Teaching Science Through Concepts

We are currently not running this course but you can book one of our consultants to run this (in your setting, at your choice of venue or online). Please get in touch with our consultancy department for more details consultancy@focus-education.co.uk 

WATCH IT ONDEMAND. BUY & OWN THE VIDEO OF THIS COURSE

The National Curriculum states that, “…all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science.” And that, “Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena.” In order to gain that depth of knowledge and understanding, and to inspire curiosity, children need to be shown the links between different aspects of science – the golden threads if you like.

Within the National Curriculum there are various substantive concepts that run throughout. These are the ‘big ideas’ that we want children to focus on in order to identify and make links between different aspects of science. You have the specific disciplines of Biology, Chemistry and Physics and the concept of ‘working scientifically’ that runs throughout.

Within the science curriculum there are these overarching concepts:

• Plants

• Animals (including humans)

• Materials

• Seasonal changes

• Living things

• Habitats

• Rocks

• Light

• Forces

• Electricity

Additional concepts appear once:

• States of matter

• Sound

• Earth and Space

• Magnets

• Evolution and Inheritance

While these substantive concepts are extremely important, there are further concepts that can be explored which will already be running through your curriculum. For example, the concepts of ‘investigation’, ‘living organisms’ or ‘movement’. We can use these concepts to teach science in a way that brings it to life and supports pupils learning year on year.

During the session, we will consider:

• How well you understand and know the scientific concepts within your curriculum

• How these concepts can be made more explicit within science topics

• How using concepts to develop your progression can support the retention of knowledge in science

Standards for Teachers’ Professional Development Statement

This course is underpinned by rigorous scholarship and supported by continual development and support. It meets the DfE’s Standards for Teachers’ Professional Development in the following ways:

• This professional development course has a focus on improving and evaluating pupil outcomes;

• It is underpinned by robust evidence and expertise, and is clear on intended outcomes and objectives;

• There is an expectation of collaboration and there will be expert challenge;

• The course is part of a CPD programme designed to equip staff with the knowledge and skills required to effectively implement within their school, and sustain improvements over time.

This course is available to buy as a CPD Video. Find out more here.