Summary
Contents
Subject index
What does ‘mastery’ look like in primary science? How can teachers plan for, assess and evidence it? This book explores how ‘rich’ learning tasks that enable children to apply, analyse, evaluate, and/or create to solve exciting and novel problems support the development of mastery level knowledge and skills in primary science. - Outlines how to recognise and use assessment opportunities - Focuses on the development of conceptual understanding - Highlights and demontrates the importance of teacher questioning - Explores the theories behind ‘mastery’ for primary science
Science in Early Years settings
Science in Early Years settings
This chapter will begin by considering the value of helping children to develop a positive attitude towards science and how Personal, Social, Emotional Development (PSED) may be fostered. There will then be a consideration of the importance of purposeful play and engagement when children are developing their ‘Understanding the World’ (one of the specific areas of learning in the Early Years Foundation Stage Framework where science is closely aligned). The section will conclude by discussing the place of enabling environments and the importance of a skilful adult in ensuring that children make progress through assessment.
Developing positive attitudes
Science in the Early Years setting provides many opportunities to develop positive attitudes towards science and it can be ...
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