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

Developing Progression in Primary Science/teaching approach (view source)

80 bytes removed , 12 years ago

m

no edit summary

1,060

edits

Revision as of 13:11, 23 July 2012 (view source) SimonKnight (talk \| contribs) No edit summary ← Older edit		Revision as of 16:15, 3 September 2012 (view source) Rf366 (talk \| contribs) mNo edit summary Newer edit →
Line 1:		Line 1:
	~~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.