Supporting Primary Science – 2014 curriculum

Outcomes

To provide a case study as to how GSA are supporting primary school scienceTo discuss implications and further support for primary schools as a result of the 2014 curriculum

Developing teaching in a primary school (Science)

Confidence for non-specialists

Changes to the curriculum

Specialist technology

Building relationships for transition

Robustness of KS2 data

Developing skilled and enthused Scientists(both teachers and pupils!)

• Bigger focus on the curriculum and planning• Building capability within coordinator/innovator

etc• Use of support staff• Changes to practical boxes to reflect needs• ……and then Transition?

Developing teaching in a primary school (Science)

….The Future

Supporting Primary Science – 2014 curriculum

Outcomes

To provide a case study as to how GSA are supporting primary school scienceTo discuss implications and further support for primary schools as a result of the 2014 curriculum

2014 CurriculumSummary of changes

• A focus on identifying and naming plants and animals at KS1 and KS2• Sound, Light and Forces have been removed from KS1 and moved to KS2• Seasonal changes is new at KS1• Fossil Formation is new at KS2• Human digestive system is new at KS2• Levers, pulleys and gears is new at KS2• Nutrient and water are transport within animals, including humans is

new at KS2.• A greater focus on classification of plants and animals• Evolution and inheritance is new at KS2• Micro-organisms has been removed from KS2, except in terms of

classification

Ideas

What is the robustness of the data from feeder primary schools?

What strategies are / can be used to ensure the robustness?

How are / can primary feeder schools be supported with new areas?

Strategies to support KS2 to 3 transition

Already do Ideas