30/04/2019

2 day Introductory training

Cambridge Primary
Science (0846)
Day 1

Housekeeping

Health and safety

Fire alarms
Fire safety
Washrooms
Refreshments
Timetable

Welcome and introductions

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Training aim and objectives

 Delegates will become familiar with the Cambridge Primary

Science approach
 Delegates will understand the structure and purpose of the
Cambridge Primary Curriculum Framework
 Delegates will know how to deliver the Cambridge Primary
Science Schemes of Work

Sharing our expectations

 What would you like from this training?

 How do you feel about teaching Science?

 What is Cambridge?

What is the Cambridge Pathway?

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… and who are you?

 Tell us your name.

 How long you have been teaching?
 How long teaching Cambridge?
 What stages do you teach?
 What is your subject specialism?

Getting to know you …

The Cambridge Learner is

Learning for the 21st century

involves developing a different
skills-set from those we may
have valued in the past.

Our challenge is to teach in a

way that develops these key
skills in our learners.

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What are the benefits?

Cambridge learners Cambridge teachers

Reflective as learners, developing Reflective as learners themselves,

their ability to learn.
Innovative and equipped for new
and future challenges.
Confident in working with
information and ideas – their own
and those of others.
Engaged intellectually and socially,
ready to make a difference.
Responsible for themselves,
responsive to and respectful of
others.
developing their practice.
Innovative and equipped for new
and future challenges.
Confident in teaching their subject
and engaging each student in
learning.
Engaged intellectually, professionally
and socially, ready to make a
difference.
Responsible for themselves,
responsive to and respectful of
others.

Training overview – Day 1

 Session 1 – Introduction to Cambridge through key teaching

ideas and approaches
 Session 2 – Teaching ideas and approaches demonstrated
through Curriculum Framework structure and aims
 Session 3 – Objective-led active learning and success criteria
 Session 4 – Assessment aims supporting learning and
feedback to learners

Training overview – Day 2

 Session 5 – Endorsed and other resources supporting the

Curriculum Framework and learning objectives
 Session 6 – Lesson planning to combine learning objectives
and active learning
 Session 7 – Micro-teaching: exploring teaching ideas and
approaches
 Session 8 – Using assessment and examiner feedback to
improve learning

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Day 1: Session 1

Aim
To begin to experience the Cambridge approach

The spiral curriculum

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Active learning

Learners are actively involved

in their own learning.
They replace or adapt their
existing learning with deeper
and more skilled levels of
understanding.
Teachers need to involve
learners, they are not
‘transmitters of information’.
Teachers are ‘activators’ of
learning.

Active learning approaches

 Help learners build their knowledge through talking,

reading and writing
 Start with what learners already understand and build on
this (formative assessment)
 Make the intended learning clear so that learners can be
responsible for their own learning
 Feedback, self-assessment and peer-assessment

A sweet question!

Can people with bigger hands grab more sweets?

Investigate this question with your group.

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Day 1: Session 2
Effective science teaching

Aims

 To relate the documents produced by Cambridge to

teaching
 To explore the key terminology and aims of the
documents
 To explore key teaching ideas and approaches

Cambridge documents

 Long-term planning - Primary Science Curriculum Framework

 Medium-term planning - Primary Science Teacher Guide

- Scheme of Work

 Short-term planning - lesson plans

 Active learning

 Twenty-first century skills

 Teacher support website

Primary Science Curriculum Framework

Scientific Enquiry
 Ideas and evidence
 Plan investigative work
 Obtain and present evidence
 Consider evidence and approach

Biology Physics
 Life processes  Forces and motion  Chemistry
 Plants  Sound  Material properties
 Humans and  Light and dark  Material changes
animals  Electricity and  States of matter
 Living things magnetism
in their  The Earth and
environment beyond

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Medium-term planning

Short-term planning

What makes the best paper helicopter?

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Variables (factors) to investigate:

 Length of body
 Length of rotors
 Width of rotors
 Angle of rotors
 Mass
 Thickness of paper
 Other modifications
 Can you think of anything else?

Investigation review

Visit the other investigations and consider:

 What question is being investigated?

 How did they ensure the test was ‘fair’?
 What Scientific Enquiry skills are prominent?
 Is there progression?
 To what stage is this investigation most suited?
 What different approaches can you see?

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Day 1: Session 3

Planning lessons using learning objectives

and success criteria

Aims

 To understand objective-led planning

 To use success criteria in lesson planning

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Planning lessons

Remember!

 Lessons should be objective-based

 They should not be activity-driven!

Process for tasks and activities: example

 Set the task

 Give the instruction

 Monitor the outcome

 Check against success criteria

 Assess with assessment criteria

 Feed back and evaluate

Sharing success criteria

1. Head
2. Body
3. Arms
4. Legs
5. Facial features
6. Ears
7. Glasses
8. Beard
9. A walking stick
10. If he is bent over

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Key features of success criteria

 Involving learners in their own learning

 Self-assessment

 Differentiation

 Assessment

Earth’s movements
Example lesson for Stage 5

 Explore through modelling that the Sun does not move, its apparent
movement is caused by the Earth spinning on its axis (5Pb1)

Scientific Enquiry
 Make relevant observations (5Eo1)

Success criteria for learners

I can…
 use a model to demonstrate that the Sun does not move round the Earth
 use a model to show how the Earth rotates and describe how this causes
day and night
 use a model to show how the Earth orbits the Sun and explain that this
takes 1 year

Resources Key vocabulary Scientific Enquiry

• footballs • Sun
• Make
• marbles • Earth relevant
• peas • Moon observations
• paper • orbit
• pencils • rotate
• star
• planet

https://www.bbc.com/bitesize/articles/ztsqj6f

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Earth’s movements

Success criteria
I can…
 use a model to demonstrate that the Sun does not move
round the Earth
 use a model to show how the Earth rotates and describe
how this causes day and night
 use a model to show how the Earth orbits the Sun and
explain that this takes 1 year

Words I will need in this lesson:

Sun, Earth, Moon, orbit, rotate, star, planet

Draw a picture of the Earth, Sun and Moon

 What shape are they?

 Which is the biggest? Which is the
smallest?
 Which ones are closest together?
 Add any facts or questions you
have about the Earth, Sun and
Image, NASA, public domain
Moon

Questions

 What direction does the Sun rise in?

 What direction does it set in?

 So if the Sun isn’t moving across the sky, what must be

happening?

https://www.bbc.com/bitesize/articles/ztsqj6f

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Reflecting on the example lesson

What were the key features of the lesson?

 Two learning objectives: at least 1 x Physics and 1 x
Scientific Enquiry
 Success criteria were shared with the learners (in child-
speak)
 Resources engage learners (and include ICT)
 Active learning
 Range of tasks – differentiated
 Links with previous and future learning
 Key vocabulary identified and practised
 Lots of opportunities for talk, talk, talk!

Starting to plan your own lesson

Individual Activity

 Select a learning objective from the Biology, Chemistry or

Physics strands and a learning objective from the
Scientific Enquiry strand
 Create a lesson objective for each
 Create success criteria for the lesson objectives
 If time, develop an activity using the suggestion in the
Scheme of Work
 Review objectives, success criteria and activities in
groups and improve

Structure of micro-teaching

Micro-teaching cycle: teaching activity followed

by feedback

Teaching activities: 15
minutes

Feedback from observer

and learners: 4 minutes

Total time for each cycle: 20 minutes

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Day 1: Session 4

Assessment aims supporting learning and

feedback to learners

Aims
 To know how to use formative assessment to inform
lesson planning
 To be able to analyse the link between teaching,
learning and assessment aims and objectives
 To begin to understand Cambridge tests

Three possible outcomes…

What should the teacher do when learners

 achieve
 exceed
 do not achieve
the success criteria?

Why assessment?

Formative assessment
- Learners need to know:
where they are in their learning
where they are going
how to get there
- Teachers need to know:
current knowledge, skills or understanding so they can plan
effectively
how to best support learners
Summative assessment
To ‘sum up’ what learners have achieved

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Assessment needs to be ….

Valid Consistent

Assessment
needs to be ...
Useful and
used Manageable

Positive

Progression tests

Downloaded, administered
and marked by teachers.
Results analysis provides
useful information to support:
 individual learners
 classroom teachers
 school improvement.

Cambridge Primary Checkpoint

 Cambridge provides and

marks papers
 Assesses Stages 3-6
curriculum but is taken in
Stage 6
 Detailed feedback on
strengths and weaknesses
 Mathematics, Science,
English, English as a
second language

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Involving learners in their own learning

reflection modification improvement

Pride in success

Learn more!
Thank you
Getting in touch with Cambridge is easy
Any questions?
Email info@cambridgeinternational.org
or telephone +44 1223 553554

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