Something to keep in mind

Follow Your CuriosityI have no special talent. I am only passionately

curious.

Perseverance is Priceless

“It's not that I'm so smart; it's just that I stay with problems

longer.”

The Imagination is Powerful

“Imagination is everything. It is the preview of life's coming attractions. Imagination is more important than

knowledge.”

“The true sign of intelligence is not knowledge, but imagination.” Are you

exercising your “imagination muscles” daily, don’t let something as powerful as your

imagination lie dormant lie dormant.

Make Mistakes

Discover the power of making mistakes. I’ve said this before, and I’ll say it again, if you want to succeed, triple the amount

of mistakes that you make.

Knowledge Comes From Experience

“Information is not knowledge. The only source of knowledge is

experience.”

You can discuss a task, but discussion will only give you a

philosophical understanding of it; you must experience the task first

hand to “know it.”

What Mr. Gove would kike

The revised national curriculum for science

September 2014

KS 1 PoS: Knowledge and understanding

• Basic structures and simple classification of common plants and animals (year 1)

• Life processes, including growth, reproduction and feeding, and growing plants (year 2)

• Habitats, including food chains(year 2)• Simple physical properties of everyday materials in relation to their uses

(year 2)• Sources of light (year 1)• Night and day, and the movement of the Sun across the sky(year 1)• Forces that make things move, speed up and slow down, and change

shape. (year 2) • Science biographies, for example, Charles Darwin

Science skills• In Year 1 and Year 2, ‘working scientifically’ includes

aspects of:• • Observing closely using simple equipment• Performing simple tests• Identifying and classifying• Recording findings in various formats.• • Ensure pupils read and write scientific vocabulary,

consistent with their phonic knowledge at Key Stage 1.

‘Working scientifically’ is to be delivered through the teaching of substantive subject content, and is not to be taught separately as

content in its own right.

Light• Pupils should be taught to:• identify and name a variety of sources of light that we can see

with our eyes, including electric lights, flames and the Sun• explain that darkness is the absence of light • compare the variety of sources of light, using simple

comparisons, comparative vocabulary and superlative vocabulary

• describe the features of day and night, including changes in light and temperature

• describe the movement of the Sun across the sky during the day.

What are the changes in the other year groups?

In groups be creative and summarise the main content of the year

group highlighting the changes, giving an example of how it might be taught

Share your outcome with the of the class

discussion

What do you think?What are the implications for you

and your school?

Exploring some science concepts

• Gaseous exchange and lung structure• Inheritance and evolution – fossils• Electrostatics • Electricity • Forces gravity in particular• Changing materials – irreversible changes• States of matter• Electromagnetic spectrum and light