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KS1 Teachers - I need your help!

Discussion in 'Primary' started by jess250690, Oct 26, 2011.

  1. I am currently studying an MA in Animation and Design at the University of Sunderland, in which I am looking into the use of Animation within education. I am looking particularly at Science at Key Stage 1 level and how the teaching of particular topics could be reinforced through the use of animation. At this stage, I am looking into which units are covered more commonly than others and why some units are covered less.




    I would very much appreciate any help you could provide and have a short questionnaire I would appreciate being completed. You do not need to provide any personal information.




    The easiest way to complete this questionnaire would be to copy it from my post, paste it into a reply, add your answers and post the reply to me.




    Many thanks to everyone in advance, Jessica.








    Questionnaire





    1. How many years have you been a teacher?









    2. Which model of pedagogy do you/does your school follow?









    3. Do you use units outlined on the standards site when preparing units to be taught?










    4. Which of the following units have you used when teaching Science? (please tick/re-colour/put a * next to/highlight your answers in some way)




    Unit 1A. Ourselves


    Unit 1B. Growing plants


    Unit 1C. Sorting and using materials


    Unit 1D. Light and dark


    Unit 1E. Pushes and pulls


    Unit 1F. Sound and hearing


    Unit 2A. Health and growth


    Unit 2B. Plants and animals in the local environment


    Unit 2C. Variation


    Unit 2D. Grouping and changing materials


    Unit 2E. Forces and movement


    Unit 2F. Using electricity


    Unit 3A. Teeth and eating


    Unit 3B. Helping plants grow well


    Unit 3C. Characteristics of materials


    Unit 3D. Rocks and soils


    Unit 3E. Magnets and springs


    Unit 3F. Light and shadows


    Unit 4A. Moving and growing


    Unit 4B. Habitats


    Unit 4C. Keeping warm


    Unit 4D. Solids, liquids and how they can be separated


    Unit 4E. Friction


    Unit 4F. Circuits and conductors


    Unit 5_6H. Enquiry in environmental and technological contexts


    Unit 5A. Keeping healthy


    Unit 5B. Life cycles


    Unit 5C. Gases around us


    Unit 5D. Changing state


    Unit 5E. Earth, Sun and Moon


    Unit 5F. Changing sounds


    Unit 6A. Interdependence and adaptation


    Unit 6B. Micro-organisms (short unit)


    Unit 6C. More about dissolving


    Unit 6D. Reversible and irreversible changes (short unit)


    Unit 6E. Forces in action


    Unit 6F. How we see things (short unit)


    Unit 6G. Changing circuits (short unit)





    5. How many hours (on average) would/did you spend on each unit?











    Any additional information relating to topics covered when teaching Science at KS 1 that you would like to provide.



     
  2. Msz

    Msz Established commenter

    If you are only looking at science in KS1 then these aren't relevant
     
  3. dagnabit

    dagnabit New commenter

    In my 6th Year.
    Like most teachers I use many different models depending on what I am trying to get them to learn. In science probably the cognitive and social models would be the most dominant approach.
    Yes - but just as unit 'headers'. We don't stick to the QCA schemes. We kept to the headers to ensure progression/coverage.

     
  4. ok thanks for pointing that out!
     
  5. Msz

    Msz Established commenter

    The number indicates the year group
    I have to confess I don't find animations particularly a useful teaching tool for science with young children certainly not a substitute for hands on sorry
     
  6. Anonymous

    Anonymous New commenter

    I like some of the "animations" or modelling on BBC Science Clips.They do give a good idea of what's going on, even though some of them are not quite as realistic as they could be.
    But again - I believe in hands on science.
     
  7. minnieminx

    minnieminx New commenter

    Fifteen
    I dunno. Not sure it has a specific name.
    Only as topic headings.
    But only as topics, not followed the plans.
    No idea. As many as it takes. most about 2 hours a week for 6 weeks probably, but it varies.

    Like others have said I don't use animations in science (or any other subject) and would not recommend our school started to do so (I'm science co-ord so would get a say). Science is a practical subject and children, especially in KS1/2 should be 'doing' science not watching it.
     
  8. Thank you all for your replies. As teachers, you are obviously the experts and i appreciate your honesty and views, they are all useful to my research.

    Are there any subjects you would consider using animation for? By animation i don't mean playing a cartoon to the children but more of an interactive animation with 'pause for discussion' etc. It would be part of a learning pack with related quizzes and games. This would not be considered a substitute for any method of teaching already in place but would be considered more a reinforcement or unit recap with included tests.
     
  9. Msz

    Msz Established commenter

    Geography
    History
    some maths concepts
     
  10. minnieminx

    minnieminx New commenter

    Geography, history, RE, some English. Think that would be about it.

    Maybe ICT if it led into creating an animation.
     
  11. Questionnaire

    1. How many years have you been a teacher?
    20


    2. Which model of pedagogy do you/does your school follow?

    NC, some old QCA, but teachers generally choose own activities to complement

    3. Do you use units outlined on the standards site when preparing units to be taught?

    Only as headings for some subjects, but we have used Ginn Star science scheme as a 'spine' since 2001.. this is QCA subject styled. It is not used exclusively.

    4. Which of the following units have you used when teaching Science? (please tick/re-colour/put a * next to/highlight your answers in some way)
    School teaches all of them. I have taught all of unit2 and 3.

    Unit 1A. Ourselves
    Unit 1B. Growing plants
    Unit 1C. Sorting and using materials
    Unit 1D. Light and dark
    Unit 1E. Pushes and pulls
    Unit 1F. Sound and hearing
    Unit 2A. Health and growth
    Unit 2B. Plants and animals in the local environment
    Unit 2C. Variation
    Unit 2D. Grouping and changing materials
    Unit 2E. Forces and movement
    Unit 2F. Using electricity
    Unit 3A. Teeth and eating
    Unit 3B. Helping plants grow well
    Unit 3C. Characteristics of materials
    Unit 3D. Rocks and soils
    Unit 3E. Magnets and springs
    Unit 3F. Light and shadows
    Unit 4A. Moving and growing
    Unit 4B. Habitats
    Unit 4C. Keeping warm
    Unit 4D. Solids, liquids and how they can be separated
    Unit 4E. Friction
    Unit 4F. Circuits and conductors
    Unit 5_6H. Enquiry in environmental and technological contexts
    Unit 5A. Keeping healthy
    Unit 5B. Life cycles
    Unit 5C. Gases around us
    Unit 5D. Changing state
    Unit 5E. Earth, Sun and Moon
    Unit 5F. Changing sounds
    Unit 6A. Interdependence and adaptation
    Unit 6B. Micro-organisms (short unit)
    Unit 6C. More about dissolving
    Unit 6D. Reversible and irreversible changes (short unit)
    Unit 6E. Forces in action
    Unit 6F. How we see things (short unit)
    Unit 6G. Changing circuits (short unit)

    5. How many hours (on average) would/did you spend on each unit?

    Up to 6 or 7 - an hour a week, although some units are linked with other subjects eg DT, ICT

    Any additional information relating to topics covered when teaching Science at KS 1 that you would like to provide.
    I use animation to teach unit 2E Forces; the children investigate pushes and pulls in PE and vocabulary associated, then they make plasticine models of themselves again identifying the vocab used to change the material - squash, squeeze etc. Then they make simple animations of their models using digiblue cameras.
    A LOT of our science at KS1 is cross curricular; this allows children to show their understanding in a new way. Another eg is when we do 2B Plants and animals unit they spend a biodiversity day in the school grounds looking for all living things they can find; they then have to choose an animal and design a habitat for it that includes a home, somewhere to hide, food, family and friends. This then becomes a wind-up mechanism with their animals going up and down inside their habitats. They LOVE science!
    Good luck!
     

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