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Introduction to Primary Science APP. What do the AFs look like?. AF1 – Thinking Scientifically AF2- Understanding the applications & implications of science AF3- Communicating & collaborating in science AF4- Using investigative approaches AF5- Working critically with evidence

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what do the afs look like
What do the AFs look like?
  • AF1 – Thinking Scientifically
  • AF2- Understanding the applications & implications of science
  • AF3- Communicating & collaborating in science
  • AF4- Using investigative approaches
  • AF5- Working critically with evidence

There is an equal weighting between the AFs.

what do the afs look like3
What do the AFs look like?

Use the assessment guidelines to:

  • Develop 4 key statements to describe each AF
  • Consider the progression between the levels
af1 thinking scientifically

Finding an explanation

AF1 Thinking Scientifically

Weighing up the evidence

Science ideas must be based on evidence

Developing scientific ideas

Reproduced by kind permission of Ron Bibby

af 1 using thinking skills
AF 1 Using thinking skills
  • Odd one out
  • PMI
  • CAP
  • Thinking Pictures
  • Concept cartoons
  • Questioning
af2 understanding the applications and implications of science
AF2 Understanding the applications and implications of science

The benefits and draw backs of science

Using science to help people

The role of a scientist

The effect of science on people

Reproduced by kind permission of Ron Bibby

af2 e g people in science
AF2 e.g.People in Science

Identify evidence and creative thinking that have contributed to the development of scientific ideas.

Link applications of science or technology to their underpinning scientific ideas.

Identify aspects of science used within particular jobs or roles.

Identify aspects of our lives, or of the work that people do, which are based on scientific ideas.

TASK

Who are the people who work in science that we would want to introduce children to across the primary years?

primary upd8
Primary upd8

Primary upd8 activities

af3 communicating and collaborating in science
AF3 Communicating and collaborating in science

Collaborating and sharing results and ideas across the world

Presenting the findings of investigations

Using

scientific

language

Explaining different ideas

Reproduced by kind permission of Ron Bibby

app af3 communication and collaboration
APP AF3 Communication and Collaboration

Adverts

Banners / headlines

Cartoons

Diaries

Displays

Role play

Physical enactment

Flow charts

T.V. interviews

Formal reports

Models

PowerPoint presentations

Sequenced sentences / pictures

Instructions

Graphs

Instructions

Leaflets

Email

Fax

Text message

Letters

Newspaper articles

Poetry

Posters

Puppets

Rap songs

Tables

Diagrams

Make strong links with approaches to writing in literacy.

Don’t forget speaking and listening – ICT

Evidence can be – written, oral, observation, recorded, photographs – whatever is appropriate to your school setting and children.

af4 using investigative approaches
AF4 Using investigative approaches

Constructing a fair test

Planning an investigation

Collecting experimental data

Working

safely

Reproduced by kind permission of Ron Bibby

af4 different types of scientific enquiries
AF4 Different types of scientific enquiries
  • Planning investigations: Use of Discovery Dog (KS1), Sticky label planning boards (KS3), KS3 planning grid
  • Sorting and grouping- deciding on own criteria
  • Use of creative contexts
  • Observational activities
af5 working critically with evidence

Thinking about errors and odd results

AF5 Working critically with evidence

Evaluating

Drawing conclusions

Looking for patterns in results

Reproduced by kind permission of Ron Bibby

af5 using evidence
AF5 Using evidence
  • Science enquiry games e.g. table talk
  • Using data collected during investigation – links with ICT
  • Patterns in data
  • Story of the graph
  • Explanations –guided writing opportunities, peer / self assessment
feedback from the pilot schools the benefits
Feedback from the pilot schoolsThe Benefits
  • Teachers feel that APP allows them to make more secure level judgments compared to testing
  • Teachers feel they have improved their observing & questioning skills & know their pupils better
  • APP encourages teachers to plan with more flexibility in an investigative & practical way allowing pupils to make choices
  • APP provides a more diagnostic approach to planning
  • Teachers feel more able to recognise learning in other areas of the curriculum
  • Teachers are encouraged to link science to the real world & the direct impact of science on the child’s life.
feedback from the pilot schools the challenges
Feedback from the pilot schoolsThe challenges
  • Gathering evidence & what counts as evidence needs to be developed over time
  • Convincing others e.g. parents, that different kinds of evidence other than written evidence are valid & can actually give a clearer picture
  • Some activities lend themselves for certain AFs, others need further thinking
  • The language of higher level assessment guidelines may be difficult for teachers less confident with science.