What's the point of this? RB198 / A203
Too frequently, activities are carried out without deepening pupils’ understanding of the scientific concept, because teachers are not covering the baseline substantive knowledge required sufficiently beforehand. This way leads to a recurring problem that pupils are engaged in these lessons, but it is the activity that is memorable and not the underlying knowledge intended to be learned.
Ofsted found ‘when inspectors questioned pupils during the research visits, pupils could easily recall the task carried out, but struggled to explain how the processes they were investigating actually worked.’
Consider the usefulness of activities in relation to the ‘science’ to be learned.
Begin to identify any gaps in your own baseline substantive knowledge.
|Primary bespoke support||07 December 2020||15:00-16:15|
|Fee-paying school or college (independent)||Activity fee£40.00|
|State-funded school or college||Activity fee£30.00|
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