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What do you expect from a Year 4 science experiment write-up?

Discussion in 'Primary' started by Dejana, Apr 20, 2011.

  1. Even Year 5 and 6 still get the basic outline from me. In Year 6, they get the headings and a short description of what I expect to see. My Year 5s tend to do the planning in one lesson, then the experiment and final write-up in the next, with the different elements, key words and expectations up on the board. My more able ones are fine to do things in more detail, but my weaker ones still need sentence starters and support.

  2. Ok thanks Dejana that makes it clearer in my mind. Was wondering if I was pitching it a tad high!
  3. minnieminx

    minnieminx New commenter

    PHEW! Not just me then.

    I'd have a fit if any class in our school were wasting valuable science learning time with such handwriting exercises. I think I'd resign as science co-ordinator.

    KS1 do almost no writing in science at all, maybe a class write up (teacher scribe) every now and then. And sometimes a poster to 'show me what you did and what you learned'. Generally the teacher leads a discussion at the end of the group or class session to draw out the learning.
    Lower KS2 do similar poster type reflection of what they have learned. Science books are A4 and plain paper to facilitate this. They also have a large class science book where the teacher sometimes scribes a more orderly write up.
    Upper KS2 have an A4 alternate lined and plain science book and use the lines as a bit of a log book type thing. They jot down what they thought, did, learnt in various ways.

    Our children use learning logs, etc as well so are good at 'show me what you thought, did, learnt' sort of presentation. Every science lesson they do or plan a practical and reflect upon it in their book. Some practicals are done and finished in one afternoon and some take two.
  4. marlin

    marlin Star commenter Forum guide

    It's interesting when you look back at what the NC actually says in the breadth of study:
    <font face="Calibri">use appropriate scientific language and terms, including SI units of measurement [for example, metre, newton] , to communicate ideas and explain the behaviour of living things, materials, phenomena and processes</font> Also when you pass the cursor over the sections in Sc1 it highlights the areas of cross reference with the English NC. This is very much weighted towards speaking and listening rather than writing.
    I think the most important word is communicate - can the children explain to the teacher or another person?
    I think writing frames are brilliant when you want a more formal write-up of an investigation - we want to know what they have found out in science, not test their writing. If they see the frames enough - they'll eventually click with the layout.
    It sounds like you are doing everything just fine.
  5. A relief to hear it's not just my lot!

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