Brenda began by asking what has changed.
Programme of Study:
- Re-written and rearranged
- There is an organisational change, but not a change in content
- Science enquiry has changed. - its not fair project is having and impact as enquiry has expanded beyond just fair testing
- By the end of year 6 children are asking questions, planning which type of enquiry to use, and plan and investigation. And do it for themselves.
- We shouldn't be doing science enquiry for the sake of science enquiry.
The other changes are:
- Evolution introduced
- More emphasis on outdoor learning
Brenda explained that the notes and guidance have the kinds of experiences that students might have, and gives suggestions of activities. She said that command words are included in the PoS statements.
We were told that the timeline is a bit up in the air. The NC document with score. But despite that the NC is being dis-applied from September for y3 and y4.
What hasn't changed?
The main concepts covered
Science enquiry is central to learning science
Use time to review the sow and develop science enquiry - MAIN MESSAGE
Brenda was keen to highlight the message shown by this image:
Jane Turner then went to talk about Assessment
Throughout the session Jane spoke with this image behind her:
Jane said that the Assessment and Curriculum groups are currently working in separate locations and not together. However, the people in the DfE who write the SATs do care about getting a good SATs paper out.
She told the audience that sample testing will carry on. As for the detail about assessment in the sample SATs: the DfE don't know yet. Sample tests will not be by school, a school will have students selected. There will be 9 sample tests and schools will get a variety of the 9, but one each of biology, chemistry and physics.
Brenda and Jane went on to stress that effective teaching and assessment has not changed.
When you plan a lesson consider what you want the students to learn and how you, the teacher, will know they have got it.
APP is fading away, but maybe still a useful tool without the levels attracted.
Do not throw the baby out with the bath water - we have time to implement change.
Interesting points made at the end of the session: What is more scary students being allowed to challenge their own learning, or students not knowing the content?
Different for those who believe teaching is filling the Child with knowledge.
Have you been in a situation where you and the children both do not know the answer. The new model means that we could be in that situation because students are allowed to be in that situation.
Jane Turner: practical work does not always lead to learning, practical work does not always equate to enquiry. Lesson needs to make the practical purposeful.
A great session, very reassuring and all teachers should remember that the government are not telling us how to teach. Best practice will remain best practice. Thanks to Brenda and Jane for that!
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