Now in a fully updated seventh edition, The Teaching of Science in Primary Schools provides essential information for students, trainee, and practising teachers about the why, what and how of teaching primary science. Paying particular attention to inquiry-based teaching and learning, the book recognises the challenges of teaching science, and provides suggestions and examples aimed to increase teachers' confidence and pupils' enjoyment of the subject. This new edition explores: Changes in curriculum and assessment requirements in the UK Advances in knowledge of how children learn Expansion in the use of ICT by teachers and children And expands on key aspects of teaching including: The compelling reasons for starting science in the primary school Strategies for helping children to develop understanding, skills and enjoyment Attention to school and teacher self-evaluation as a means of improving provision for children's learning. Giving the latest information about the rationale for and use of inquiry-based, constructivist methodology, and the use of assessment to help learning, the book combines practice and theory, explaining and advocating for particular classroom interactions and activities. This book is essential reading for all primary school teachers and those engaged in studying primary education.

Contents:
1. Towards Scientific Literacy: Helping Children to Develop Understanding of the Nature of Science 2. Planning for Continuity and Progression in Science Activities 3. Starting from Children's Ideas 4. Helping Children to Develop Process Skills 5. Teachers' Questions and Ways of Responding to Children's Questions 6. Managing Practical Work in the Classroom 7. Science in the Early Years - the Foundation Stage 8. Assessment for Different Purposes (1): Selecting Appropriate Methods 9. Assessment for Different Purposes (2): Using Criteria in Assessing Children's Work 10. Sharing Learning Goals with Children and Involving Children in Self-assessment 11. Providing Effective Feedback to Children 12. Science and Other Subjects 13. ICT and Science (1): Using ICT to Gather Data 14. ICT and Science (2): Using ICT to Interpret Data and Communicate Findings 15. The Role of School Resources in Helping Children Learn Science 16. Evaluating Classroom Practice and Providing Effective Feedback to Practitioners

This new and extensively revised edition of Progress in Primary Science is intended for all those involved in training teachers of primary school science, both preservice and on INSET courses. Its flexible modular structure enables course leaders to tailor their course to participants' needs. Each module can be studied individually or as part of an extended programme and contains notes for facilitators, photocopiable workshop materials, activities for practitioners and suggestions for further reading. Throughout the book the focus is on the learning of science as an investigative process through which pupils develop an understanding of ideas. This is supported by modules on different aspects of teaching and learning in science, including: building on children's own ideas how to ask and answer questions managing practical work in the classroom science for very young children effective assessment, self-assessment and feedback cross-curricular links ICT and science science outside the classroom. The companion study book currently available can be used by those participating on these courses. It follows the same modular structure and contains the same information as this book, and makes planning and delivering the course easier and less time consuming for the course leader.

Children, their World, their Education is the definitive text for students, teachers, researchers, educational leaders and all who are interested in primary education. As the culmination of the Cambridge Primary Review, the most comprehensive enquiry into English primary education for half a century, its publication provoked instant and dramatic headlines. Widespread support from teachers and eminent public figures demonstrated that the book had identified the issues that really mattered. Ministerial unease showed that here were findings that politicians could not ignore.

But Children, their World, their Education is much more than a report. It is an unrivalled educational compendium that systematically covers the issues that are central to the daily work of students, teachers and heads. For trainee teachers on undergraduate and postgraduate courses it effectively maps the territory of primary education and provides the context, information and insight which are essential to the development of classroom skill. Its vast range of carefully evaluated evidence makes it a core resource for those undertaking research and advanced study. Its direct engagement with the policy process during a period of unprecedented change makes it an indispensable tool for policy analysis. It places England s education system in the global context, and combines evidence on recent developments with a vision of how primary education should be.

Part 1 sets the scene and tracks primary education policy since the 1960s.

Part 2 examines children s development and learning, their needs and aspirations, and their lives in a diverse society and fragile world.

Part 3 explores what goes on in schools, from the vital early years to educational aims and values, the curriculum, pedagogy and classroom practice, assessment, standards and school organisation.

Part 4 deals with the system as a whole: educational ages and stages, the work and training of primary teachers, school leadership, local authorities, funding, governance and policy.

Part 5 pulls everything together with 78 conclusions and 75 recommendations for policy and practice.

Companion volume: The Cambridge Primary Review Research Surveys, edited by Robin Alexander with Christine Doddington, John Gray, Linda Hargreaves and Ruth Kershner. The Cambridge Primary Review is supported by Esmee Fairbairn Foundation: www.primaryreview.org.uk.

Now in a fully updated seventh edition, The Teaching of Science in Primary Schools provides essential information for students, trainee, and practising teachers about the why, what and how of teaching primary science. Paying particular attention to inquiry-based teaching and learning, the book recognises the challenges of teaching science, and provides suggestions and examples aimed to increase teachers' confidence and pupils' enjoyment of the subject. This new edition explores: Changes in curriculum and assessment requirements in the UK Advances in knowledge of how children learn Expansion in the use of ICT by teachers and children And expands on key aspects of teaching including: The compelling reasons for starting science in the primary school Strategies for helping children to develop understanding, skills and enjoyment Attention to school and teacher self-evaluation as a means of improving provision for children's learning. Giving the latest information about the rationale for and use of inquiry-based, constructivist methodology, and the use of assessment to help learning, the book combines practice and theory, explaining and advocating for particular classroom interactions and activities. This book is essential reading for all primary school teachers and those engaged in studying primary education.

Children, their World, their Education is the definitive text for students, teachers, researchers, educational leaders and all who are interested in primary education. As the culmination of the Cambridge Primary Review, the most comprehensive enquiry into English primary education for half a century, its publication provoked instant and dramatic headlines. Widespread support from teachers and eminent public figures demonstrated that the book had identified the issues that really mattered. Ministerial unease showed that here were findings that politicians could not ignore.

But Children, their World, their Education is much more than a report. It is an unrivalled educational compendium that systematically covers the issues that are central to the daily work of students, teachers and heads. For trainee teachers on undergraduate and postgraduate courses it effectively maps the territory of primary education and provides the context, information and insight which are essential to the development of classroom skill. Its vast range of carefully evaluated evidence makes it a core resource for those undertaking research and advanced study. Its direct engagement with the policy process during a period of unprecedented change makes it an indispensable tool for policy analysis. It places England s education system in the global context, and combines evidence on recent developments with a vision of how primary education should be.

Part 1 sets the scene and tracks primary education policy since the 1960s.

Part 2 examines children s development and learning, their needs and aspirations, and their lives in a diverse society and fragile world.

Part 3 explores what goes on in schools, from the vital early years to educational aims and values, the curriculum, pedagogy and classroom practice, assessment, standards and school organisation.

Part 4 deals with the system as a whole: educational ages and stages, the work and training of primary teachers, school leadership, local authorities, funding, governance and policy.

Part 5 pulls everything together with 78 conclusions and 75 recommendations for policy and practice.

Companion volume: The Cambridge Primary Review Research Surveys, edited by Robin Alexander with Christine Doddington, John Gray, Linda Hargreaves and Ruth Kershner. The Cambridge Primary Review is supported by Esmee Fairbairn Foundation: www.primaryreview.org.uk.

""The authors are well-known in the Assessment field and this work presents their highly original analysis... It] promotes a professional learning approach that will undoubtedly help educationalists in schools and across the schools sector in their quest to improve learning."
Professor Mary James, University of Cambridge, UK.

" This book explores the processes involved in developing assessment practice. It argues that the role of teacher assessment needs to be put firmly at the forefront of the educational agenda and that assessment by teachers needs to be developed in a widespread, high quality and sustainable fashion.

The authors, all members of the influential Assessment Reform Group, argue that the target-driven approach of external testing leads to problems, including 'teaching to the test' to the detriment of the wider curriculum, and motivational problems. In this book, they tackle the differences between formative and summative assessment and ask the question: "What is quality teacher assessment?"

There is coverage of key professional learning dimensions including: The purposes of assessment The need for evidence to support innovation The process and steps to develop new practice Perceptions of what counts as quality assessment in schools The authors draw on these various perspectives to explain how teachers and schools can build on existing practice, and develop new practices, and how the system should react to support them.

This book is essential reading for teachers, head teachers, local authority professionals, policy makers and academics.

Professor Harlen has, once again, provided the leading text on primary science. This eminently readable book sets out a clear account of our understanding of learning, teaching and assessment and, through the skilful use of examples, explores the implications of this for science teachers of pupils aged five to 12. By emphasizing the importance of research evidence and the way in which it should underpin practice, this new edition challenges everyone involved in science education to reflect again on whether we are providing the most appropriate learning opportunities for our pupils. It is certainly a book which will be highly recommended, referred to on many occasions and used extensively' "- Dr Derek Bell, Chief Executive, The Association for Science Education

"

This thoroughly revised and completely up-to-date new edition provides an excellent theoretical framework for teaching science that is firmly grounded in classroom practice and covers all stages of education for students aged five to 12 years.

The author details a constructivist view of learning, which recognizes that children already have ideas about the world in which they live, and gives advice on how teachers can help children to develop their understanding and change their perception to a more scientific view. A particular feature is the focus on formative assessment as a framework for discussion on how to help students develop their understanding, enquiry skills and positive attitudes to scientific investigation.

The wide range of topics covered include:

The nature of students' learning in science

The goals of science education

Gathering and interpreting information about students' 's ideas

Helping development of scientific ideas

Gathering and interpreting evidence of students' enquiry skills and attitudes

Strategies for helping development of students' qnquiry skills and attitudes

The learner's role in learning

Summarising and reporting learning

Motivating learning

Teachers and children's questions

Resources for learning science

Managing science in the school

Each chapter features useful summaries, points for reflection and further reading, making this acclaimed book indispensable reading for all primary and practitioners and students who want a book that will authoritatively inform, inspire and instruct their science teaching.

In recent years there has been a rapid expansion of interest in inquiry-based science education (IBSE). Classroom and laboratory practices and materials which encourage students to take an active part in making sense of events and phenomena in the world around are being promoted and developed through pilot projects in countries across the globe. Embracing IBSE recognises its potential to enable students to develop the concepts, skills, attitudes and interests needed for life in societies increasingly dependent on applications of science. IBSE also engenders reflection on the thinking processes and learning strategies that are necessary for continued learning throughout life. There are, however, many challenges in implementing IBSE. Central among these is the assessment of students' learning since this has a strong influence on what is taught and how it is taught. This book aims to ensure that assessment practices reflect the principles and goals of IBSE and serve to help as well as to report learning.

The importance of helping children to understand the environment is now widely recognized and is well represented in The National Curriculum for Science. But what kind of environmental education' is appropriate at the primary level?

The authors address this central question throughout this book. Science activities relating to the children's school environment are described and explained. The interaction or encounter' of children with the environment is the pervading theme. In these encounters' children are encouraged to find answers to their questions through scientific investigation of the objects, events or particular part of the environment being studied, either in the field or in the classroom.

This book takes a critical look at how students' achievements are assessed for a range of purposes, from reporting progress to selection and qualification. It considers the relationship between what is taught, and how, and what and how learning outcomes are assessed. The impact of using assessment results for setting targets and evaluation of provision for learning is also discussed.

The pros and cons of using tests and examinations and alternatives based on the judgments of teachers are considered in terms of four key criteria: validity, reliability, impact and required resources. Evidence from research and examples of current practice in different countries within and outside the UK support the case for making more and better use of teachers' judgments in assessment of learning. In this way assessment "of" learning (summative assessment) can be compatible with assessment "for" learning (formative assessment).