Quality teaching

1.1 Deep knowledge

The students have to use their knowledge of fair testing to design the investigation

1.2 Deep understanding

Students have to understand the meaning of a fair test and create a plan that is valid and reliable

1.3 Problematic knowledge

Students have to ensure that their design is testing their hypothesis

1.4 Higher-order thinking

Students have to write a hypothesis and then design an investigation that tests that hypothesis

1.5 Metalanguage

Technical terms are introduced throughout and word derivations are given when applicable.

2.1 Explicit quality criteria

Students have to work as a scientists and are given possible solutions

2.2 Engagement

Students are actively participating in an area of study

2.3 High expectations

It is clear from the outset that expectations are high. The tasks are challenging and give opportunities for risk taking.

2.4 Social support

Students have opportunities to work as a team to achieve the end result.

2.5 Students’ self-regulation

Students may complete the activities in their own order

2.6 Student direction

Students have the opportunity to work autonomously and to demonstrate initiative.

3.1 Background knowledge

Students bring with them their understandings of the world around them.

3.2 Cultural knowledge

Encourages students to draw information from a range of cultural groups.

3.3 Knowledge integration

Students have to integrate Science and ICT skills throughout the resource. They have to integrate knowledge from English (presenting information) and Maths (data analysis)

3.4 Inclusivity

Students may work in teams of peers. Each student has to actively participate and be part of the team.

3.5 Connectedness

Students will connect designing an investigation with events in their day to day life

3.6 Narrative

Students have the opportunity to construct a scientific report.