This and all my resources are a result of many years both independent and LA consultancy, support of other teachers in schools, delivering training and a passion for science and teaching in general.<br /> Assessment for Learning is crucial for progression, but as teachers we need to have the tools to provide the next steps for children.  The idea of progression hasn’t changed: children still learn to walk before they can run (in the main!).  So where do you go for tools to help you?  There are many on the Internet and this is another, used by many schools I have worked with, and still used, despite the changes to the curriculum as progression hasn’t changed in skills: it’s only the topics that we provide the context for the skills that have changed: skills are the continuity in the science curriculum, they are the place to start. <br /> <br /> First we need an overview of what progression looks like: and this colourful image should help.  The key features are picked out in bold and taken from the National Curriculum for England, with supplementary ideas for other years groups, based on not only Blooms Taxonomy, but also the idea of Children Progression in general.  <br /> (If you want it in old fashioned language then Y6 is a mid level 5!)<br /> <br /> The devil though, as always, is in the detail.  So underlying this resource is a grid that has been developed more years than I care to mention, (and definitely prior to APP!) That can be used to help with feedback and planning next steps for you and your class.  There is also a set of questions to help as feedback comments for children to complement this resource.<br /> <br /> These resources is also available as a Word Document (from the TES website), which are then fully editable. Contact me if you have any questions or to find out about other resources I have: tara@makingitpractical.com

This fully EDITABLE resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In the Word form it can be used to print out cards for the students, in particular the second page which can be blown up to A3 for groups of students to plan their ideas, or as the PowerPoint it can run on the whiteboard to aid teaching. You can also download this resource as a PDF document from the TES website (cheaper!).<br /> <br /> SO WHAT DOES IT DO?<br /> When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries.<br /> <br /> WHAT’S IN IT?<br /> The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! <br /> <br /> What follows is a ‘child friendly’ progressive set of support cards with initially simple cloze procedures, through to some key questions to consider for the skill being focussed on, helping students progress from the beginning of primary school through to early secondary years. This skill in this set is focussed on: <br /> Planning the Enquiry and Developing Prediction Writing<br /> <br /> WHAT ARE THE BENEFITS?<br /> When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!)<br /> <br /> This resource is also available as a PDF document (from the TES website), which is priced cheaper. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com

This and all my resources are a result of many years both independent and LA consultancy, support of other teachers in schools, delivering training and a passion for science and teaching in general.<br /> <br /> Whilst not an 'app' for a phone, this hand little A4 foldable booklet can be slipped into a book as a book mark including an A5 teachers planner!<br /> Ideas on support girls and boys in the classroom (as they do learn differently) and how to challenge them. Some ideas on generic differentiation as well. Buy this as the bundle and save a third on the entire set of resources.

This and all my resources are a result of many years both independent and LA consultancy, support of other teachers in schools, delivering training and a passion for science and teaching in general.<br /> <br /> This is the whole of my Being Scientific Powerpoint and Word documents all as one document. You can read the blurb about these in the individual files and in the pdf bundle. This has been several years in development with use in schools and has proved to raise standards in English and maths from those that have used it in science, so why not have a go. Try an individual one if you like or buy the lot for a bargain price. This individual file has everything it in for about half the price of the individual items and you can edit it!

This PDF resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In its PDF form it can be used to print out cards for the students, or to run on the whiteboard to aid teaching. You can also download this resource as a fully editable Word or PowerPoint document from the TES website.<br /> <br /> SO WHAT DOES IT DO?<br /> When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries.<br /> <br /> WHAT’S IN IT?<br /> The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! <br /> <br /> What follows is a ‘child friendly’ progressive set of support cards with initially simple cloze procedures, through to some key questions to consider for the skill being focussed on, helping students progress from the beginning of primary school through to early secondary years. This skill in this set is focussed on: <br /> Evaluating the Method and the Results and Refining the Activity as well as starting to consider additional questions to investigate. <br /> <br /> WHAT ARE THE BENEFITS?<br /> When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!)<br /> <br /> This resource is also available as a PowerPoint and as a Word document (from the TES website), which is then fully editable. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com

This PDF resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In its PDF form it can be used to print out cards for the students, or to run on the whiteboard to aid teaching. You can also download this resource as a fully editable Word or PowerPoint document from the TES website.<br /> <br /> SO WHAT DOES IT DO?<br /> When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries.<br /> <br /> WHAT’S IN IT?<br /> The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! <br /> <br /> What follows is a ‘child friendly’ set of support cards that set out the essence of each type of enquiry so the students can start to consider which one they should use and why. <br /> <br /> WHAT ARE THE BENEFITS?<br /> When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!)<br /> <br /> This resource is also available as a PowerPoint and as a Word document (from the TES website), which is then fully editable. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com

This fully EDITABLE resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In the Word form it can be used to print out cards for the students, in particular the second page which can be blown up to A3 for groups of students to plan their ideas, or as the PowerPoint it can run on the whiteboard to aid teaching. You can also download this resource as a PDF document from the TES website (cheaper!).<br /> <br /> SO WHAT DOES IT DO?<br /> When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries.<br /> <br /> WHAT’S IN IT?<br /> The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! <br /> <br /> What follows is a ‘child friendly’ progressive set of support cards with initially simple cloze procedures, through to some key questions to consider for the skill being focussed on, helping students progress from the beginning of primary school through to early secondary years. This skill in this set is focussed on: <br /> Analysing Data and being able to draw Conclusions from this, with the knock on benefit of supporting Literacy skills. <br /> <br /> WHAT ARE THE BENEFITS?<br /> When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!)<br /> <br /> This resource is also available as a PDF document (from the TES website), which is priced cheaper. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com

This and all my resources are a result of many years both independent and LA consultancy, support of other teachers in schools, delivering training and a passion for science and teaching in general.<br /> <br /> This fully EDITABLE resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In the Word form it can be used to print out cards for the students, in particular the second page which can be blown up to A3 for groups of students to plan their ideas, or as the PowerPoint it can run on the whiteboard to aid teaching. You can also download this resource as a PDF document from the TES website (cheaper!).<br /> <br /> SO WHAT DOES IT DO?<br /> When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries.<br /> <br /> WHAT’S IN IT?<br /> The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! <br /> <br /> What follows is a ‘child friendly’ set of support cards that set out the essence of each type of enquiry so the students can start to consider which one they should use and why. <br /> <br /> WHAT ARE THE BENEFITS?<br /> When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!)<br /> <br /> This resource is also available as a PDF document (from the TES website), which is priced cheaper. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com

This and all my resources are a result of many years both independent and LA consultancy, support of other teachers in schools, delivering training and a passion for science and teaching in general.<br /> <br /> Revision with Students can be hard to be exciting and get them motivated, but why not use this little guide, print it back to back and give to students along with a revision guide with some activities for them to do. You can print as often as you like (with school logo on as well).<br /> <br /> There are some 'tips and wrinkles' and quick reminder sheets of ideas for reference or turning into a bookmark, particularly if you are new to teaching, available too

This and all my resources are a result of many years both independent and LA consultancy, support of other teachers in schools, delivering training and a passion for science and teaching in general.<br /> <br /> This is nothing new and is not my original idea in terms of the structure, but here are some examples of questions and activities that you can use with topics. They aren't age related. These are mainly science examples, as that is my 'thing'!<br /> <br /> These can either be then used to support extension within class; to give a range of homeworks at different levels and also supporting the development of different competencies; or for older children, provided for= them to choose a range of topic related homeworks or in class activities where they collect points and rewards.<br /> You choose!<br /> You can also download the background and the template, which are free.

This and all my resources are a result of many years both independent and LA consultancy, support of other teachers in schools, delivering training and a passion for science and teaching in general.<br /> <br /> Whilst not an 'app' for a phone, this hand little A4 foldable booklet can be slipped into a book as a book mark including an A5 teachers planner!<br /> Getting a few ideas for instant and prepared starts and ends of lesson, is what this booklet provides. Buy this as the bundle and save a third on the entire set of resources.

This and all my resources are a result of many years both independent and LA consultancy, support of other teachers in schools, delivering training and a passion for science and teaching in general. <br /> <br /> The 'Impact Grids' originated with the National Strategies to which I developed other areas to support progression for teachers and departments. I've uploaded them in genres here so you can do with as you wish, as word documents. 4 documents for just £2!<br /> <br /> This set is based on AfL techniques.

This and all my resources are a result of many years both independent and LA consultancy, support of other teachers in schools, delivering training and a passion for science and teaching in general.<br /> <br /> Whilst not an 'app' for a phone, this hand little A4 foldable booklet can be slipped into a book as a book mark including an A5 teachers planner!<br /> There are some areas of teaching that are trickier than others. Assessment for Learning, particularly questioning, and enquiry skills, understanding the difference are two such areas. This booklet provides some suggestions and support in these areas. Buy this as the bundle and save a third on the entire set of resources.

This and all my resources are a result of many years both independent and LA consultancy, support of other teachers in schools, delivering training and a passion for science and teaching in general.<br /> <br /> This is nothing new and is not my original idea in terms of the structure, but here is template from which to create your own range of activities. These can either be then used to support extension within class; to give a range of homeworks at different levels and also supporting the development of different competencies; or for older children, provided for= them to choose a range of topic related homeworks or in class activities where they collect points and rewards.<br /> You choose!<br /> These are just the background and the templates. You can download some examples linked to topics - mainly related to science: as that is my thing!

This and all my resources are a result of many years both independent and LA consultancy, support of other teachers in schools, delivering training and a passion for science and teaching in general.<br /> <br /> Whilst not an 'app' for a phone, this hand little A4 foldable booklet can be slipped into a book as a book mark including an A5 teachers planner!<br /> Ideas on developing thinking as well as links to a thinking and enquiring classroom. There is a staff meeting ppt for this as well!. Buy this as the bundle and save a third on the entire set of resources.

This and all my resources are a result of many years both independent and LA consultancy, support of other teachers in schools, delivering training and a passion for science and teaching in general.<br /> Drawing tables and graphs can be a tricky business. This resource can be used with pupils to help them remember the 10 points they need, so if you mark out of 10 then they can start to see what mistakes they have made. Obviously this can help with other subjects than science!<br /> <br /> Another way to support this is with asking pupils to spot the mistakes... much easier than spotting what is correct! Here are a few examples to get you thinking and going.<br /> <br /> Having drawn the graph, how do you extract the information? Why not phrase it like 'telling a story'? Here are a few to get you started...<br /> <br /> This resource is also available as a Word document (from the TES website), which is then fully editable. Contact me if you have any questions or to find out about other resources I have: tara@makingitpractical.com

This and all my resources are a result of many years both independent and LA consultancy, support of other teachers in schools, delivering training and a passion for science and teaching in general.<br /> <br /> A quick helpful guide on the ways you can support differentiation, along with support with planning objectives and outcomes as your first port of call of differentiation. This is often forgotten when planning, particularly in science for the skills, but these are what science is all about.

This PDF resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In its PDF form it can be used to print out cards for the students, or to run on the whiteboard to aid teaching. You can also download this resource as a fully editable Word or PowerPoint document from the TES website.<br /> <br /> SO WHAT DOES IT DO?<br /> When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries.<br /> <br /> WHAT’S IN IT?<br /> The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! <br /> <br /> What follows is a ‘child friendly’ progressive set of support cards with initially simple cloze procedures, through to some key questions to consider for the skill being focussed on, helping students progress from the beginning of primary school through to early secondary years. This skill in this set is focussed on: <br /> Learning how to ask Questions that are Testable, rather than just 'questions'.<br /> <br /> WHAT ARE THE BENEFITS?<br /> When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!)<br /> <br /> This resource is also available as a PowerPoint and as a Word document (from the TES website), which is then fully editable. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com

This PDF resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In its PDF form it can be used to print out cards for the students, or to run on the whiteboard to aid teaching. You can also download this resource as a fully editable Word or PowerPoint document from the TES website.<br /> <br /> SO WHAT DOES IT DO?<br /> When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries.<br /> <br /> WHAT’S IN IT?<br /> The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! <br /> <br /> What follows is a ‘child friendly’ progressive set of support cards with initially simple cloze procedures, through to some key questions to consider for the skill being focussed on, helping students progress from the beginning of primary school through to early secondary years. This skill in this set is focussed on: <br /> Planning the Enquiry and Starting to Consider which Type of Enquiry is Appropriate to Use and Why. <br /> <br /> WHAT ARE THE BENEFITS?<br /> When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!)<br /> <br /> This resource is also available as a PowerPoint and as a Word document (from the TES website), which is then fully editable. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com

This PDF resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In its PDF form it can be used to print out cards for the students, or to run on the whiteboard to aid teaching. You can also download this resource as a fully editable Word or PowerPoint document from the TES website.<br /> <br /> SO WHAT DOES IT DO?<br /> When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries.<br /> <br /> WHAT’S IN IT?<br /> The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! <br /> <br /> What follows is a ‘child friendly’ progressive set of support cards with initially simple cloze procedures, through to some key questions to consider for the skill being focussed on, helping students progress from the beginning of primary school through to early secondary years. This skill in this set is focussed on: <br /> Analysing Data and being able to draw Conclusions from this, with the knock on benefit of supporting Literacy skills. <br /> <br /> WHAT ARE THE BENEFITS?<br /> When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!)<br /> <br /> This resource is also available as a PowerPoint and as a Word document (from the TES website), which is then fully editable. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com

This fully EDITABLE resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In the Word form it can be used to print out cards for the students, in particular the second page which can be blown up to A3 for groups of students to plan their ideas, or as the PowerPoint it can run on the whiteboard to aid teaching. You can also download this resource as a PDF document from the TES website (cheaper!).<br /> <br /> SO WHAT DOES IT DO?<br /> When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries.<br /> <br /> WHAT’S IN IT?<br /> The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! <br /> <br /> What follows is a ‘child friendly’ progressive set of support cards with initially simple cloze procedures, through to some key questions to consider for the skill being focussed on, helping students progress from the beginning of primary school through to early secondary years. This skill in this set is focussed on: <br /> Learning how to ask Questions that are Testable, rather than just 'questions'.<br /> <br /> WHAT ARE THE BENEFITS?<br /> When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!)<br /> <br /> This resource is also available as a PDF document (from the TES website), which is priced cheaper. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com