i Teacher Guide Science Cambridge Primary Science Teacher Guide ii iii SECTION 6: CREATING A POSITIVE LEARNING ENVIRONMENT ...................57 6.1 Classroom Organisation ...................57 6.2 Creating a Positive Atmosphere.......59 SECTION 7: SUPPORT AND RESOURCES ................................................................61 7.1 Resources from Cambridge ..............61 7.2 Training Available from Cambridge ....61 7.3 Support with Administration for Cambridge Primary Checkpoint ........62 7.4 Enquiries ...........................................62 7.5 Resources Recommended by Cambridge ........................................63 APPENDIX A: TEACHER TRAINING ACTIVITIES .............................................65 A1 Agreeing Terminology .......................66 A2 Producing a Lesson Plan Format ......68 A3 Preparing and Delivering a Lesson ...72 A4 Sharing Learning Intentions ..............73 A5 Creating Success Criteria with Learners ........................................... 76 A6 Taking Stock of Formative Assessment Skills ..................................................77 A7 Using Questions Effectively .............83 APPENDIX B: SAMPLE SCHEMES OF WORK ....................................................85 APPENDIX C: SAMPLE LESSON PLANS ................................................................93 APPENDIX D: OPPORTUNITIES FOR ICT .............................................................. 107 APPENDIX E: PLANNING TEMPLATES .............................................................. 119 Contents SECTION 1: INTRODUCTION ...................1 1.1 How to Use this Teacher Guide ..........2 1.2 Cambridge Primary .............................2 1.3 The Curriculum Framework .................4 SECTION 2: PLANNING ...........................7 2.1 Getting Started ..................................7 2.2 A Consistent Approach ......................7 2.3 Descriptions of the Planning Stages ..9 2.4 Phase 1 – Creating a Long-Term Plan ..................................................12 2.5 Phase 2 – Creating a Medium-Term Plan ..................................................19 2.6 Phase 3 – Creating a Short-Term Plan ..................................................24 SECTION 3: TEACHING APPROACHES ..31 3.1 Sharing the Learning Intention .........31 3.2 Active Learning ................................35 3.3 Differentiation ..................................35 SECTION 4: ASSESSMENT ....................39 4.1 What is Assessment? ......................39 4.2 Using Formative Assessment to Raise Achievement ....................................40 4.3 Developing Assessment in the Classroom ........................................43 4.4 Assessment Techniques...................43 4.5 Assessment Available from Cambridge ................................................................49 SECTION 5: INFORMATION COMMUNICATION TECHNOLOGY AND SCIENCE .................................................53 Cambridge Primary Science Teacher Guide iv Section 1: Introduction 1 SECTION 1: INTRODUCTION Welcome to the Cambridge Primary Teacher Guide for Science. This guide is designed to provide a suggested approach to the implementation and management of Cambridge Primary in your school. It offers: • An introduction to the Cambridge Primary Science curriculum framework • Step- by- step guidance on the planning process, with exemplification at each point and helpful teacher training activities with resources • Advice on differentiation and how to integrate this into your teaching • Suggested techniques for implementing formative assessment and integrating this into your lesson planning • Sample lesson plans with activities and resources to help get you started • Advice on monitoring • Advice on classroom practice • Advice on resources • Information on Progression Tests and Cambridge Primary Checkpoint tests • Guidance on support and training available from Cambridge • Guidance on administration A comprehensive scheme of work In addition to extracts provided in this guide, a full scheme of work covering the entire programme has been provided to help you get started. As we will explain, a scheme of work is a process rather than a rigid structure and these plans should be constantly amended in response to your own observations as a classroom teacher and other local considerations including the resources you may already have available at your school. These schemes of work are therefore in no way compulsory and simply offer a suggested starting point for covering the content of the curriculum within a suggested year of three terms each of 10 weeks duration. These can be expanded to suit the number of weeks available in your own terms and the holiday arrangements at your school. Sample lesson plans are also provided to help get you started immediately at whichever point you begin delivering the programme. Cambridge Primary Science Teacher Guide 2 1.1 How to Use this Teacher Guide This guide provides a general introduction to Cambridge Primary and its underlying educational philosophy. It also offers guidance and advice on the essential processes of implementing Cambridge Primary and it is designed to cater for: • Schools that are teaching a Cambridge programme for the first time and need to move from a completely different system of planning • Schools that already deliver one or more Cambridge programmes but are new to Cambridge Primary Schools new to Cambridge will find all sections of the Teacher Guide relevant to them. It provides a step by step guide through the process of implementing Cambridge Primary, offering a suggested breakdown of the curriculum across the available teaching time, sample lesson plans and sample lessons to get you started. Existing Cambridge schools may be more familiar with certain aspects covered in this guide, especially if they already deliver the lower secondary phase of the Cambridge programme (now called Cambridge Secondary 1). This guide is written so that schools new to Primary can make use of the sections most relevant to them (e.g. Section 2: Planning or Section 3: Teaching Approaches). 1.2 Cambridge Primary Cambridge Primary is an education programme for young learners. It combines a world-class curriculum, high-quality support for teachers and integrated assessment. The programme has been developed by University of Cambridge International Examinations and is used in primary schools around the world. Cambridge Primary helps schools develop learners who are confident, responsible, innovative and engaged. Cambridge Primary covers • English • English as a Second Language • Mathematics • Science for learners aged 5–11. It provides curriculum frameworks with integrated assessment for each subject. Section 1: Introduction 3 Cambridge Primary provides a solid foundation for later stages of education. It starts learners on an educational journey, focusing on what they should be able to do at each stage of primary education. It develops skills, knowledge and understanding that will prepare them for a smooth transition to Cambridge Secondary 1 and beyond. Cambridge Primary offers optional, integrated assessment. The assessment structure tracks learner progression through primary education. Learners taking Cambridge Primary Checkpoint receive a Statement of Achievement and detailed feedback on strengths and weaknesses. Cambridge Primary supports teachers in providing the best teaching and learning. Schools adopting Cambridge Primary gain access to first-class support for teachers through publications, online resources, training and professional development. Cambridge Primary is practical and flexible. No part of the Cambridge Primary curriculum is compulsory, giving schools the flexibility to choose the elements that are right for their learners. This means that they can use Cambridge Primary while following their school or national curriculum, or offer the entire programme. Cambridge Primary has been developed by University of Cambridge International Examinations, the world’s largest provider of international education programmes and qualifications for 5–19 year olds. Our programmes and qualifications are taken in over 160 countries in 9,000 schools and recognised by universities, education providers and employers across the world. Cambridge international education programmes and qualifications Cambridge Primary (5–11 years*) Cambridge Primary Cambridge Primary Checkpoint Cambridge Secondary 1 (11–14 years*) Cambridge Secondary 1 Cambridge Checkpoint Cambridge Secondary 2 (14–16 years*) Cambridge IGCSE Cambridge Advanced (16–19 years*) Cambridge International AS and A Level Cambridge Pre-U *Age ranges are for guidance only. Cambridge Primary Science Teacher Guide 4 1.3 The Curriculum Framework The Cambridge Primary Science framework provides a comprehensive set of learning objectives for Science. The objectives detail what the learner should know and what they should be able to do in each year of primary education. The function of the curriculum framework is to provide a structure for teaching and learning and a reference against which learners’ ability and understanding can be checked. There are six stages. Each stage reflects the teaching targets for a year group. Broadly speaking, stage one covers the first year of Primary teaching, when learners are approximately five years old. Stage six covers the final year of Primary teaching when learners are approximately eleven years old. It may be appropriate to introduce this framework at slightly different ages to suit your particular circumstances. The Science framework is divided into four main areas called ‘strands’ which run through every stage: Scientific Enquiry, Physics, Chemistry and Biology. Strands in the Curriculum Framework SCIENTIFIC ENQUIRY BIOLOGY CHEMISTRY PHYSICS SCIENCE CURRICULUM FRAMEWORK Continuity, progression and balance The Science curriculum framework allows for continuity and progression both within and between the stages. You can select any learning objective and trace its pathway clearly through the stages of the framework. This continuity allows the curriculum to be consistent and ‘uninterrupted’ between stages, whilst progression ensures that students move forward steadily. The table below shows how knowledge and skills can be traced through the framework. Section 1: Introduction 5 An example of progression through the framework Stage 1 Stage 6 Scientific Enquiry: Plan investigative work Make predictions. Biology: Humans and animals Recognise and name the main external parts of the body. Chemistry: Materials Identify characteristics of different materials. Physics: Forces Recognise that when things speed up, slow down or change direction, there is a cause. Scientific Enquiry: Plan investigative work Make predictions using scientific knowledge and understanding. Biology: Humans and animals Use scientific names for some major organs of body systems. Identify the position of major organs in the body. Describe the main functions of the major organs of the body. Explain how the functions of the major organs are essential. Chemistry: Material changes Distinguish between reversible and irreversible changes. Physics: Forces and motion Recognise friction (including air resistance) as a force which can affect the speed at which objects move and which sometimes stops things moving. The strands of the curriculum framework have been selected in order to provide balanced coverage of the fundamental skills, knowledge and understanding of Science at this level and they have also been designed to provide a sound foundation for stages seven to nine. Learners should be prepared at the end of stage six to move on smoothly to stage seven. The selection of content in the framework at each level has been chosen to ensure a coherent progression for the learner. The curriculum framework has been designed to allow sufficient time for each learner to develop a true understanding of the skills and knowledge required. Teachers themselves are best placed to know the capabilities of their learners and can, of course, choose to supplement the framework as appropriate. The curriculum framework contains the content that will be assessed in the Cambridge Progression tests and which you can analyse using the Progress Checker analysis software provided on the Cambridge Primary website. It is also tested in the Cambridge Primary Checkpoint tests for which feedback reports are provided. Whilst it is important to be able to identify the progression of objectives through the curriculum, it is also essential for you as the teacher to bring the different strands together into a logical whole so that your teaching makes learning meaningful, purposeful and enjoyable. This can be achieved through detailed planning and with your ability as teacher to constantly re- tune your teaching to the needs of the learners. A decision about approaches to planning is essential so that the process is clear. Cambridge Primary Science Teacher Guide 6 Section 2: Planning 7 SECTION 2: PLANNING 2.1 Getting Started This next section will look at the process of planning, ensuring that you cover all of the content of the curriculum for stages one to six, given the teaching time you have available within each year. We will start by identifying exactly what you need to plan: • Complete coverage of the Science content for all of the stages, or those that you teach • Progression and continuity of Scientific Enquiry and Science content • The best order in which to teach the required units • Detailed lessons, led by clear learning objectives that your learners will understand And why you need to plan: • To ensure appropriate timings are given to the different aspects of the curriculum • To be clear about what can be assessed as a result of a lesson/unit of work • To ensure a mix of teaching and learning styles in delivery – according to your learners’ needs • To ensure that all resources are available to deliver a successful lesson The following section lays out a step- by- step guide to the planning process, including how you can build in flexibility to allow you to adapt coverage, delivery style and timing to suit your needs. 2.2 A Consistent Approach Download the curriculum framework for Science from www.cie.org.uk and familiarise yourself with the coverage and structure of the programme. We need to break the curriculum down and we can do this in three clear stages, but first it is worth getting all the primary teachers together to coordinate a consistent approach. Cambridge Primary Science Teacher Guide 8 Look at the diagram below. Start by thinking about the decisions in the white box: approach, terminology and formats. A pathway to implementation PRODUCE LONG-TERM PLANS PRODUCE MEDIUM-TERM PLANS PRODUCE SHORT-TERM PLANS TEACH EVALUATE AGREE APPROACH AGREE TERMINOLOGY AGREED FORMATS CREATE A CHECKLIST OF RESOURCES Approach: The general approach will largely be decided by colleagues in management. This, for example, may concern the whole curriculum and not just Science. Some schools merge subjects across the curriculum. For the purpose of this guide we assume that Science is going to be taught as a separate subject. Terminology: Everyone involved needs to understand the terminology used so that, for example, ‘long-term’ plan means the same to all. This is true whatever the overall approach within a school. Training Activity: Agreeing Terminology (Appendix A1) In the appendices of this guide you will find an exercise that may be carried out by groups of teachers to reach an understanding of the planning terms: Long-term [overview] Medium-term [scheme of work] and Short-term [lesson plan] It also includes other relevant terms. When the terminology has been agreed, planning can begin. Section 2: Planning 9 Formats: It is not vital to all use the same documentation for planning but it is very helpful for communication and common understanding. They may vary from subject to subject if considered necessary, but it is particularly helpful if the formats used for planning are the same for each stage. Templates for all stages are provided at the back of the guide. Here it is suggested that formats for each stage of planning are used by all teachers who deliver Science. These will be discussed in more detail later. Evaluation: Perhaps the most important box is the ‘Evaluation’ box. It is always a good idea to check how well something works. The diagram shows that this can be for any stage. If there is a problem delivering a lesson, it is often assumed that there is something wrong with the lesson plan. This can be true, but sometimes it may be because the medium or long term plan that is being used needs changing in some way. The white box issues may also need to be revisited. 2.3 Descriptions of the Planning Stages Long- term planning involves considering the Science curriculum for the whole school. This includes taking account of the school calendar for the academic year and allocating a specific percentage of time for Science to be taught throughout the school. This is generally carried out by senior management. It requires financial pre- planning in terms of resources. Different subject areas will receive budget allocations in order to provide the equipment and written resources necessary for the successful delivery of the Science curriculum. You will need to engineer a balance between Biology, Chemistry and Physics. Scientific Enquiry skills need to be ongoing and sequential. Medium- term planning involves planning coverage of the curriculum in units across an entire stage. This includes taking account of seasons, school events and possible visits to enhance the learning process. It also requires pre- planning in terms of required resources, whether these are shared, limited or need buying in. The most important consideration is timing, thinking about when you will be delivering a new unit and how often skills need to be re- visited throughout the year. You will need to think about the order in which knowledge and skills need to be learned. Again you will need to engineer a balance between Biology, Chemistry and Physics. Scientific Enquiry skills need to be ongoing and sequential across all units taught. Medium- term planning is usually broken down into individual terms. The Scheme of Work provided by Cambridge for each stage has assumed covering two units per term in an academic year structured as three terms each of 10 weeks. Term length varies around the world so we have chosen a relatively compact approach so that you should be able to add further time as necessary. The units of work can be arranged in various ways to provide a varied and interesting approach to delivering and ensuring coverage of the Science curriculum at each stage. Cambridge Primary Science Teacher Guide 10 At this point in the process, planning generally considers specific units and the best order in which they can be taught, building on previous learning and developing knowledge and understanding throughout the year. Depending on what you decide, this permits units to be taught in isolation, or in a cross- curricular way, particular to each school’s policies. Over time, you will be able to adapt these plans according to resources and available teaching time, and in the light of your own particular teaching expertise and confidence. New teacher’s tip: If you are new to teaching and unsure about the length of time it takes to deliver a particular topic, we have provided a comprehensive plan for all stages from which you can make a start. This is not intended to be followed to the letter, it only provides an initial starting point. Do not expect your plan to be perfect first time; start with an estimate of how long you think a subject will take and adjust your long-, medium- and short-term plans as you go along so that as you are delivering it you are also fine-tuning it. You are the best judge of the capabilities of your learners and how long it will take them to understand each topic given their existing knowledge. Short- term planning is a lesson plan for a particular lesson. Most commonly this evolves into a weekly plan. This is a detailed, working document and is led by the learning objectives for that session. It provides: • Essential information for all adults involved in the learning and considers the learning needs of all learners, including those with special educational needs (SEN) and/or the gifted and talented • Continuity in the absence of regular teaching staff e.g. in times of absence • An outline of resources, timings, working groups and assessment The real value of a short- term plan is that it influences the next steps in the light of the learner’s response to the learning opportunities presented. Detailed examples and templates are provided in the appendices. The following sections provide a step- by- step guide to the planning process including some advice about meeting the training needs of colleagues. The steps of the planning process (1–8) outlined in the diagram overleaf are divided into three logical phases that form the sub-sections of this section of the guide: 2.4 Phase 1 – Creating a Long-term Plan (steps 1–4) 2.5 Phase 2 – Creating a Medium-term Plan (steps 5–6) 2.6 Phase 3 – Creating a Short-term Plan (steps 7–8) The 8 steps of the process are dealt with in each related sub-section as shown above. Section 2: Planning 11 The Planning Process 2.4 Phase 1 Creating a Long-term Plan Step 1. Teaching time Find out: – how many hours there are to teach the subject? – how is the teaching time divided? – how many units you will be able to comfortably fit into a term. Step 2. Approach Think about: – how you want to structure the teaching of the subject? Biology, Chemistry and Physics mixed together or taught separately for example. Look at Long-Term Planning 1 You can show the allocation of strands here across the terms. Later you can use this grid to show how the units are allocated (either for one stage or all six), by replacing the strand names with your finalised unit titles instead. Step 3. Allocate the strands Allocate the strands for each stage across the number of units available per term. Step 4. Learning objectives by term – Look at the curriculum framework. – Decide which learning objectives will be covered in each part of the year, e.g. each term within a stage. – Decide which learning objectives will be covered on an ongoing basis throughout the year. – Decide where you are going to fit in the Scientific Enquiry objectives. You can mark up the curriculum framework (e.g. use a colour code) to show the results. Look at Long-Term Planning 2 You can use this to record your decisions on when each learning objective should be introduced in the year. Look at Long-Term Planning 3 You can use this to show the results of your decisions in Long-Term Planning 2 term by term. 2.5 Phase 2 Creating a Medium-term Plan Step 5. Creating Units – Group ongoing and other learning objectives into topics and themes creating a logical, progressive sequence of learning including Scientific Enquiry. – Rearrange for challenge, balance, timing, pace and appeal. – Organise the number of units to match the estimated time available from step 1. Look at Medium-Term Planning 1 You can record your decisions with comments and timings on this template alongside the other information. Medium-Term Planning 2 does not have these additional columns. Step 6. Creating Medium-Term Plans Identify suitable activities and resources to deliver the learning objectives in each unit. Indicate how the lesson is to be taught. Print and cut out the individual learning objectives so you can try different arrangements on a separate sheet before finalising if it is helpful. 2.6 Phase 3 Creating a Short-term Plan Step 7. Creating Lesson Plans Identify what you are going to teach and how you are going to teach it. Look at Short-Term Planning Instructions are printed on the template on Page 31 of the Planning section. Step 8. Evaluate the lesson and the planning Amend your scheme of work and lesson plans to best suit the needs of your learners.