These units have been developed by Cambridgeshire teachers, involved in the STRATA project, to support the work of teachers of pupils with Special Educational Needs in Science. They can be used in any order either by individual teachers, small groups of teachers, for whole staff training or for developing the work of teaching assistants. Even though the activities may focus on a particular level of pupil, the principles of good teaching and learning they exemplify are transferable to all pupils.

The main menu lists the FIVE units and within some of these are a number of tasks to select from. To return to the main menu at any point click the Menu button. Although some of the STRATA materials are used in the activities you do not have to be using the scheme in order to benefit from this professional development. If you want to find out about the STRATA scheme you can click on the STRATA button on the right hand side to take you directly to the website.

The activities in these units can be approached in any order either by individual teachers, or by small groups working together or as a whole staff INSET session. Many special school pupils and their teachers use Rebus symbols to support face -to -face communication. A number of new science specific symbols have been developed and these are available from Widgit software. Further information can be found on their website at:- www.widgit.com .

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The 'Let's Think through Science' intervention programme was developed over 2 years, between 2000 and 2002 in more than 30 schools from the London borough of Hammersmith & Fulham and London borough of Harrow, co-ordinated by the Centre for Advancement in Thinking at Kings College, University of London.

The programme was originally known as CASE (Cognitive acceleration through science education) at Key Stage 2 in its development phase and was based on research evidence that suggested children's thinking can be improved through programmes of structured learning activities and specific teaching approaches. Cognitive acceleration intervention programmes have shown raised attainment of pupils at various ages over a number of years.

Early evaluations of the programme describe a positive impact on the quality and nature of learning, and significant developments in teaching practice. Research into the effect of the development of thinking through the programme is ongoing.

This unit will introduce you to the theoretical principles of CASE (Cognitive Acceleration Through Science Education) and then show you how this intervention can enhance the teaching and learning of primary science.

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