Science Parent Workshop

1. Science Parent Workshop • Welcome • Ms Megan Begley - Science Coordinator • Have taught reception – Year 6 in Australia and UK (been in UK nearly 13 years) • Have lived and worked in Islington • I love teaching Science – children love Science.

2. Science Parent Workshop Objectives Overview of the curriculum • Your child and Science • What Science teaching looks like • Assessment – external and internal • What you can do to facilitate your child's learning • Future of Science at Thornhill

3. Science – Thornhill Toolbox • Sits within the Physical toolset, e.g. Simulations: finding physical ways to represent concepts e.g. children show physically (linking arms, running about etc) the difference between water, ice and water vapour by representing how the molecules relate in each state. • All skills can be applied in other subjects, e.g. measuring, predicting and investigating are not unique to Science.

4. EYFS EYFS (Early Years Foundation Stage) Statutory Frameworksets standards for the learning, development and care of children from birth to 5 years old. Development Matters in the Early Years Foundation Stage (EYFS) gives non-statutory guidance material to support practitioners in implementing the statutory requirements of the EYFS.

5. EYFS In EYFS the child reaches out to relate to people and things through playing and exploring, active learning and creating and thinking critically as they move through areas of learning such as Understanding the World which Science would fall under. Adults set up environments, interact with children and observe learning. Learning is child led.

6. EYFS • Jumping off point The Bog Baby • Made habitat for pond creature considering needs – food, water, shelter • Explored how to look after an animal – frog • Used keys to identify minibeasts – magnifying glasses • Visited park to see pond habitat

7. National Curriculum Aims - Science • Develop scientific knowledge and conceptual understanding • To be able to explain, predict and anaylse • Understand nature, processes and methods through enquiry (working scientifically) • Understand uses and implications of Science in the wider world and in the future.

8. The Curriculum Content You may have had older children go through the school so you may think you are familiar with the curriculum but be aware there have been some changes. Some content has gone, some content has shifted year levels and some is new, some has changed e.g. evolution

9. Working Scientifically Pupils learn to use a variety of approaches such as: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing and researching using secondary sources to answer scientific questions. Pupils seek answers to questions through collecting, analysing and presenting data.

10. What does Science teaching look like? Yr 1 – making observations of plants, labelling, classifying leaves – verbally Yr 2 – writing – properties of materials, investigating – completing tables (waterproof/not waterproof) Yr 3 – magnets - writing predictions, investigating (fair testing) measuring, concluding, use of scientific language

11. What does Science teaching look like? Yr 4 – circuits – planning an investigation (fair testing), making predictions, evaluating outcomes and explaining, use of symbols for circuits Yr 5 – precise use of scientific language, detail to complete extended piece of writing about stages of human growth, labelling diagram of plant - more detailed. Years 5/6 – Pursuing a line of enquiry e.g. How does the distance of an object from a light source affect the size of the shadow it makes?

12. What does Science teaching look like? • Yr 6 – Pursuing a line of enquiry – e.g. shadows – planning (fair testing), investigating, measuring, explaining results (reliability), presenting results in a graph, precise use of scientific language.

13. Your child and Science Children find Science intrinsically fascinating. They are full of wonder and are excited about natural phenomena e.g. Year 6 light – What is a rainbow? Where are we on the revolutionary timescale? Hold out arms...... Children enjoy the hands-on nature of Science e.g. Y3 – excitement of using magnets

14. Your child and Science Pupils are curious and constantly asking questions. We don't always know all the answers but can point them in the right direction to complete their own enquiry and can model how to do that e.g. research answer to a question on the internet. Google it! Science provides an opportunity to extend thinking, knowledge and use of language. It provides opportunities for challenge.

15. Your child and Science Seeing/handling concrete materials facilitates the acquisition of technical terminology – Yr2 pupils comparing properties of different materials that they touch, feel and manipulate are more likely remember terminology associated with them. EAL pupils are supported. Science facilitates development of spoken and written language use – rehearsing before writing, describing, explaining, analysing, articulating clearly and precisely.

16. Your child and Science Children love working scientifically where opportunities to show leadership and co-operative work abound. Yr 6 – shadow investigation Children enjoy the mathematical links – collecting data, graphing, timing, measuring.

17. Facilitating Learning Ensure that pupils develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage. Insecure, superficial understanding will not allow genuine progression: pupils may struggle at key points of transition (such as between primary and secondary school), build up serious misconceptions, and/or have significant difficulties in understanding higher-order content. Mastery is important.

18. Stumbling blocks to learning Find Science difficult when it becomes abstract Need to see models, animations, videos, go on visits. Need to be taught how to use technical language and language to explain Have misconceptions that hinder understanding – sun sets and rises, moon is a light source.

19. Assessing your child's learning We will focus on both formative and summative assessment making sure we assess what your child already knows before we begin work so that we tailor teaching to their individual needs, assessing during learning to check they are on the right track and after to see if they have grasped concepts, knowledge and learnt skills. Pupils' involvement in this will be key. They will self-assess and peer-assess.

20. Assessment - external External – sampling by STA year 6, year 2 every 2 years – no formal external testing to take place in 2016.

21. What you can do Family Science visits – Natural History Museum, Science Museum, London Zoo, Sea Life London Aquarium, Wellcome Trust, Kew Gardens, Science Museum, Royal Institute (workshops), Faraday Museum (workshops) Fantastic books and resources can be purchased for your child at these places. Encourage your child to take an interest in current events related to Science – e.g. Mars exploration

22. What you can do Heighten awareness of gender/cultural bias in Science - hear many male/Anglo-Saxon names - Brian Cox, Stephen Hawking – make children aware of women in Science Visit sciencegrrl website set up by female research scientists with your child

23. What you can do • Make them aware of female role models – Professor Alice Roberts - anatomist, broadcaster and author • Dr Maggie Aderin-PocockSky at Night presenter Encourage your child to read Science books – Simon Mayo – Itch novels and non-fiction

24. Websites http://www.instituteofmaking.org.uk http://www.rigb.org/visit-us/faraday-museum http://itchingham.co.uk (book - main character is an element hunter) http://www.rigb.org (interactive games) http://www.woodlandtrust.org.uk (get involved in tree planting) http://www.bbc.co.uk/science (information, quizzes, interactive activities) http://sciencegrrl.co.uk http://www.alice-roberts.co.uk http://www.bbc.co.uk/programmes/profiles/3trm0Y2037DNmqMyjm5gQvS/dr-maggie-aderin-pocock http://www.wellcome.ac.uk/ (fantastic shop – books and fun stuff)

25. Science at Thornhill in the future • Raise profile of Science at Thornhill • Make links with local secondary schools • Make links with community members working in scientific fields • Invite speakers in during British Science Week 11.3.16 – 20.3.16 • Begin a club for more able – seek parental support