Developing Progression in Primary Science/teaching approach: Difference between revisions
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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 | 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. | ||
Revision as of 11:03, 26 September 2012
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 inquiry(i) 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 assessment(i) levels in curriculum development(i). A concrete outcome of the activity may be to keep such criteria in a mark book for day-to-day use.
