1. Science in the 2014 National Curriculum Paul Brown Adviser for Science, Babcock LDP paul.brown6@babcockinternational.com

2. Aims Develop scientific knowledge and conceptual understanding through specific disciplines of biology, chemistry and physics Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them Are equipped with the scientific knowledge required to understand the uses and applications of science, today and for the future

3. What’s in a name? Year 1Year 2Year 3Year 4Year 5Year 6 Working scientifically Living things & their habitats Plants Plants Animals, including humans Evolution and inheritance Everyday materials Uses of every day materials Rocks States of matter Properties & changes of materials Changes that form new materials Light Sound Forces and magnets Forces Seasonal Changes Earth and Space Electricity

4. School curriculum The programmes of study for science are set out year by year for key stages 1 & 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage if appropriate. All schools are also required to set out their school curriculum for science on a year by year basis and make this information available on line

5. The national curriculum for science reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically The quality and variety of language that pupils hear and speak are key factors in developing their scientific vocabulary and articulating scientific concepts clearly and precisely. They must be assisted in making their thinking clear, both to themselves and others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions Spoken language

6. ‘Working scientifically’ The types of scientific enquiry should include: observing over time; pattern seeking; identifying; classifying & grouping; comparative & fair testing; researching & using secondary sources Subject knowledge Evolution and inheritance Properties and changes of materials Forces Electricity Challenges?

7. ‘Do the people with the longest legs jump the highest?’

8. ‘Education is not filling a bucket, but lighting a fire’ (W.B Yeats) ‘Working scientifically’ www.schooljotter.com/showpage.php?id=153873

9. Biographies – science and literacy

10. www.faradayschools.com … identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution Inheritance & Evolution – upper KS2

11.  Ensure pupils are engaged in scientific enquiry, including practical work and are developing skills for enquiry, through a balanced programme of science education for all year groups  Make provision for effective CPD to support & extend teachers knowledge, skills and understanding in science, their confidence in teaching it, and the use of science as a context for raising standards of literacy & numeracy  Subject leaders of science should ensure that the curriculum is engaging and relevant to pupils needs by requiring their active participation in lessons What does Ofsted say?

12. 1.Planning should lead to activities that build on every pupils prior learning, pitched at a level of demand that challenges their ability 2.Teaching is about maximising pupil’s understanding 3.Scientific enquiry leads to understanding of scientific phenomena 4.Assessment is about informing planning 5.Go back to 1! … and about subject inspections?

13. Primary science CPD support programme 2013-14 ‘Keep calm and carry on investigating!’ Next steps?

14. Karen Salter, Early Years Consultant, Babcock LDP Karen.Salter@babcockinternational.com Science in the EYFS: Exploring and Investigating

15. “All of science is nothing more than the refinement of everyday thinking.” (Albert Einstein) Characteristics of effective learning: Playing and exploring (engagement) Active learning (motivation) Creating and thinking critically (thinking) Young children as ‘Scientists’

16. Opportunities to link with science and STEM related Retaining the subject integrity Design & Technology