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Developing Progression in Primary Science: Difference between revisions
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|title= | |title= Develolping Progression in Primary Science | ||
|topic= | |topic= Progression | ||
|subject= | |subject= science, primary, teacher education | ||
|resourcenumber= TE0049 | |resourcenumber= TE0049 | ||
|age= | |age= | ||
|content= Resource Contents includes a sheet on Developing progression in science investigations and another on 'Indicators of level 1 and 2ness' | |content= Resource Contents includes a sheet on Developing progression in science investigations and another on 'Indicators of level 1 and 2ness' | ||
|strategy= 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 enquiry 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. | |strategy= 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 enquiry 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. | ||
| | |Learning Objectives= By the end of the session you should be able to: | ||
# Understand levels of progress in science | # Understand levels of progress in science | ||
# Identify achievement levels in the use of scientific investigation tasks | # Identify achievement levels in the use of scientific investigation tasks | ||
