Throughout this assignment, I will be critically examining the teaching and learning of science throughout a series of lessons, based on materials, within a class of year one students. I will also be comparing the old and new national curriculum to identify the advantages and disadvantages for key changes which have taken place. As well as this, this essay will talk about the importance of science within the curriculum and how it is delivered in primary classrooms. Furthermore, I will be analysing the importance of teachers’ subject knowledge in Science and the way children learn by examining a range of theory and research findings. By using the lesson plans provided, it will also help to look at effective teaching strategies and the possible
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It aims to encourage individuals to explore and explain the uses and implications of science whilst also describing occurrences, predicting behaviour and analysing causes (Scholastic Educational, 2013). One of the main key changes within the science curriculum is the strong focus on scientific knowledge and vocabulary as well as a consideration for scientific enquiry across all areas and key stages (BBC, 2014). Many individuals agree with the new changes within the curriculum, however, Richardson (2013) argues that the expectations are a lot higher in England for science compared to successful countries such as Singapore and Finland as they do not teach science until year four. This is proved to be a success as statistics highlight Singapore as having the highest achieving test results in maths and science (Coughlan, 2016). This being said, the curriculum has helped to increase motivation towards science in England as according to data published by the Organisation for Economic Cooperation and Development (OECD) Professionals Program, more than a quarter of teenagers in England wish to consider a career in science and three quarters of individuals understand that their science lessons are …show more content…
Pupils should be able to explore plants, animals including humans, everyday materials and seasonal changes (DfE, 2013). Statutory requirements remain focused around following practical scientific methods and skills through the teaching of science. This can involve encouraging individuals to ask simple questions, performing tests and using observations and recorded data to identify answers (DfE, 2015). Although science is now labelled as a core subject, the Wellcome Trust (2014), suggests that science Is much more than a compulsory subject as it aims to inspire and encourages children to be inquisitive about the planet around them as well as helping children to develop a range of skills which can be used across the curriculum. This is agreed by Beckett (2013), as she describes science as just as important as any other subject as it is so vast and the content learnt can be applied throughout aspects of everyday life. Throughout my lesson plans I wanted to involve children in making their own observations of the word around them whilst engaging them scientifically. To do this, we decided to go on a ‘material hunt’ around the school (Appendix 9) to help engage children in practical activities which helped to compare the properties and appearances of different
It aims to encourage individuals to explore and explain the uses and implications of science whilst also describing occurrences, predicting behaviour and analysing causes (Scholastic Educational, 2013). One of the main key changes within the science curriculum is the strong focus on scientific knowledge and vocabulary as well as a consideration for scientific enquiry across all areas and key stages (BBC, 2014). Many individuals agree with the new changes within the curriculum, however, Richardson (2013) argues that the expectations are a lot higher in England for science compared to successful countries such as Singapore and Finland as they do not teach science until year four. This is proved to be a success as statistics highlight Singapore as having the highest achieving test results in maths and science (Coughlan, 2016). This being said, the curriculum has helped to increase motivation towards science in England as according to data published by the Organisation for Economic Cooperation and Development (OECD) Professionals Program, more than a quarter of teenagers in England wish to consider a career in science and three quarters of individuals understand that their science lessons are …show more content…
Pupils should be able to explore plants, animals including humans, everyday materials and seasonal changes (DfE, 2013). Statutory requirements remain focused around following practical scientific methods and skills through the teaching of science. This can involve encouraging individuals to ask simple questions, performing tests and using observations and recorded data to identify answers (DfE, 2015). Although science is now labelled as a core subject, the Wellcome Trust (2014), suggests that science Is much more than a compulsory subject as it aims to inspire and encourages children to be inquisitive about the planet around them as well as helping children to develop a range of skills which can be used across the curriculum. This is agreed by Beckett (2013), as she describes science as just as important as any other subject as it is so vast and the content learnt can be applied throughout aspects of everyday life. Throughout my lesson plans I wanted to involve children in making their own observations of the word around them whilst engaging them scientifically. To do this, we decided to go on a ‘material hunt’ around the school (Appendix 9) to help engage children in practical activities which helped to compare the properties and appearances of different