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.