribute and listen to each other’s views. Appoint one person to scribe each other’s views. Appoint one person to scribe the discussions for reference.the discussions for reference.

Without using the equipment decide and pick up Without using the equipment decide and pick up which potato is the heaviest. Record what you did. which potato is the heaviest. Record what you did. What did you need to know to find out? What What did you need to know to find out? What questions were asked?questions were asked?



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The Potato challengeThe Potato challenge

Cognitive conflict and social constructionCognitive conflict and social construction..

Use all the equipment to find out which of the Use all the equipment to find out which of the potatoes is heaviest. Record what you did. potatoes is heaviest. Record what you did.

How can you be sure you are right?How can you be sure you are right? What could you measure? What could you measure? What are you looking for?What are you looking for? Are you still working together collaboratively?Are you still working together collaboratively?



2020


Cognitive conflict and social construction Cognitive conflict and social construction Collect a ruler and one 100g weight.Collect a ruler and one 100g weight.In your groups use these new pieces of equipment to In your groups use these new pieces of equipment to

find out which potatoes are heavier than 100g.find out which potatoes are heavier than 100g.

Reflect: What did you do? What did you find out? Reflect: What did you do? What did you find out? Can you find alternative ways of finding this out?Can you find alternative ways of finding this out?

What do you think the band length will be if you had What do you think the band length will be if you had 200g on the end? Test your theory. Try 300g. Can 200g on the end? Test your theory. Try 300g. Can you find a pattern? Where did you use the idea of you find a pattern? Where did you use the idea of bridging’?bridging’?



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Metacognition -Metacognition - a good time for reflection a good time for reflection Think back to how you found the heaviest potato Think back to how you found the heaviest potato at the beginning. How did the equipment help to at the beginning. How did the equipment help to refine your investigation. What were the refine your investigation. What were the rulers/weights for? How good/not so good were rulers/weights for? How good/not so good were the methods you used? Can each member of the the methods you used? Can each member of the group identify when someone in the group helped group identify when someone in the group helped to move their thinking on? to move their thinking on?

Could you see this working in the classroom?Could you see this working in the classroom?



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The Potato challenge was taken fromThe Potato challenge was taken from

Continuing Professional Development UnitContinuing Professional Development Unit

http://www.azteachscience.co.uk/resources/http://www.azteachscience.co.uk/resources/cpd/lets-think-through-science.aspxcpd/lets-think-through-science.aspx

‘‘Let's Think Through Science’Let's Think Through Science’


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The TASC approachThe TASC approachThinking Actively in a Social ContextThinking Actively in a Social Context Develop skills of research, investigation and Develop skills of research, investigation and

problem-solving that can be used across the problem-solving that can be used across the curriculum and across age groupscurriculum and across age groups

Develop a positive sense of self as an active learner Develop a positive sense of self as an active learner Develop skills of self-assessment Develop skills of self-assessment In science suggested activities include: field trips, In science suggested activities include: field trips,

collections, topics, nature walks, keeping a wild collections, topics, nature walks, keeping a wild area, Sc1, making/visiting exhibitions, recording area, Sc1, making/visiting exhibitions, recording using photographs/videos/sketches/displays/ICTusing photographs/videos/sketches/displays/ICT

http://www.nace.co.uk/oldsite/tasc/tasc_home.htmhttp://www.nace.co.uk/oldsite/tasc/tasc_home.htm


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The TASC approachThe TASC approachQuestioningQuestioning GATHER AND ORGANIZE - assess prior learning, GATHER AND ORGANIZE - assess prior learning,

generate ideasgenerate ideas IDENTIFY - have clear objectives and assessment criteriaIDENTIFY - have clear objectives and assessment criteria DECIDE AND IMPLEMENT – focus on task and find DECIDE AND IMPLEMENT – focus on task and find

solutionssolutions EVALUATE - discuss examples that demonstrate the EVALUATE - discuss examples that demonstrate the

criteriacriteria LEARN FROM EXPERIENCE – reflectionLEARN FROM EXPERIENCE – reflection

Wallace, B. (ed.) (2001) Wallace, B. (ed.) (2001) Teaching Thinking Skills acrossTeaching Thinking Skills across the Primary Curriculumthe Primary Curriculum, London, Fulton., London, Fulton.

At each stage of the TASC problem solving wheel At each stage of the TASC problem solving wheel CHILDREN’S QUESTIONSCHILDREN’S QUESTIONS are integral tools. are integral tools.

TEACHERS’ QUESTIONSTEACHERS’ QUESTIONS are a model for the children. are a model for the children.


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Using the TASC wheelUsing the TASC wheelUsing your Potato knowledge and practical resources use Using your Potato knowledge and practical resources use the TASC wheel to answer the following problem:the TASC wheel to answer the following problem:

Several Y2 groups have grown potatoes in their school Several Y2 groups have grown potatoes in their school allotment. The school canteen said they would love to try allotment. The school canteen said they would love to try them out in their luxury cottage pie but they wanted no them out in their luxury cottage pie but they wanted no more than 500g of potatoes from each group. more than 500g of potatoes from each group.

Unfortunately the weighing machines have broken so the Unfortunately the weighing machines have broken so the chef suggested using a plastic bag, an elastic band, a ruler, chef suggested using a plastic bag, an elastic band, a ruler, and one 100g weight to help the children get as close to and one 100g weight to help the children get as close to 500g as possible. 500g as possible.

The chef will only choose to take potatoes if the group The chef will only choose to take potatoes if the group presents their evidence in a convincing and interesting way presents their evidence in a convincing and interesting way showing how they arrived at 500g.showing how they arrived at 500g.


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TASC Practical FeedbackTASC Practical Feedback

Discuss Discuss How / when / in what circumstances might you How / when / in what circumstances might you

adopt this approach? Give your reasons.adopt this approach? Give your reasons. If not, why not? How might you adapt the format?If not, why not? How might you adapt the format? What are the implications for What are the implications for your your role?role?


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CASE STUDY ‘The Thinking Wheel’ CASE STUDY ‘The Thinking Wheel’ – Jones and Mew– Jones and Mew

AZSTT and University of Winchester (2005)AZSTT and University of Winchester (2005)

Research focus - Research focus - ‘‘How can we use the Thinking Wheel to support How can we use the Thinking Wheel to support the development of children’s skills in scientific the development of children’s skills in scientific enquiry and language and thinking skills?’ enquiry and language and thinking skills?’

Each section of the wheel represents a type of Each section of the wheel represents a type of cognitive activity such as those used by Bloom cognitive activity such as those used by Bloom (1956).(1956).


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The Thinking Wheel – Jones and Mew(2005)The Thinking Wheel – Jones and Mew(2005)


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The Thinking Wheel – Jones and Mew(2005)The Thinking Wheel – Jones and Mew(2005)

““We found using the thinking wheel a useful We found using the thinking wheel a useful device for task design. It focused our device for task design. It focused our attention on the structure of the lesson, attention on the structure of the lesson, types of questions we needed to ask, and types of questions we needed to ask, and the challenge we needed to pose to the the challenge we needed to pose to the children. It also helped with the pace of the children. It also helped with the pace of the lessons” (Jones and Mew 2005).lessons” (Jones and Mew 2005).


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Drake (2007)Drake (2007) ‘Linking Thinking Ducks’ - EY ‘Linking Thinking Ducks’ - EY


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The Thinking Frames ApproachThe Thinking Frames Approachhttp://www.azteachscience.co.uk/resources/cpd/the-thinking-frames-http://www.azteachscience.co.uk/resources/cpd/the-thinking-frames-

approach.aspxapproach.aspx


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‘‘Think sheets’Think sheets’

Think Slowly,Think Slowly,

break it downbreak it down

Think Flexibly, what do I know?Think Flexibly, what do I know?

This is like…This is like…

Brainstorm Ideas – what could I Brainstorm Ideas – what could I do?do?

Other people’s point of view - Other people’s point of view - what is someone else doing?what is someone else doing?

What I What I will will dodo


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SE tasksSE tasks1. Gather what information you can about the school’s resources 1. Gather what information you can about the school’s resources for teaching science: equipment and materials, published for teaching science: equipment and materials, published schemes, books for teachers and children. schemes, books for teachers and children. Look at and make notes on the school science policy. What Look at and make notes on the school science policy. What does this information tell you about the way in which the school does this information tell you about the way in which the school teaches science and how the children are expected to learn?teaches science and how the children are expected to learn?

2. Gather information about the ways in which the teacher plans 2. Gather information about the ways in which the teacher plans for children’s learning in science. You may be able to collect:for children’s learning in science. You may be able to collect:

planning for a term/half term, lesson plans, any ways in which planning for a term/half term, lesson plans, any ways in which science is delivered through other subjects e.g in English or science is delivered through other subjects e.g in English or mathematics.mathematics.

4. Look at the school’s science medium term plans and identify 4. Look at the school’s science medium term plans and identify the progression from one activity to another. Look for the progression from one activity to another. Look for progression in knowledge and in skills. This will be referred to in progression in knowledge and in skills. This will be referred to in sessions.sessions.


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SE tasksSE tasks

You may also be able to:You may also be able to:Plan, conduct and evaluate a scientific activity with a small Plan, conduct and evaluate a scientific activity with a small group of children. group of children. Try to find out what they already know before you do the Try to find out what they already know before you do the activity by questioning or using a technique such as activity by questioning or using a technique such as concept mapping. concept mapping. How will you plan for the children to develop investigative How will you plan for the children to develop investigative skills? Which particular skills will this activity allow them to skills? Which particular skills will this activity allow them to develop?develop?How will the practical work allow them to develop those How will the practical work allow them to develop those skills?skills?How will you know that they have developed those skills?How will you know that they have developed those skills?


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Core 1 AssignmentCore 1 Assignment Science option – see handbook Science option – see handbook

The science assignment will draw on your The science assignment will draw on your participation in the science component of your participation in the science component of your course, and your reading and directed tasks within course, and your reading and directed tasks within the field of science education. It will also be the field of science education. It will also be informed by your school experience; both your informed by your school experience; both your teaching and/or observations of more experienced teaching and/or observations of more experienced colleagues in school. In addition, your reflective colleagues in school. In addition, your reflective journal will be a useful source of evidence.journal will be a useful source of evidence.

Title: How teachers might use misconceptions Title: How teachers might use misconceptions to support children’s learning in science.to support children’s learning in science.


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Part A: A critical discussionPart A: A critical discussion ( (2000 words - 2000 words - please do not exceed please do not exceed the word count.)the word count.)All children hold naïve ideas in science which go beyond the All children hold naïve ideas in science which go beyond the learning of information to include beliefs which do not match learning of information to include beliefs which do not match accepted understanding of scientific theories (Oliver, 2006: 186). accepted understanding of scientific theories (Oliver, 2006: 186). As children learn science the sense they make of what they are As children learn science the sense they make of what they are presented with can differ from what we expect. Learners have presented with can differ from what we expect. Learners have alternative frameworks or misconceptions. The challenges that alternative frameworks or misconceptions. The challenges that teachers face include: how to find out what children know; why they teachers face include: how to find out what children know; why they think like this; how to address these issues, so that children feel that think like this; how to address these issues, so that children feel that their ideas are valued; how to keep children motivated to move their their ideas are valued; how to keep children motivated to move their ideas on. In your discussion consider: ideas on. In your discussion consider:

at least two examples to illustrate, explore and analyse possible at least two examples to illustrate, explore and analyse possible misconceptionsmisconceptions

suggest why children might have such misconceptions.suggest why children might have such misconceptions. discuss how you might address these and help children to build and discuss how you might address these and help children to build and

develop their ideas. What questions would you ask and why? What develop their ideas. What questions would you ask and why? What activities/resources would you use to support learning? activities/resources would you use to support learning?

support your work with appropriate theoretical references. support your work with appropriate theoretical references. refer to the EYFS / NC to contextualise the progression in children’s refer to the EYFS / NC to contextualise the progression in children’s

learning of science.learning of science.


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Part B: (2000 wordsPart B: (2000 words - please do not exceed the word - please do not exceed the word count.)count.)Following on from Part A and your School Experience: Following on from Part A and your School Experience: review and reflect critically on how your approach to review and reflect critically on how your approach to teaching science has changed since the beginning of the teaching science has changed since the beginning of the course. In what ways has your teaching of science course. In what ways has your teaching of science developed? Use examples from your own experiences of developed? Use examples from your own experiences of observing or teaching science in the primary school/ early observing or teaching science in the primary school/ early years setting to reflect on your approach to teaching years setting to reflect on your approach to teaching science, making appropriate links to support your science, making appropriate links to support your discussion in Part A of this assignment.discussion in Part A of this assignment.

Oliver, A. (2006) Oliver, A. (2006) Creative Teaching: Science in the Early Years and Creative Teaching: Science in the Early Years and Primary ClassroomPrimary Classroom London: Fulton London: Fulton


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Directed TasksDirected Tasks

Follow up this sessionFollow up this session: Read H& Q (2009) Ch.13 and : Read H& Q (2009) Ch.13 and Ch.19. Reflect on how you might develop effective planning Ch.19. Reflect on how you might develop effective planning for science investigations. for science investigations.

READING PACK:READING PACK: Harlen (2009) ‘Science and Good Science Teaching’. Harlen (2009) ‘Science and Good Science Teaching’.

Review your understanding of science enquiry. How will Review your understanding of science enquiry. How will YOU ensure that ‘plenty of action’ is the basis for YOU ensure that ‘plenty of action’ is the basis for developing understanding?developing understanding?

Preparation for next weekPreparation for next week: Traianou (2007). Reflect on the : Traianou (2007). Reflect on the relationship between your subject skills and knowledge in relationship between your subject skills and knowledge in science and your future approach to teaching science in science and your future approach to teaching science in the primary classroom. the primary classroom.

Remember to complete all audits.Remember to complete all audits.

university of winchester. pgce science 1 pgce science managing enquiry

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