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Focus on…Let them go?

Issue: May 2013 128

Notice Board

Issue: May 2013 128

Giving children ownership of their science investigations is easier than you might think

Issue: May 2013 128

Author: Bridget Holligan

Extract: Bridget Holligan believes that giving children more control over what and how they investigate can really engage and motivate them in science but how do you make it manageable?

A child-centred approach to learning about healthy eating

Issue: May 2013 128

Author: Francesca Telford

Extract: Trainee teacher Francesca Telford describes how a cross-curricular, child centred approach and a relevant context engaged a class of 8- to 10-year olds with learning about healthy food and nutrition.

‘Egg races’ and other practical challenges

Issue: May 2013 128

Author: Geoff Auty

Extract: Geoff Auty discusses the ideas behind science and technology challenges and shares his own experiences of ‘egg races'.

Working wonders

Issue: May 2013 128

Author: Lynne Bianchi

Extract: Lynne Bianchi shares the information about children’s scientific wonderings that she and others have found in a recent project.

To lead or not to lead?

Issue: May 2013 128

Author: Maria Bertenshaw, Katie Bradford, Natalie Burns, Rachel Flux and Danielle Horan

Extract: Explore being facilitators in lessons focusing on microorganisms

Learning about yeast through science, art and poetry

Issue: May 2013 128

Author: Lois Kelly and Alison Brade

Extract: Lois Kelly and Alison Brade describe a cross-curricular project designed to enhance learning about micro-organisms.

It is well worth taking a closer look

Issue: May 2013 128

Author: Peter Sainsbury

Extract: Peter Sainsbury advocates the use of microscopes in the primary classroom to transform the familiar into something quite amazing.

The cat sat on the mat: changing minds, changing ideas

Issue: May 2013 128

Author: Mick Statham

Extract: In this second instalment of his two-part article, Mick Statham draws from coaching and research into children’s learning in science to present a model for building pupils’ scientific ideas quickly and effectively.

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