Developing Language in Primary Science/teaching approach: Difference between revisions
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The resource would be particularly useful for PGCE students thinking about incorporating {{tag|cross-curricular}} strands, or teachers looking to do the same, either in their own practice or in new {{tag|curriculum development}} work. <br> | The resource would be particularly useful for PGCE students thinking about incorporating {{tag|cross-curricular}} strands, or teachers looking to do the same, either in their own practice or in new {{tag|curriculum development}} work. <br> | ||
Language development and use of appropriate {{tag|vocabulary}} is highlighted as important across the curriculum, incorporating consideration into science {{tag|planning}} is important for meeting this target. The importance of language and talk in science – including through {{tag|group work}}, and {{tag|Whole class}} dialogue – is highlighted elsewhere (and in the resource) but includes the | Language development and the use of appropriate {{tag|vocabulary}} is highlighted as important across the curriculum, incorporating consideration into science {{tag|planning}} is important for meeting this target. The importance of language and talk in science – including through {{tag|group work}}, and {{tag|Whole class}} dialogue – is highlighted elsewhere (and in the resource) but includes the ability to explain concepts, understand synthesising ideas (including those from other people and texts), and the need to read and write for different purposes, (including conceptual understanding, data presentation, etc). These are key ideas in communicating the {{tag|scientific method}} | ||
Revision as of 13:18, 26 September 2012
The resource would be particularly useful for PGCE students thinking about incorporating cross-curricular(i) strands, or teachers looking to do the same, either in their own practice or in new curriculum development(i) work.
Language development and the use of appropriate vocabulary(i) is highlighted as important across the curriculum, incorporating consideration into science planning(i) is important for meeting this target. The importance of language and talk in science – including through group work(i), and Whole class(i) dialogue – is highlighted elsewhere (and in the resource) but includes the ability to explain concepts, understand synthesising ideas (including those from other people and texts), and the need to read and write for different purposes, (including conceptual understanding, data presentation, etc). These are key ideas in communicating the scientific method(i)
