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Bridging
the gap between Key Stage Two and Key Stage
Three Science by
implementing the Science Year Passport Scheme
with a local year 6 class |
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School: Deanery High School |
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Fellow: Anthea Heaton |
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Email: sheatonac@deanery.wigan.sch.uk |
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My current role as primary
liaison coordinator involves making visits
to local primary schools to loan out equipment
and deliver primary science lessons. I have
two hours on my timetable each week to make
these visits and this time is available through
Technology College funding. Whilst carrying
out this role I have gained a realisation
of the need for better continuity between
the Key Stage Two and Key Stage Three curriculum.
It is important that secondary science teachers
have knowledge of previous learning of pupils
so they are able to build upon their knowledge
and relate it to new science lessons rather
than repeating earlier work. |
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I am attempting to enhance
the continuity by working closely with feeder
primary schools to implement the Science Passport
Scheme, initially with one primary class.
The passport scheme is an idea initiated during
Science Year. It involves issuing year 6 pupils
with a passport in which they keep a record
of their science work throughout the year
and bring it with them at the start of their
secondary education. This will provide vital
information for the year 7 teacher about the
prior knowledge of the pupil. |
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It is my intention to amend
the Science Year passport by adding sections
that will link particular KS2 and KS3 topics.
I aim to make the science passport a working,
loose leaf document whereby pupils can add
pages as work is carried out. The topics I
would focus on whilst developing the passport
are: |
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Electricity- to link units
6G, Changing Circuits and 7J, Electrical
Circuits |
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Dissolving- to link units 6C, More
about Dissolving and 7H, Solutions |
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Environment- to link units 6A, Interdependence
and Adaptation and 7C, Environment and
Feeding Relationships |
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These are topics which the
pupils begin to study in primary education
and then build upon at secondary school. With
support from primary colleagues I would hope
to take a role in teaching some aspect of
these topics during my primary visits. |
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To ensure that the passports
are valued and used to their full potential,
I will write a scheme of work which continues
the use of the passport during the first few
lessons of the year seven science curriculum
and as they study the focus topics during
the year. This will help pupils and teachers
to value previous work and to identify strengths
and weaknesses in the child’s scientific
understanding. |
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Whilst I recognise that the
passport scheme has limitations and that it
is not possible to involve all our prospective
year 7 pupils at this stage, I do believe
that it is a project that can be continued
and developed in future years. I believe that
it will work well if it is flexible enough
to be adopted and used by primary schools
in a way in which it will suit primary teachers.
I feel that the loose leaf nature of the passport
will help primary schools to complete sections
of the passport that are most relevant to
their pupils and arrangements for science
teaching. |
