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KS2(1) (To be recorded on A3 paper if hand-written) MEDIUM-TERM PLANNING (Based on the National Curriculum Programmes of Study and Guidelines for Religious Education) Subject: SCIENCE EXPECTED LEARNING OUTCOMES Time Span: 6 - 7 Weeks (Half a term) PROGRESSION OF LEARNING ACTIVITIES (Content, tasks) Age of Learners: Year 3, 7-8 yrs NATIONAL CURRICULUM LINKS (A photocopy of the relevant page of the NC or RE Agreed Syllabus should be included and references made to statement numbers e.g. [Music] Performing 2, Composing 1, 2, 4) SKILLS AND LEARNING ACROSS THE CURRICULUM Opportunities for the development of literacy and numeracy skills (Also thinking, ICT, Curriculum Cymreig, PSE, ESDGC) be aware of any hazards and risks to themselves and others; make careful observations using ICT be aware of any hazards and risks to themselves and others. make careful observations using ICT use apparatus and equipment correctly and safely communicate clearly by speech, writing, drawings and ICT using relevant scientific vocabulary describing how they have learned and identifying the ways that worked the best where and how to find relevant information make comparisons and describe differences A visit to Pili Palas – an opportunity for the learners to see the various animals at Pili Palas including those from other countries. Introduce appropriate vocabulary as they observe animals and describe them. An opportunity for the children to photograph animals using digital cameras / iPads. NC SCIENCE KS2 Planning: 7 Developing: 2 Range: Interdependence of Organisms: 4 Small animal hunt – take children on a small animal hunt. Discuss health and safety matters. Introduce techniques for collecting and equipment for observation. The learners to make detailed observations and use relevant vocabulary to label and describe their small animals e.g. wings, antennae, legs, segments. Learners to reflect on the effectiveness of their collection techniques, observation and recording. Communication: 2 Planning: 2 Developing:1, 2, 4 Reflecting:5 Range: Interdependence of Organisms: 4 The learners to compare their small animals and use simple keys to name them. Model creating a key practically with the class. Higher ability will have opportunity to make their Developing: 4 Planning: 3 Developing: 2,4 Reflecting: 5 Literacy: Oracy Reading Writing Skills Framework: ICT Curriculum Cymreig ESDGC Literacy: Oracy Reading Writing Numeracy Skills’ Framework: ICT Literacy: Oracy Reading Writing Key Stage 2 Planning describing how they have learned and identifying the ways that worked the best own simple key. Learners to reflect on the effectiveness of using keys. Range: Interdependence of Organisms: 4 be able to search for, access and select relevant scientific information, from a range of sources, including ICT communicate clearly by speech, writing, drawings and ICT using relevant scientific vocabulary describing how they have learned and identifying the ways that worked the best Introduce learners to a collection of snails. Encourage them to ask questions to elicit further information about the snails. The learners to choose one question to research into using a variety of sources including the internet. The learners to record their answers using varied relevant ways. Create class information book 'Snails' with the learners using appropriate software e.g. Publisher. Learners to reflect on the effectiveness of their methods of gleaning information. Under guidance, the learners to plan a fair test to discover the answer to a question of their choice, for example: What does the snail like to eat? Where does the snail like to live? The learners to record their results using suitable graphing software e.g. Information Workshop, Number Box, and the digital camera or iPad. Learners to draw conclusions based on their observations. Communication: 1,2 Reflecting: 5 Range: Interdependence of Organisms: 4 be aware of any hazards and risks to themselves and others. make careful observations using ICT use apparatus and equipment correctly and safely communicate clearly by speech, writing, drawings and ICT using relevant scientific vocabulary be able to make predictions using some previous knowledge and understanding when conducting a fair test, the key variables that need to be controlled and how to change the independent variable whilst keeping other key variables the same make comparisons and identify and describe trends describe what they have learned Numeracy Skills' Framework: Thinking Literacy: Oracy Reading Writing Numeracy Skills' Framework: Thinking ICT Communication: 2 Developing: 1,2,4,5, Reflecting: 5 Range: Interdependence of Organisms: 4 Literacy: Oracy Reading Writing Numeracy Skills' Framework: Thinking ICT Key Stage 2 Planning