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
There is an equal weighting between the AFs.
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
Weighing up the
evidence
Finding an explanation
Developing scientific
ideas
Science ideas must
be based on evidence
Reproduced by kind permission of Ron Bibby
AF 1 Using thinking skills
• Odd one out• PMI• CAP• Thinking Pictures• Concept cartoons• Questioning
AF2 Understanding the applications and implications of science
Using science to
help people
The benefits and draw backs of science
The effect of science on people
The role of a scientist
Reproduced by kind permission of Ron Bibby
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 activities
AF3 Communicating and collaborating in science
Presenting the findings
of investigations
Collaborating and sharing results
and ideas across the world
Using scientificlanguage Explaining
different ideas
Reproduced by kind permission of Ron Bibby
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
Planning an investigatio
n
Collecting experimental
data
Constructing a fair test
Working safely
Reproduced by kind permission of Ron Bibby
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
EvaluatingThinking
about errors and odd results
Looking for patterns in
results
Drawing conclusion
s
Reproduced by kind permission of Ron Bibby
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 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 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.