The talking science approach to improve transition was developed through a project funded by the AstraZeneca Science Teaching Trust in the London Borough of Richmond during 2007-08. It has since become a feature of professional development activities offered to primary and secondary teachers in the borough. If you would like to know more about the project please click below:
Resources
- Curriculum Materials
- Continuing Professional Development
Why use this approach? Transition from Year 6 to Year 7
The materials have been created to facilitate improved transition from year 6 to year 7. This is being brought about first by the continuity of pedagogy generated by the shared training received by primary and secondary teachers together. This will help pupils view their science in year 7 as a continuation of, and as building on, the science they did in year 6. Secondly, pupils have been required to take some responsibility for their own learning. They have been involved in identifying what they think they need to learn next in order to make progress. The questions and ideas they generated have informed the development of these materials to be used at the start of their Year 7.
What is argumentation?
The creation of science knowledge is not declarative. Knowledge that becomes part of the canon of science is agreed through processes involving communities of scientists. Understanding how science works is an important part of a science education. Here the process of argumentation is used as the basis for developing children's science knowledge as they transfer from their primary to their secondary education.
“Talking Science” materials
The materials for Talking Science were developed by primary and secondary teachers for use with groups of Y6 children as they undertook their final year in primary school. The Y7 materials were then developed for use with the same children as they moved into Y7 in their secondary schools.