This section gives advice on the planning of the teacher's work. It deals with
- the teacher's planning
- planning a unit of work
- integrated learning.
The teacher's planning
Much of the advice given in the previous section is also relevant to planning by individual teachers. In addition, consideration should be given to the following:
The learning experiences and needs of the children
The learning experiences of the class, the scientific concepts and investigations completed by the children so far and the development of individual pupils' scientific ideas will be the starting point for the teacher's planning in science. Liaison with the previous class teacher and the review of class records will provide the teacher with useful information when drawing up a new programme and planning schemes of work.
The school's programme for science
The content of the strands and strand units in the curriculum statement and the sections that describe the development of skills, 'Working scientifically' and 'Designing and making', provide the basis for the teacher's work with the class. The school plan for science will provide further direction for the teacher's work with the class.
Planning and selecting content
Planning and selecting units of work for science in the school will ensure that the children experience a broad and balanced programme. The scheme of work in Exemplar 1 for junior classes illustrates how a programme for science for this level may be planned to ensure that children have access to scientific concepts from each of the strands. The exemplar shows how provision may be made for children to study units of work from each of the strands during each term. It should be noted that some of the units chosen by the teacher may incorporate elements from more than one strand. For example, a unit of work on trees in the local environment will also include investigations of wood as a material as well as a consideration of strategies for protecting natural features in the environment. The main focus for each unit of work is presented in bold type.
Planning for the development of skills and concepts
The teacher's scheme of work should focus on both concepts and skills. Learning activities should
- be based on children's existing ideas, help to test predictions based on these ideas and change ideas to better fit the evidence
- arouse curiosity and stimulate exploration and investigation
- optimise opportunities for the children to interact with materials and a range of ideas from other children, from adults and from a variety of secondary sources, such as books, videos and other media
- help children to test their ideas and predictions through investigating and designing and making.
Approaches and methodologies
The use of a range of teaching methods and approaches is essential when teaching science. An effective science programme should encourage children to ask questions, test their ideas and observe and explore the natural and physical world. Suggestions for a range of methodologies that are appropriate to the teaching of science topics are given on pages 52 to 145.
Seasonal factors
Many opportunities should be provided for the children to observe and interact with their environment. Children should work outdoors regularly to observe the effects of seasonal change, to investigate materials and to explore animals and plants in a variety of habitats. Planning for work outdoors should be sufficiently flexible to allow for adverse weather.
The availability of resources and support
It is helpful to establish the resources and support that might be available to plan and implement units of work. Consideration should be given to inviting parent volunteers to assist with certain activities, for example work in the outdoors and small-group work. Appropriate in-service courses should be identified that would provide guidance on the implementation of a strand or strand unit. Staff members should be encouraged to share their knowledge and their expertise in applying different approaches and methodologies.
During this phase, teachers may identify a range of secondary sources, such as books, videos, CD-ROMs and other media that may be used by the children as sources of background knowledge and provide ideas for scientific investigations.
EXEMPLAR 1 - A possible programme of work for junior classes incorporating units from each strand
Providing for individual differences
Providing for a broad and differentiated curriculum is necessary to fulfil the social and learning needs of individual pupils. Activities should be planned that are appropriate to the children's levels of ability and experience. Teachers should consider
- using a combination of whole-class teaching and focused group work
- planning topics that provide opportunities for further investigative work for the more able or less able
- planning units of work that are based in familiar contexts
- starting with the child, his/her ideas and level of understanding
- providing opportunities for interacting and working with other children in small groups
- allowing children to work with concrete materials
- inviting parents and other support people to work with mixed-ability groups to assist the more able or less able child
- using investigations as the basis for practical work. Children respond differently to open-ended tasks according to their existing knowledge and understanding. Open investigations provide opportunities for children to pursue their solutions to problems.
Assessment
Assessment of pupils' progress is an important aspect of the cycle of planning, teaching, learning, assessment and evaluation. Continuous formative assessment is part of the teaching and learning process, and it will provide the teacher with information that can be used to assess whether the objectives of an investigation have been met by the children. The information obtained from the teachers' observations and from teacher-designed tests and tasks can help with the teacher's planning of experiences that match the children's achievement and will help children's progress.