Also could they be aware that the fossilisation process itself takes a long time? • broad range of fossils beyond mineralisation and awareness of absence of soft- ‐bodied organisms in fossil record 4 Continuity and progression As one respondent saw things, at KS3 fossils are discussed mostly in conjunction with ideas of geological ti. [...] Of course, sexual reproduction is the very mechanism that produces variation in offspring, so not surprisingly, from KS3- ‐4 teachers, feedback included: 10 ‘Area to investigate: Where does all this fit with the teaching of sexual reproduction? Some of the ideas, e.g. [...] 12 ‘As there is now a much heavier emphasis on the molecular level of these processes at KS3, some introduction of this [process of selective breeding] at this stage, however basic, would prove useful for this transition.’ Theme 4 Deep Time 4.1 In your view, how do these experiences prepare children for study at KS3? Our foc. [...] ‘Any development of a sense of number and scale can only be helpful across may areas of the secondary curriculum – humanities, maths, science, etc.’ ‘Students often have to create 'timelines' in study, for example in the development of the periodic table or the discovery of DNA.’ ‘All of these experiences would help prepare students . [...] These involve imagining a photo of themselves on top of a pile of photos 40 miles long.’ 14 4.3 What recommendations would you make (what would you like to see happen between KS2 and KS3) to improve continuity and progression in the transition of this theme? While there is a possibility (a strong probability, even) that in many.
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