Differentiated Primary Science

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This book provided by Anne Qualter, discusses the provision of different experiences suited to the needs of individual children. The introduction of the National Curriculum brought new challenges for teachers in respect of ensuring opportunities for all children to learn and focused on different conceptions and ways of implementing differentiation. The book opens with an account of the changes in teaching which accompanied the introduction of the requirement to teach certain processes and concepts of science. This is followed by discussion of ways of learning and of the factors which influence their ability to learn from classroom activities. The author recognises that that complexity of these factors means that there is no formula to follow in planning differentiated learning experiences.

Contents
List of figures and tables
Series editor’s preface
Acknowledgements
1. The place of differentiation in primary science
2. What do we mean by ability in science?
3. Finding starting points
4. Factors influencing children’s science
5. Developing models for differentiated learning
6. The process of differentiation
Bibliography
Index

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