Working Scientifically - Skills, Enquiry Types and Progression in Primary Science

Suitable for: Subject Leaders, Teachers, LTA

Course code Keystages Presented by
SCI161 Foundation; KS1; KS2
  • Rachael Webb (Teaching and Learning Consultant-Primary)

- Develop an understanding of how substantive and disciplinary knowledge are connected.
- Consider how to develop a shared understanding of 'Working Scientifically' skills progression and enquiry from EYFS to KS1 and KS2.
- Provide a wide range of strategies for planning, resourcing and organising scientific enquiry.
- Provide ideas for using assessment for learning to support practical skills and embed key concepts.
- Share strategies to monitor skill progression and to moderate teacher judgements of standards.

“Where curriculums were strong, leaders clearly identified the disciplinary knowledge that pupils needed in order to develop their understanding of these practices.” Ofsted Science Report: Finding the Optimum, Feb 2023

This full day course gives teachers the opportunity to look at intended progression throughout aspects of ‘Working Scientifically’ within the Primary Science Curriculum. Delegates will develop an understanding of the different types of scientific enquiry and consider how children can take ownership of their own independent investigations and behave like real scientists to developing the skills of working scientifically. From engaging ideas for making science more relevant through to children planning their own investigations, data handling and effective conclusions; a full range of skills will be addressed.

The following will be covered during an extended day course (9:15am - 4:00pm):
• understanding the connection between substantive and disciplinary knowledge within a sequence of learning;
• planning for different types of enquiry;
• skills progression documents, focused skills and coverage;
• children raising their own questions which they go on to test;
• pupil independence and challenge in investigations;
• children planning their enquiries in different age phases - expectations;
• ideas and resources to support enquiries;
• focused recording of skills rather than writing up whole investigations;
• TAPS resource for skills assessment; and
• ideas for focused monitoring of WS to consider impact on learning.

Select a date
Please indicate which school/establishment/address the course charge should be billed to. If you are LTA staff, please indicate this in the Billing Address field, and use LA1 4XQ in the Billing Postcode field.
I agree to the terms and conditions