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Develop sub/know within the primary science curriculum focus rocks 220321

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Developing teacher subject knowledge within the primary science curriculum A focus on rocks, evolution & inheritance 22.03.2021

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Course Content

Curriculum research and inspection frameworks make clear that it is crucial that teachers have a secure understanding of how the curriculum should be logically organised and sequenced to aid pupils’ learning. Teacher need to know and understand how content is sequenced to ensure that components of knowledge lead to conceptual understanding, providing opportunities for pupils to practise what they know in order for them to deepen their understanding across the science curriculum. It is important that teacher subject and pedagogical knowledge enables pupils to make good progress in science form their respective starting points.

This two hour professional learning and development opportunity will focus on the curriculum area of rocks, evolution & inheritance

Teachers will be provided with opportunities to develop subject and pedagogical content knowledge which enables them to identify key learning within this aspect of the curriculum, considering the nature of pupil misconceptions and how to effectively address these. Teachers will be supported to design sequences of learning which enable underpinning science concepts (big ideas) to be developed in a progressive and cohesive way across the primary curriculum, supported through the effective assessment of pupil learning.

This two hour professional development opportunity is relevant for science subject leaders as well as classroom teachers who wish to deepen their own teacher subject and curriculum knowledge of how rocks, evolution and inheritance can be taught progressively across KS2.

Learning Outcomes

Have further developed teacher subject and pedagogical content knowledge within this area of the curriculum.

Understand how a coherent and progressive approach to teaching science concepts will enable pupils to know and remember more.

Plan for and effectively use assessment to identify and address pupil misconceptions.

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