Teaching and Learning across Teaching and Learning across the core subjectsthe core subjects

Scientific LiteracyScientific Literacy

Learning intentions Learning intentions Review your understanding of scientific Review your understanding of scientific

literacy in the primary phaseliteracy in the primary phase Consider personalisation issuesConsider personalisation issues Identify social, moral, spiritual dimensions Identify social, moral, spiritual dimensions

(SMSC) in science(SMSC) in science Discuss potentially sensitive and Discuss potentially sensitive and

controversial issues in the context of controversial issues in the context of primary science and teacher strategiesprimary science and teacher strategies

Personalisation

Additional educational needs One in seven primary school pupils speak English as second language

Read more: http://www.dailymail.co.uk/news/article-1178363/One-seven-primary-school-pupils-speak-English-second-language.html#ixzz13vrPi8BJ

A survey in Reading, Berkshire, shows how schools are being put under mounting pressure by the rising levels of pupils who do not speak English as their first language. Schools in just one town are having to cope with pupils who speak 150 different languages, a survey has found. They range from the Ghanaian dialect of Akan, through the African language of Chichewa and the ancient Aztec tongue of Nahuatl to the Indian language of Telugu. This is as well as the more common foreign languages of Urdu, Punjabi and PolishRead more: http://www.dailymail.co.uk/news/article-1249303/The-town-150-languages-spoken.html#ixzz13vsDFMDl

Dyslexia-Prevalence: current estimates suggest that between 3 and 10% of the population have dyslexia (Snowing, M. (2000 2nd ed) Dyslexia. Oxford: Blackwell)

Directed Task: Edmonds (2002) says ”It is difficult to demonstrate

achievements in science without language capability” What do you think?

Conditions to help children learnThe child needs to be in a state of emotional

well-being and secureThe child needs a positive self-identity and

self-esteemThe curriculum must be social/interactional

and instructiveThe child needs to be cognitively engagedSiraj-Blatchford and Clarke (2000)

http://www.tes.co.uk/teaching-resource/Pushing-and-Pulling-6082840

Some Strategies to helpWorking from pupils’ ideasActivities that are engaging and which build on prior

learningAdjusting the level of scientific skills to the pupils’ abilitiesAdjusting the mathematical and literacy levels as

appropriate- eg provide support through ICT, pictorial representation

Allow extra time for processing informationAllow pupil extra time to answer questions and complete

work. Provide alternative ways of feeding back through drama,

poetry, music, artHave a supportive classroom climate

Integrating ICT and scienceIntegrating ICT and sciencehttp://teachfind.com/teachers-tv/science-http://teachfind.com/teachers-tv/science-

investigation?current_search=science%20primaryinvestigation?current_search=science%20primary%20ict%3Fpage%3D5%26filters%3Dsite%3A%20ict%3Fpage%3D5%26filters%3Dsite%3A%22Teachers%20TV%22/%22Teachers%20TV%22/

As you watch this video identify how the teacher As you watch this video identify how the teacher engages the children in science inquiry. Identify engages the children in science inquiry. Identify which process skills are being used. What role which process skills are being used. What role does the teacher take as the investigation does the teacher take as the investigation progresses? What science learning takes place? progresses? What science learning takes place? How does the teacher integrate ICT and science How does the teacher integrate ICT and science to help the children to become involved? What is to help the children to become involved? What is the role of talk in helping the children’s learning the role of talk in helping the children’s learning in science? What are the Learning Objectives in science? What are the Learning Objectives and Learning Outcomes? How do you know? and Learning Outcomes? How do you know? What assessment takes place?What assessment takes place?

Further Strategies to helpExplicit introduction to new vocabulary Mind mapping- draw a mind map to help children

to develop their ideas in scienceUse colour and highlighting to pick up key

vocabularyConcept cartoons are very useful as starterhttp://www.widgit.com/ is a useful resource which

uses symbols to support words. Using planning boards/ frames or TASC wheels to

‘chunk’ information into smaller manageable bitshttp://

www.primaryschoolscience.com/sen/sen-dyslexia.php

http://www.primaryschoolscience.com/sen/sen-eal.php

Inspiring enquiryInspiring enquirySetting a challenge, encouraging collaborative Setting a challenge, encouraging collaborative

discovery, making connectionsdiscovery, making connections (Oliver, A. (2006) (Oliver, A. (2006) Creative Teaching Science in the Early Years and Primary Creative Teaching Science in the Early Years and Primary Classroom. Classroom. Oxford: Routledge )Oxford: Routledge )

In the schools which showed clear In the schools which showed clear improvement in science subjects, key factors improvement in science subjects, key factors in promoting students’ engagement, in promoting students’ engagement, learning and progress were more practical learning and progress were more practical science lessons and the development of the science lessons and the development of the skills of scientific enquiry skills of scientific enquiry (OFSTED, ‘Successful Science’, (OFSTED, ‘Successful Science’, 2011, No. 100034) 2011, No. 100034)

Myths, magic, religion and scienceYoung children’s explanations of their

world are a mixture of religion, God/gods, science fantasy and magic……We argue that developing children’s sense of Wonder of the World through science helps them in turn to reflect on their own beliefs, emotions and understanding of the world around them. (Blain and Eady, 2002)

The WOW factorhttp://www.sciencegallery.com/bubble#http://news.bbc.co.uk/cbbcnews/hi/

newsid_8050000/newsid_8051200/8051255.stm

Inspiring enquiry for allInspiring enquiry for allDesign, carry out and report on an

investigation into blowing bubbles. Generate your own concept cartoon to identify what you will investigate. Use a writing frame or KWHL grid to plan what you are going to do. How will you incorporate a member of your group who has additional educational needs or may never have done an investigation before. How can you keep them challenged?

.

BubblesBubblesIdentify what science enquiry skills you have Identify what science enquiry skills you have

used in this activity.used in this activity.What science learning took place?What science learning took place?How would you help all children to access How would you help all children to access

this activity?this activity?Professional Standards Q22 requires you to plan Professional Standards Q22 requires you to plan

for progression across the age and ability range. for progression across the age and ability range. What implications do you see in moving What implications do you see in moving children’s learning on from EY’s to KS1, KS1 to children’s learning on from EY’s to KS1, KS1 to KS2 and KS2 to KS3.KS2 and KS2 to KS3.

FeedbackFeedback

One view of Scientific LiteracyWe would expect a scientifically literate person to be able

to:appreciate and understand the impact of science and technology on everyday life;

take informed personal decisions about things that involve science, such as health, diet, use of energy resources;

read and understand the essential points of media reports about matters that involve science;

reflect critically on the information included in, and (often more important) omitted from, such reports; and

take part confidently in discussions with others about issues involving science.

http://www.21stcenturyscience.org/rationale/scientific-literacy,903,

NA.html (University of York – Science Education Group)

Scientific LiteracyWhat does ‘Scientific Literacy’ mean to you?Discuss

National CurriculumThe two broad aims for the school

curriculum are reflected in section 351 of the Education Act 1996, which requires that all maintained schools provide a balanced and broadly based curriculum that:

promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society

prepares pupils at the school for the opportunities, responsibilities and experiences of adult life.  

Does scientific literacy lead to Scientific Citizenship?

“An overarching educational aim may be that students will act as informed, responsible citizens when confronted with future scientific advancements” (Ratcliffe and Grace 2003: 38) Ratcliffe, M. and Grace, M. (2003) Science Education for Citizenship Maidenhead: OUP)

How does the NC promote scientific literacy/citizenship?Sc1planning, obtaining evidence, considering evidence, evaluating evidence, look at positive

and negative impact of science

Knowledge and Understanding of Concepts Sc2,3,4

Scientific Attitudes BoS Key Skills Thinking Skills PSHE, Citizenship, Enterprise education, Education for

sustainable development, Financial capability- how do these fit in? New Curriculum wants scientific and technological understanding

which leads to informed citizens responsive to the needs of others and the world in which they live

National Framework for Sustainable Schools: the 8 doorways

Food and drinkTravel and trafficBuildings and groundsEnergy and waterPurchasing and wasteParticipation and inclusionLocal wellbeingGlobal dimension

Primary schools have used this to identify how to make their schools more sustainable.

Implications for Primary Science

Harlen ( PSR 71, 2002: 9)Primary Science has to lay the foundation of small ideas but at the same time begin the process of linking related ideas to make bigger ones.Issues that children might be interested in

Health, diet, pollution, recyclingHow can we help children to make the

connections?

http://www.unesco.org/archives/multimedia/index.php?s=flvplayer&id_page=33&id_film=432

Making use of the local environmenthttp://www.tes.co.uk/teaching-resource/

Primary-Creative-Curriculum-Science-Data-Logging-and-Poetry-6084437

TreesLinked to myths, legends, folklore, religion-

powerful emotional and symbolic influenceSupports a huge range of life within and

around the near environmentCan live to a very long time and show the

passing of time, the effect of pollution, can generate their own micro-climate, help to mitigate the effects of global warming

Wood based technologies-cooking, wheel, transport, building material, art and sculpture, musical instruments, paper making

Paper InvestigationScenario: Following on from a trip to Local Gardens

primary school X became more concerned about their local environment and the amount of litter in and around the school. Paper waste seemed to be the biggest issue. The Headteacher wanted to involve the whole school in making her school more sustainable. She thought the children should initially find out more about what properties of paper made it such a useful material in school.

TASK: Make a list of all the uses of paper in school/home.Now gather evidence to explain why certain papers are used for certain purposes. You could test the paper for strength when wet or dry . You could test for absorbency. You could use hand lenses or microscopes to observe what paper seems to be made of.

FEEDBACK

Paper continuedNow the children understood more about

why paper is so useful the Headteacher wanted the children to think about the following issue:

What if we all had to use much less paper?

Recycling PaperMake your own recycled paper

What if we all had to use much less paper-one approachConsequence mapping

Write the issue in the centre of the paper and using the format of a mind map explore the effect of this issue on:

Social How would it affect different groups of people?

Scientific What knowledge would you need to deal with this issue? Would it lead to new technology

Laws/ Ethical What laws/penalties might occur? Whose rights might be affected?

Employment/Economic stability What impact might it have locally, nationally, globally

Personal What impact would it have on you in the short/long term?

Environmental What impact would it have in the short/long term

Use your own code to distinguish between positive and negative outcomes

Are you using opinion or evidence to decide? Would you have the same map if you lived in a different part of the world?

Another approach to tackling a related issueLitter in the local environment

GOALS RIGHTS RESPONSIBI-LITIES

Headteacher

Pupils

Parents

Local community

Diamond 9How can a school tackle a reduce, reuse

recycle issue regarding paper?Write down 2 statements on separate pieces

of paperThrow your ideas into the middle of the table.As a group select 9 of the most important

items and place them in a diamond shape.The most important item is placed at the

apex of the diamond. The least important at the bottom. Items in each row are of equal importance.

Another option using a related issueOne half of the group will argue for recycling

paper.One half of the group will argue against

recycling paper.Line the groups up opposite each other. One volunteer walks down through the tunnel.

As he/she passes by, the tunnel makers make their case for or against recycling.

When the volunteer gets to the end of the tunnel he/she gives their opinion based on the arguments they have just heard.

Science and the global dimension

Young people in the UK are growing up in an increasingly global context. There is a global dimension to all aspects of their daily lives, e.g.?

http://www.ase.org.uk/htm/ase_global/See ‘Hot Issues’

http://www.oxfam.org.uk/education/resources/category.htm?268

Climate Chaos

Go Bananas

Water for All

World Food Crisis

Controversy & Sensitivity

List potential sensitive issues that may arise in your science teaching. How might you handle the following issues with children:

Should you use animals for medical research?

Is the use of animals ever justified for our benefit? (Dogs for the blind)

Should we reduce, reuse and/or recycle?How do we get young children to see

things from a different viewpoint?

Science Clubshttp://www.britishscienceassociation.org/web/cca

f/

CREST Star Investigators - UK-wide award scheme that enables children to solve scientific problems through practical investigation. The activities focus on thinking about, talking about, and doing science.

Resource Packs - activity cards, organiser’s cards, ‘Star Logs’ to record children’s progress, investigators button badges, stickers

Resourced through local co-ordinators – Stempoint INTECH

Science Clubshttp://www.azteachscience.co.uk/ext/cpd/science-

clubs/resources.htmlThe five Guiding Principles govern how the activities have been developed. A CREST Investigator activity offers children the opportunity to:

solve a relevant, science-based problem, set within a scenario

work in pairs or small groups, independently of adults

take part in practical, hands-on science activities think and talk about science, during the activity

and when sharing their results share their results using a variety of media.

Science & Engineering Ambassadorshttp://www.stemnet.org.uk/http://www.tes.co.uk/teaching-resource/Science-

Ambassadors-6083027/Ambassadors are of all ages and backgrounds and

represent over 1000 different employers. Examples of the types of people who become Ambassadors include:

Marine BiologistsMathematiciansMedical physicistsIndustrial chemistsLab techniciansUndergraduates studying at universityChemical engineersCivil engineersLocal STEM POINT - INTECH

Science at KS3 (2008)

‘Pupils learn how knowledge and understanding in science are rooted in evidence. They discover how scientific ideas contribute to technological change – affecting industry, business and medicine and improving quality of life. They trace the development of science worldwide and recognise its cultural significance. They learn to question and discuss issues that may affect their own lives, the directions of societies and the future of the world.’

Directed TasksReading Pack: Oulton, Dillon and Grace

(2004). Identify the types of issues that you might encounter in the primary classroom. What are your concerns?

Reflect on SMSC and science: What are your views?