Developing Progression in Primary Science/teaching approach - Revision history

Bjoern: Fixing tagging, as well as cross-curric, vocabulary, distance learning, share practice, DfE, DfEScience templates

2012-09-28T08:35:50Z

Fixing tagging, as well as cross-curric, vocabulary, distance learning, share practice, DfE, DfEScience templates

← Older revision		Revision as of 08:35, 28 September 2012
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	A first part on ‘developing progression in science investigations’ could be used to prompt discussion on how far we expect pupils to develop, and the sorts of {{~~tag~~\|inquiry}} which encourage this.		A first part on ‘developing progression in science investigations’ could be used to prompt discussion on how far we expect pupils to develop, and the sorts of {{teachtag\|inquiry}} which encourage this.
	The second part, 'indicators of Level 1 and 2ness', provides a useful set of criteria for assessing national curriculum levels. These criteria prompt thinking about {{~~tag~~\|assessment}} levels in {{~~tag~~\|curriculum development}}. A concrete outcome of the activity may be to keep such criteria in a mark book for day-to-day use.		The second part, 'indicators of Level 1 and 2ness', provides a useful set of criteria for assessing national curriculum levels. These criteria prompt thinking about {{teachtag\|assessment}} levels in {{topictag\|curriculum development}}. A concrete outcome of the activity may be to keep such criteria in a mark book for day-to-day use.

Caroline.jestaz at 11:03, 26 September 2012

2012-09-26T11:03:11Z

← Older revision		Revision as of 11:03, 26 September 2012
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	A first part on ‘developing progression in science investigations’ could be used to prompt discussion on how far we expect pupils to develop, and the sorts of {{tag\|inquiry}} which encourage this.		A first part on ‘developing progression in science investigations’ could be used to prompt discussion on how far we expect pupils to develop, and the sorts of {{tag\|inquiry}} which encourage this.
	The second part, 'indicators of Level 1 and 2ness', provides a useful set of criteria for assessing national curriculum levels. These criteria prompt thinking about {{tag\|assessment}} levels in {{tag\|curriculum development}}. A concrete outcome of the activity may be to keep such criteria in a ~~markbook~~ for day to day use.		The second part, 'indicators of Level 1 and 2ness', provides a useful set of criteria for assessing national curriculum levels. These criteria prompt thinking about {{tag\|assessment}} levels in {{tag\|curriculum development}}. A concrete outcome of the activity may be to keep such criteria in a mark book for day-to-day use.

Rf366 at 16:15, 3 September 2012

2012-09-03T16:15:58Z

← Older revision		Revision as of 16:15, 3 September 2012
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	~~The resource is in two parts. The sheets~~ on ‘developing progression in science investigations’ could be used to prompt discussion ~~regarding~~ how far we expect pupils to develop, and the sorts of ~~activity and~~ {{tag\|inquiry}} which ~~might~~ encourage this. The ~~other sheet –~~ indicators of Level 1 and 2ness – provides a useful set of ~~assessment~~ criteria for ~~the~~ national curriculum levels. These ~~could provide prompts to think~~ about {{tag\|assessment}} of levels in ~~the context of~~ {{tag\|curriculum development}}~~, and as a useful~~ concrete outcome to ~~stick~~ in ~~the front of~~ a markbook for day to day use.		A first part on ‘developing progression in science investigations’ could be used to prompt discussion on how far we expect pupils to develop, and the sorts of {{tag\|inquiry}} which encourage this.
			The second part, 'indicators of Level 1 and 2ness', provides a useful set of criteria for assessing national curriculum levels. These criteria prompt thinking about {{tag\|assessment}} levels in {{tag\|curriculum development}}. A concrete outcome of the activity may be to keep such criteria in a markbook for day to day use.

SimonKnight at 13:11, 23 July 2012

2012-07-23T13:11:25Z

← Older revision		Revision as of 13:11, 23 July 2012
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	The resource is in two parts. The sheets on ‘developing progression in science investigations’ could be used to prompt discussion regarding how far we expect pupils to develop, and the sorts of activity and {{tag\|inquiry}} which might encourage this. The other sheet – indicators of Level 1 and 2ness – provides a useful set of assessment criteria for the national curriculum levels. These could provide prompts to think ~~how to assess~~ the ~~levels~~, and ~~could also be~~ a useful concrete outcome to stick in the front of a ~~mark book~~ for ~~future reference~~.		The resource is in two parts. The sheets on ‘developing progression in science investigations’ could be used to prompt discussion regarding how far we expect pupils to develop, and the sorts of activity and {{tag\|inquiry}} which might encourage this. The other sheet – indicators of Level 1 and 2ness – provides a useful set of assessment criteria for the national curriculum levels. These could provide prompts to think about {{tag\|assessment}} of levels in the context of {{tag\|curriculum development}}, and as a useful concrete outcome to stick in the front of a markbook for day to day use.

SimonKnight: Created page with "The resource is in two parts. The sheets on ‘developing progression in science investigations’ could be used to prompt discussion regarding how far we expect pupils to de..."

2012-07-23T09:17:50Z

Created page with "The resource is in two parts. The sheets on ‘developing progression in science investigations’ could be used to prompt discussion regarding how far we expect pupils to de..."

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The resource is in two parts. The sheets on ‘developing progression in science investigations’ could be used to prompt discussion regarding how far we expect pupils to develop, and the sorts of activity and {{tag|inquiry}} which might encourage this. The other sheet – indicators of Level 1 and 2ness – provides a useful set of assessment criteria for the national curriculum levels. These could provide prompts to think how to assess the levels, and could also be a useful concrete outcome to stick in the front of a mark book for future reference.