Energy Language Thoughts Part 4 | IanH

Parts 1 (Introduction), 2 (Pathways/Processes) and 3 (Stores) are all available and will help make this more useful. Please continue to comment, on whichever post seems most relevant, if you’ve any queries or suggestions. Thanks to those who have already done so.

Practical Approaches

The IOP guidance begins by taking snapshots before and after an event and describing the changes to various possible associated stores. The alternative is to think about the physical processes – which will be variably familiar to students, depending on age – and thinking about the effect they have on parts…

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http://ift.tt/2lA0NdL

Energy Language Thoughts Part 4 | IanH

Parts 1 (Introduction), 2 (Pathways/Processes) and 3 (Stores) are all available and will help make this more useful. Please continue to comment, on whichever post seems most relevant, if you’ve any queries or suggestions. Thanks to those who have already done so.

Practical Approaches

The IOP guidance begins by taking snapshots before and after an event and describing the changes to various possible associated stores. The alternative is to think about the physical processes – which will be variably familiar to students, depending on age – and thinking about the effect they have on parts…

Continue reading at:
http://ift.tt/2lx9YeK

Talking Chemistry when “Working Scientifically” in the English National Curriculum | pensiveaboutchem

The statutory programmes of study issued by the Department for Education provide the sequence of knowledge and concepts that children must be taught, this includes ‘Working Scientifically’ (WS). The purpose of WS is to learn how enquiry can be used to answer scientific questions; it should not be taught as a separate strand but, be interlaced with the learning of chemical knowledge and concepts. The tables below show the development of WS skills from Key Stages 1 to 3, ages of 5 to 14, [1]. Clearly there are many opportunities to develop these skills prior to GCSE, demonstrating the…

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http://ift.tt/2lXSeKk