Test
Part B Science
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Preguntas del test (13)
1What is progression?
- AThe scaffolding of children’s learning along a journey in which they build upon their learning.
- BIt happens by accommodation allowing children to build a coherent understanding as existing knowledge is changed to accommodate new knowledge
- CHowever this is individual and some pupils will need more support than others.
- DChildren understanding science
- EChildren overcoming misconceptions
2In line what is important for the national curriculum to have?
- AA logical order so children can build upon thier learning and ideas
- BUnderlying thoery
- CA spiral type of curriculum that shows the importance of the way in which topics are taught
3What could be argued about the arrangement of the national curriculum?
- AConcepts are clumped together within year groups as was the case in the old curriculum.
- BThere is a large chunk of technical vocabulary and scientific ideas in Year 3
- CThere is a large chunk of technical vocabulary and scientific ideas in Year 5
- DThere is a large volume of ideas on rocks in year 3
- EThere is a large volume of ideas on rocks in year 5
- FHowever there are good connections between year 1 year 4 and year 5, although this is scattered.
4Which has increased flow
- AThe old curriculum
- BThe new curriculum
- CWithin the old curriculum there were very few links between ideas and concepts and many were standalone which didn’t allow children to develop a deeper understanding. The
- DThe new curriculum has some links through objectives in some topics, particularly in the key stage one curriculum.
5How could the curriculum be improved?
- AMoving some of the rocks ideas across year groups for example into year 4
- BMoving some of the rocks ideas across year groups for example into year 6
- CTaking some of the technical vocabulary from year 5 and maybe move it into year 6
- DThis would make learning manageable and allow children to have a more secure knowledge, this would allow teachers to make sure children are not overloaded with information
6Why is this acceptable?
- ABecause teachers can do what they want
- BBecause objectives can be moved between year groups as long as mastery is achieved by the end of the key stage
7What is the issue with the distinction of properties which are material only and which are also object?
- AChildren believe material to be fabric and therefore base this upon properties however they refer to objects in terms of their uses
- BChildren do not need to make this connection
- CChildren need to make this connection
8What is the issue between substances and a mixture of substances within the new curriculum?
- AThere is a slight distinction
- BThere is no distinction
- CFor example many children have the misconception that chocolate is a substance
- DChildren need to understand how some chemical changes are not a change of state but instead substances changing into new substances which have different properties.
- EFor example cake mixture does not encounter a change of state or evaporation it involves a new substance emerging that makes the mixture more solid.
9What is there a danger of within the curriculum?
- AChildren not knowing what the gas state is
- BChildren thinking that solid liquid and gas are three different types of matter and states
10What is the issue with particle theory within the national curriculum?
- AThere is no coverage or particle theory
- BThere is little coverage of particle theory
- CChildren will be able to understand the gas state better
- DChildren will struggle to understand the gas state
- EThe national curriculum states that particle ideas do not need to be taught but as shown particle theory is present in places, loosely using the term is unhelpful for children and will not allow them to reach a conceptual understanding. It is important to understand that the particle theory also contributes towards pupils thinking on the gas state.
11Is there a poor concept of substance?
- AYes
- BNo
- CThis means that pupils will not be able to recognise a chemical change and therefore concepts of reversibility and irreversibility will be difficult to understand and is not adequate to cover the whole concept of substances.
- DPupils will understand reversibility and irreversibly better
12Is there a distinction between boiling and evaporation within the national curriculum?
- ABoiling and evaporation are both treated as a change to gas within the national curriculum, this could potentially be confusing for children. This is because boiling is a change of state that takes place at 100c but evaporation is the mixing phenomenon which takes place at any temperature
- BYes
- CChildren need to know this underlying thoery
13What is the problem with underlying theory?
- AChildren do not have any
- BInstead teachers refer to telling children, instead children need to discover and investigate these using their own observations.
Información
- Descripción
- BA BA Primary Education Test sobre Part B Science, creado por sam.wilberforce el 04/03/2016.
- Autor
- sam.wilberforce
- Idioma
- English
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