The teacher’s planning
 

What to consider 

The learning experiences and needs of the children

The learning experiences of the class, the scientific concepts and investigations completed by the children so far and the development of individual pupils’ scientific ideas will be the starting point for the teacher’s planning in science. Liaison with the previous class teacher and the review of class records will provide the teacher with useful information when drawing up a new programme and planning schemes of work.

The school’s programme for science

The content of the strands and strand units in the curriculum statement and the sections that describe the development of skills, ‘Working scientifically’ and ‘Designing and making’, provide the basis for the teacher’s work with the class. The school plan for science will provide further direction for the teacher’s work with the class.

Planning and selecting content

Planning and selecting units of work for science in the school will ensure that the children experience a broad and balanced programme. The scheme of work in Exemplar 1 of the Teacher Handbook for junior classes illustrates how a programme for science for this level may be planned to ensure that children have access to scientific concepts from each of the strands. The exemplar shows how provision may be made for children to study units of work from each of the strands during each term. It should be noted that some of the units chosen by the teacher may incorporate elements from more than one strand. For example, a unit of work on trees in the local environment will also include investigations of wood as a material as well as a consideration of strategies for protecting natural features in the environment.