Developing Progression in Primary Science/teaching approach: Difference between revisions

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

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Revision as of 11:03, 26 September 2012 (view source) Caroline.jestaz (talk \| contribs) No edit summary ← Older edit		Latest revision as of 08:35, 28 September 2012 (view source) Bjoern (talk \| contribs) m (Fixing tagging, as well as cross-curric, vocabulary, distance learning, share practice, DfE, DfEScience templates)
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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.

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