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| TSEC Strategies for Teachers of 5-14 Science - Improving Science Education CPD through Practical Activities |
Using the units over a 4 year programme would distribute the targets as follows:
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P1/2 |
Earth and Space |
Energy and Forces |
Living Things and the Processes of Life |
Year 1 |
Day and Night |
--- |
Myself |
Year 2 |
Water |
Energy |
Plants |
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P3/4 |
Earth and Space |
Energy and Forces |
Living Things and the Processes of Life |
Year 1 |
Materials |
Forces |
Vertebrates & Invertebrates |
Year 2 |
--- |
Electricity |
Animals |
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P5/6 |
Earth and Space |
Energy and Forces |
Living Things and the Processes of Life |
Year 1 |
Solids, Liquids & Gases |
Light |
Living on Earth |
Year 2 |
The Solar System |
Electricity |
The Human Body |
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P7 |
Earth and Space |
Energy and Forces |
Living Things and the Processes of Life |
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The Structure of the Earth |
Energy Sources |
In Our Environment |
| P1/2/3 |
Earth and Space |
Energy and Forces |
Living Things and the Processes of Life |
Year 1 |
Water |
Electricity |
Myself |
Year 2 |
Materials |
Energy |
--- |
Year 3 |
Day and Night |
--- |
Plants |
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P4/5 |
Earth and Space |
Energy and Forces |
Living Things and the Processes of Life |
Year 1 |
Changing Materials |
Friction and Resistance |
Vertebrates & Invertebrates |
Year 2 |
The Solar System |
Forces |
Animals |
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P6/7 |
Earth and Space |
Energy and Forces |
Living Things and the Processes of Life |
Year 1 |
Space |
Electricity |
Living on Earth |
Year 2 |
Solids, Liquids & Gases |
Energy Sources |
The Human Body |
These are only some examples. Attainment outcomes can easily be re-organised into different units and units lend themselves to being used in different combinations for different combinations of classes.
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to Science & Teaching Strategies |
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