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Continuing Professional Development Units

Science and Special Educational Needs


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Introduction

These units have been developed by Cambridgeshire teachers, involved in the STRATA project, to support the work of teachers of pupils with Special Educational Needs in Science.

They can be used in any order either by individual teachers, small groups of teachers, for whole staff training or for developing the work of teaching assistants.

Even though the activities may focus on a particular level of pupil, the principles of good teaching and learning they exemplify are transferable to all pupils.

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Continuing Professional Development Unit for Teachers of Pupils with Special Educational Needs in Science


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The main menu lists the FIVE units and within some of these are a number of tasks to select from. To return to the main menu at any point click the Menu button.

Although some of the STRATA materials are used in the activities you do not have to be using the scheme in order to benefit from this professional development. If you want to find out about the STRATA scheme you can click on the STRATA button on the right hand side to take you directly to the website.

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Continuing Professional Development Unit for Teachers of Pupils with Special Educational Needs in Science


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Introduction

The activities in these units can be approached in any order either by individual teachers, or by small groups working together or as a whole staff INSET session.

Many special school pupils and their teachersuse Rebus symbols to support face -to -face communication. A number of new sciencespecific symbols have been developed and these are available from Widgit software. Further information can be found on their website at:-www.widgit.com.

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Main Menu1 Becoming familiar with the P levels

3 click and drag exercises using the P levels.2 Using the P levels to assess children’s progress and attainment

3 video clips of Leanne to assess!3 Using assessment to guide planning

Watch Chloe, Hannah and Kirsten to assess them and plan the next steps.4 Children’s recording of science

Think about why you ask children to record their science work. Look at a number of examples for pupils' recording and discuss the questions raised by these pieces of work.5 Questioning and using vocabulary

Listen to a teacher working with a KS3 class andhow she helps pupils with their understanding of vocabulary associated with forces.Summary

Click on the appropriate activity above


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This is a click and drag exercise to help youbecome familiar with the P levels andprogression through them in a specificcontext.

At the end of the activity are some furtherideas for CPD. You can try any or all of the 3 topics:

Forces Separating Materials Plants

To start the activity click ‘next’.

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1 BECOMING FAMILIAR WITH THE P LEVELS

You will need the Flash MX plug-in to see the following animation – click here to download.

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STRATA STRATANext If this click and drag exercise doesn’t play automatically, right click above and select ‘Play’ from the menu.

Forces Separating Materials Plants


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Print out your version of the progression and compare it with versions from other colleagues. Discuss the differences in your thinking!

STRATA sheets are available for each unit of the scheme of work and could form the basis of a paper exercise. Copy the STRATA sheet onto card and then cut up the statements for colleagues to re-order. A blank grid similar to the one used in the click and drag exercise will also be needed.

The STRATA sheets can also be used for recording children’s attainment and progress. Discuss how this sheet could support the assessment and recording of science in your school. Some ideas are given in the STRATA scheme.

Further Ideas for INSET Activities

Example of a P level outcomes sheet

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Body Parts (print).

Human and Other Animals 1a Parts of Body (print).

Senses (print).


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Discuss how these STRATA sheets might be used to support and enhance the work of the teaching assistants in your school.

Further Ideas for INSET Activities

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2 USING THE P LEVELS TO ASSESS CHILDREN’S PROGRESS AND ATTAINMENT

Leanne is a lower KS2 pupil. Find out what level she is working at! Watch all three clips of Leanne during some lessons on the topic of ‘Sound’ and assess her level.

Click ‘next’ to watch the video clips.

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P1 (i)Is present during experience of sounds, may show no response.May be resistant.

P1 (ii)Appears to show awareness of sounds e.g. turns head, blinks (not necessarily towards the source).

P2 (i)Begins to attend and respond (may be inconsistent) to sounds e.g. may turn head, focus briefly on source, smiles.

P2 (ii)Shows a differentiated response to sounds e.g. smiles to one sound, startles to another.Attends for longer e.g. focuses for longer on sound source.

P3 (i)Requests activity e.g. reaches out towards sound sources.

P3 (ii)Initiates activities related to sound e.g. activates sound beam, tries to operate tape or CD player.

P4Imitates sounds e.g. in action songs.

P5Begins to share and turn take, e.g. passes sound source onto next person.

P6Shows active participation e.g. strives to make sounds using instruments, responds to others by copying, makes clear choices between sound sources.Matches sound to source from choice of 2 (concretes objects in classroom).‘Predicts’ by making a simple statement e.g.when making shakers indicates they are noisy.

P7Begins to differentiate between sounds e.g can identify a loud or a soft sound , can make a loud or soft sound…Begins to locate sounds.‘Predicts' by making a general statement e.g. when making shakers they say that they need something inside.

P8Produces a variety of sounds with own body or an instrument.Begins to use some relevant vocabulary e.g. drum, xylophone, loud, soft. Names source of some environmental sounds. ‘Predicts’ by talking about something they encountered e.g. I put my hands on my ears when there are loud noises.

N.C Level 1Gives example of warning sound e.g. “nee now” (ambulance).Explains simply why we need warning sounds.Makes a guess about what will happen.

STRATA sheet for Outcomes for ‘SOUND’

Click these images to view the videos

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Discuss the following questions with a colleague and what the implications are for your own practice.

1. What steps does the teacher take to assess Leanne’s understanding of loudness during the clip with the alarm clock?

2. Do you think Leanne is clear about the

difference between hitting and shaking?

3. In the clip with yoghurt pot telephones, what do you think is holding Leanne’s attention?

4. Do you think Leanne associates the yoghurt

pot with hearing and sound?

Further Questions

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Discuss the following questions with a colleague and what the implications are for your own practice.

5. What level did you assess Leanne at, and did your colleague(s) agree?

6. What else could you do to check your assessment of Leanne’s level?

7. How could you use the outcome sheets to support

your teaching and learning? Click here for ideas.

8. The yoghurt pot string telephones are a very common activity in teaching sound. Can you see any conceptual or practical issues with this activity? Do you think this is an appropriate activity for a child at Leanne’s level of understanding? Click here for some issues.

Further Questions

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To set your learning objectives.To plan in progression for pupils.To ensure challenge.To plan appropriate next steps in an activity/ topic.To support teaching assistants working with pupils.As a recording sheet for a lesson or unit.As a recording sheet to pass on to the next teacher or science co-ordinator.To set targets for pupils.To write reports.

You could use the outcome sheets from the STRATA scheme:

Ideas for Question 7

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Many children do not associate ears with hearing.Young children associate sound production with the physical properties of the material making the sound or their own actions. The string needs to be long enough so that pupils cannot hear the originating voice.Think about ways to stop the string pulling out of the pot.The string telephones show that sound travels through solid materials. This is in the KS2 programme of study.

Issues for Question 8

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3 USING ASSESSMENT TO GUIDE PLANNING

The following three video clips show some Year 2 pupils in a mixed Special School that has a range of PMLD, SLD, MLD and EBD pupils. These science lessons are on body parts and life processes.

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Instructions

Choose one of the three children on the next page to assess, and then plan your next steps using the outcome sheets.

You might find it helpful to look at some of the suggested activities in these units from the STRATA Scheme of Work.

Body Parts (print).

Human and Other Animals 1a Parts of Body (print).

Senses (print).


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Is there an activity that could be used with all 3 children, which would enable them all to progress? Or would you need to plan different activities?

Use the Progression Skills Sheets to help you.

P6 - NC Level 1NC Level 1 – Level 4

Chloe

Hannah

Kirsten

1.Body Parts

STRATA Outcome Sheets for:

Click these images to view the videos

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4 CHILDREN’S RECORDING OF SCIENCE

A) Stretching elastic bandsB) Changing the brightnessC) Solid , liquid or gasD) Mixing chemicals with waterE) Effect of salt on iceF) Conduction of heat in spoons

Use the Progression Skills Sheets to help you.


1) Think about why you ask children to record their work.

2) Choose a sample of children’s recording in science from these examples. Each has a number of questions to consider. By clicking on the questions you get a suggested answer of some possible ideas.

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Click here for ideas


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Is it for the teacher’s benefit, e.g. assessment, proof that a topic has been covered, to have work put in a pupil’s folder, for parents’ evening, for Ofsted or for the next teacher?

Is it for the pupils’ benefit, e.g. to reinforce learning, to enable interpretation and evaluation of their work? Or can it serve several purposes?

Can you effectively assess a pupil from a piece of work? Does the piece of work really reflect what the pupil has learnt, and how would you know?

If you want to look at samples of pupils’ work go back to the previous page.

Why do we record? Think about why you ask children to record their science work:

4 CHILDREN’S RECORDING OF SCIENCE

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A) Stretching Elastic Bands

These Skills Progression sheets can help you assess the skill level.


This investigation into how an elastic band stretches was carried out by small groups of Year 7 pupils. They were told to measure the length of the band to the nearest cm. All pupils were told how to label the axis and a copy for reference was placed on the overhead projector.

Have a closer look at the pupils’ work on this page by clicking on the pictures.

On the next page there are some questions for you to consider.

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You click to enlarge and then print the image above.


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What feedback would you give this pupil to help him develop the skill of drawing a graph?

What level would you award this pupil for the skill of recording?

How helpful is this type of pre-drawn format for a graph?

Does this particular format present any problems for pupils?

What questions could you ask to ascertain whether the pupil understands what the graph is showing?

Would a bar graph have been a better way of presenting the results?

A) Stretching Elastic Bands: Questions (Click on the questions for some suggested ideas.)

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In order to help a pupil understand what the graph is showing the teacher would need to ask the pupil to interpret the graph in their own words i.e. ‘tell the story of the line’. This could be supported by a set of pre-prepared phrases for the pupil to select from.

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This would be level 2-3 depending on how much help the pupil had. A pupil reaching level 3 would need to be starting to draw the axis independently.

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The title Line Graph needs to be removed and a space left for a proper title – so a teacher needs to be prepared to adapt any commercially bought resources for the benefit of pupils. It can provide a structure if the lesson objective is not focusing on developing the skill of drawing a graph. It is important to be aware that a pupil could use the format without any real understanding of the purpose of a graph or what the graph is showing. The teacher could also put a picture on the axis as a pictorial clue.


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There are no ‘in between’ markings so it is important that the pupil is clear about how much the gap is and that they can estimate the numbers in between each of the marked points. The boxes may be too small for pupils to write in.

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A) Stretching Elastic Bands: Questions (Click on the questions for some suggested

ideas.) What feedback would you give this pupil to help him develop the skill of drawing a graph?






Begin with some questions that ask them to find a specific piece of information first e.g. ‘What length is the band with 800g?’ Then move on to ask questions about the line itself e.g. ‘Does the line go up, down or stay level?’ Finally ask questions about the pattern the line might be showing e.g. ‘What happens to the line as the number of grams increases?’

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No, because both axis are numerical. For a bar chart the x axis needs to be discrete categories/variables.

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Changing the Brightness we caN make a lamP brigHTter if we put to BaTTers in Then we get more power going round It will lighT uP wiTh Two BaTTers This is because it PusHisH more power round the circuit.

In this Year 8 lesson on electricity pupils were asked to explore the effect of using one, and then two cells, (called batteries by the pupils) on the brightness of the bulb. They then had to explain, independently, why the bulb becomes brighter.

B) Changing the Brightness


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Questions are continued on the next page.



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What level would you award this pupil for the skill of explaining?

Are there any misconceptions in the work that you should be aware of?

What questions might you ask this pupil to extend her thinking?

B) Changing the Brightness: Questions (Click on the questions for some suggested ideas.)

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The pupil is not just describing what she did but has included a ‘because’ that links cause and effect. This is typical of a level 3 pupil.




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The pupil is using the word ‘power’ – this is not the scientifically correct usage but it is used in everyday terminology. The teacher needs to decide if, and when, it is appropriate to make this distinction to the pupil.




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e.g. ‘What do you think would happen if you put 3 or more batteries in the circuit?’ ‘Is there anything you need to remember when connecting more than one battery together?’




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Year 7 pupils were provided with samples of solids, liquids and gases and had to go round the room, placing items in the appropriate columns. Gases (pretend!) were provided in plastic bags tied at the top and labeled. As extension work the pupils had to add their own examples.

The table was pre-drawn (on the board), with headings, as these pupils could not draw their own without support and doing so would have detracted from the task. This is why it is important that a teacher is clear about the objective for the lesson. In this case the teacher was not looking for the skill of drawing a table, so giving this to the pupils enabled the objective of sorting solids, liquids and gases to be achieved.

C) Solid, Liquid or Gas


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Do you think this pupil is clear about the differences between solids, liquids and gases?

What would you plan for the next steps?

How could the comment be extended to provide more developmental feedback?

What problems do you think pupils have with this area of the curriculum?

C) Solid, Liquid or Gas: Questions (Click on the questions for some suggested ideas.)

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Generally the pupil seems clear about the differences. Ice was put in two columns because it had started to melt during the session and so both states were present together. Liquid nitrogen has been put in both columns and was difficult for the pupil to decide because the name had both a liquid and gas name in it. Also compressed gases are liquids which pupils will hear if the canister is shaken.





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This could lead onto the features of solids, liquids and gases which are then used to classify more complex materials. Or it could lead into changing materials from one state to another.





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Ask him to review the substances that were incorrectly placed or ask why he had placed them in the columns he did. Highlight, or mark in some way, those that he was unsure about or put an extra column in the table for those materials that he was unsure about. This makes it acceptable to be ‘not sure’ and reinforces the notion that science isn’t about finding the correct answer!





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This could lead onto the features of solids, liquids and gases which are then used to classify more complex materials. Or it could lead into changing materials from one state to another.





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This was an introductory lesson for Year 7 and 8 on dissolving.

The Year 8 pupils had better literacy skills and coped well with the written format the table was drawn on the board and the words ‘dissolved’, ‘soluble’ and chemical names were given.

The pictorial recording sheet was for Year 7s who could not copy from the board. They were able to draw results with some support from the class teacher and teaching assistant.

D) Mixing Chemicals with Water


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You click to enlarge and then print the images above.


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Look at both sets of recording. What, if any, are the differences in the observations that are recorded?

Do you think the pupils are clear about the concept of dissolving? What questions could you ask?

What other words do pupils often use instead of dissolving?

What do you think would be an appropriate activity to follow up on this one?

D) Mixing Chemicals with Water: Questions (Click on the questions for some suggested ideas.)

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The pictorial sheet uses more scientific language and the table is more descriptive. More words doesn’t necessarily mean more understanding and many pupils in special schools are visual learners. A lot of detail can be shown in a diagram. If the skill of observing is the objective then giving a pictorial sheet helps the pupil demonstrate this skill at an appropriate level. If the skill of drawing a table is the objective then giving a pre drawn sheet limits the level a pupil can reach. Use questioning, or another activity, to ensure the pupil understands the terminology being used.

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Ask pupils to draw, describe or role play what happens in dissolving. Ask pupils what would happen if we put the jar on a set of scales as sugar was added i.e. the mass would increase. Ask why the water has changed colour.

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e.g. melt – this involves only one substance changing state whereas dissolving involves 2 substances; disappear – can leave out and let the water evaporate and the solid is left behind or, if safe, can taste the solution and notice it is different to water, turns into water, goes away.

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An investigation to vary the things that could affect dissolving such as temperature of the water, amount of water and amount of solid. Applications in everyday life such as when is it useful to dissolve sugar. Could observe other changes when materials are mixed not just dissolving e.g. fizzing with bicarbonate of soda, pasta or rice swelling, custard powder changing colour, plaster of Paris getting hot, tea leaves causing a colour change but the leaves appearing to be the same size.

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A Year 8 lesson, where pupils were given two small beakers each containing an ice cube and a thermometer. They sprinkled salt on one of the cubes and were told to write down what happened every 5 minutes. They decided how to record their work and carried this out independently.

E) Effect of Salt on Ice


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What level would you give this pupil for recording?

How could you help her develop the skill further?

E) Effect of Salt on Ice: Questions (Click on the questions for some suggested ideas.)

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The pupil has taken reasonably accurate readings but the long hand method of recording makes it difficult to see any patterns. It makes it more likely there will be literacy mistakes, which could compromise the recording and make assessment more difficult. For the skill of recording the pupil appears to be between NC level 2 and 3. Times are recorded sequentially but some readings are inaccurate, no units for temperature and further down the list it does not distinguish between ‘with’ and ‘without’.



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The pupil needs to see the same results in a table and compare the two methods for ease of reading and interpreting. She needs to be encouraged to put units after any numbers and to record any additional observations during the investigations.

Data-loggers could be used to take the temperature readings: the results could have been recorded on a spread sheet and then a graph drawn which pupils could interpret. The Internet could be used to find out about using salt on icy roads.



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James carried out the investigation in the morning and what he did can be seen on the drawing below. After lunch he used the ICT lesson to record what he had found out.

F) Conduction of Heat in Spoons


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You click to enlarge and then print the images above.


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F) Conduction of Heat in Spoons: Questions (Click on the questions for some suggested ideas.)

Do you think James missed the point of the investigation, did not understand what he was doing and why or had forgotten what he did?

How much guidance should a teacher give to pupils when recording?

Does it matter if what is recorded is not actually what happened or what they found out?

What would the next steps be for James?

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Many pupils with special needs have problems remembering what they did between the morning and the afternoon sessions. Having the apparatus present can act as a reminder. The ICT lesson could have been an opportunity to use data-loggers. It is important that the lesson objective is very clear. Was the lesson about finding out that heat moves differently through different materials or was it about James being able to compare what he thought would happen with what did happen?

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It should be remembered that if a pupil is going to achieve the higher levels in the skills then they need to work more independently. If a pupil is being assessed then support needs to be thought through. For example, if the task is within the pupil’s capability then very little help should be given. It might be that a pupil’s ability to record is not the objective and therefore giving a pre-drawn format to record on would enable the pupil to demonstrate a higher level in another skill or area of knowledge. All staff need to be clear about the reason for the activity and the outcomes that are being looked for.





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The answer to this would be different if it is for teacher assessment rather than pupil learning. Many pupils will give you the answer they think you want even if the results don’t show that. They need to be reassured that science does not give the ‘right answer’ – often it leads to more questions!





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For many pupils, too many variables can confuse the issue. James could repeat the investigation using just 2 spoons and placing them in hot water for the same time and then comparing one with the other. Using an egg timer removes the number element, which can add to the confusion. If you felt that James had understood the idea of heat traveling he could be asked to look for everyday examples e.g. cooker, fire, radiators.





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5 QUESTIONING AND USING VOCABULARY

This Year 8 science lesson on forces focuses on the use of vocabulary. In the introduction to the lesson, the teacher had already placed the words, one at a time, on the overhead projector and the pupils had read them out as she did this. She was matching the pupils’ ability to read to the difficulty of the word and directing the activity.

Listen to the next part of the lesson where the teacher is looking at the pupils’ understanding of the meaning of the vocabulary.

Click next to listen to the audio clip.

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AUDIO clip

5 QUESTIONING AND USING VOCABULARY

NextMenuClicking the questions on the following page will bring up some suggested ideas.

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Questions (Click on the questions for some suggested ideas.)

What techniques does the teacher use to draw out and support the pupils in this process?

Look at your scheme of work and discuss which vocabulary different pupils should encounter or learn.

What other activities could you devise using science words?

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Repeats the question; leaves thinking time; clear enunciation; pace; precise construction of sentences; no conversational ‘fillers’ e.g. ‘you know’; use of praise; targeting pupils so they will be able to achieve; tone of voice; repeats the answer if necessary because the answer wasn’t clear; words are there all the time as a visual prompt.




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Widget symbols are now available for a lot of science vocabulary. Whilst many pupils like to encounter new words, especially if they sound different, it is not necessary for them to remember them all. It can be useful to identify the few words you would like all pupils to know and then others that would be for the more able pupils.





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‘Pictionary’ – pupils draw or act out the word. Pair like words-pelmanism. Play hangman; make a simple crossword; use the words in the Clicker programme.





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Summary

Science should be accessible to all children if you use everyday contexts.Activities need to be age appropriate and in a different context if the topic is revisited.Pupils with Special Educational Needs will make progress even if the steps are very small but only if the activity is structured to allow this to happen.

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ISSEN - Inclusive Science and Special Educational Needs is a collaboration project between the ASE and NASEN. The website is:- http://www.issen.org.uk/Articles/All_Articles.htm

To contact the ASE go to:-http://www.ase.org.uk

Key Stage 3 Strategy:-http://www.standards.dfes.gov.uk/keystage3/publications

Article in School Science Review

The School Science Review Special SEN Issue June 2002 Vol 83, Issue 305 also summarizes key outcomes from Cambridgeshire’s AZSTT project.

Useful contacts and information


You have reached the end of this workshop. We hope that it has promoted some stimulating discussion about the work of

teachers of pupils with Special Educational Needs in Science.

Thank you for your support.

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