Preparing To Teach Cambridge Primary Science: Building Brighter Futures Together

Preparing to Teach
Cambridge Primary
Science
Building Brighter Futures Together
© Cambridge University Press 2021

Welcome!
Welcome to the community of Cambridge

Primary Science teachers in over 100 countries
across the world.
These materials are designed for you, as a
Cambridge Primary Science Leader, to run tailored
workshops for teachers in your school and prepare
them to teach Cambridge Primary Science with
confidence!

Timings for in-school workshops
Session 1:
Session 2: Session 3: Session 4:
Introducing
Setting up for Lesson planning Lesson planning
Cambridge
success demonstrations practice
Primary Science
1.5–2 hours 1.5–2 hours 1.5–2 hours 1.5–2 hours
Can be run as a whole day course or as 4 shorter sessions

@CUPeducation #TeachCambridge

Content of in-school workshops
Session 1
Session 2 Session 3 Session 4
Introducing
Cambridge Primary
Science
Introducing: • Active learning Planning for: Teachers plan

• the curriculum • Classroom setup • face-to-face lessons their first few
framework from • Daily routines • online lessons. lessons.
2020 • Schemes of work
• the Cambridge • Speaking to parents
resources.

If you see this icon on a
slide, it means that
there is an activity on
that slide for teachers
to try.

Session 1 of 4
Introducing Cambridge Primary
Science

Session 1:
Introducing
Cambridge
Primary Science

Overview of the Cambridge Primary
Science Curriculum Framework from
2020

Introducing the Cambridge Primary Science
Curriculum Framework from 2020
What are the aims of the science curriculum framework?
• Build curiosity and fascination about the world • Understand that scientific models are used to
to stimulate interest in science. understand and explain phenomena.
• Meet foundational scientific concepts. • Recognise that scientific understanding
• Develop scientific skills to become increasingly changes over time.
independent when questioning and
investigating phenomena. • Link science to real-world contexts that are
personal, local, national and global.
How is the curriculum framework content organised?

Three categories of strands: Content strands – Biology, Chemistry, Physics
A skill strand – Thinking and Working Scientifically and Earth and Space
A context strand – Science in Context
What is assessed?
Progression Tests (Stages 3 to 6) Checkpoint Test taken at the end of Stage 6
Two Science papers; Assesses work from Stages 4-6 (Stage 6 only
(2 x 30 minutes in Stages 3 & 4) from 2023)
(2 x 35 minutes in Stages 5 & 6) Two science papers.

Structure of the curriculum framework from 2020
Science in context shows

how Science at school
relates to the real world.
It links concepts and
processes learned in the
classroom to scientists
and their work, science
phenomena and ideas
and events relevant to Thinking and
learners’ age and working scientifically
experience. is embedded within
the content strands.

What is new in the Cambridge Primary and
Lower Secondary Science Curriculum
Framework from 2020?
(If you are new to teaching the Cambridge Primary Science
Curriculum Framework from 2020, skip the blue slides and go
to Slide 20.)

What is new in the Cambridge Primary
and Lower Secondary Science
curriculum framework from 2020?
Earth and Thinking and Models and Science in Clear

Space now a working representations context progression
separate scientifically through
strand stages

Earth’s formation
Earth and space Geology
Climate
Atmosphere
Planet Land and oceans
Earth
Earth
and
Water and rock cycles Space Solar System
Cycles Earth
on in
Earth Space

Thinking and working scientifically
Models
Practical
and representations
work
Scientific enquiry

Models and representations
Make
predictions
Objects, systems
and processes

Science in context
Stages Learners’ Learners’
1-3 experiences surroundings
Stages Broader local Country and
4-6 contexts region

Clear progression through the stages
Topics are revisited

and extended
throughout the
series as learners
develop their
scientific knowledge
and skills
Stage 7
Changes to
materials
Stage 4
Materials Teacher’s Resource

Can you remember the 5 key changes?
Earth and Space now a separate strand
Thinking and working scientifically
Models and representations
Science in context
Clear progression through the stages

Overview of the Cambridge Primary
Science Resources from Cambridge
University Press

Overview of components
Teacher’s Learner’s Workbook Digital

resource book with with digital classroom
with digital digitial access
access access

Key approaches to learning and teaching
Active Assessment Differentiation Language Metacognition Skills

learning for learning awareness for life

Benefits of using the Cambridge Primary Science
resources
A variety of starter, main lessons and plenary
ideas are included to help learners develop
and demonstrate their knowledge and skills.
Opportunities for learners to reflect on their

learning and how well they understood the
unit content and develop reflection skills are
provided.
Subject-specific vocabulary, teaching skills
and common misconceptions are highlighted.
Opportunities to further develop scientific
enquiry skills are provided in ‘Think like a
scientist’ activities.

Cambridge University Press
Primary Science unit
walkthrough

Structure and contents
The contents pages

make the pedagogical
approach and curriculum
framework from 2020
coverage clear.
Learner’s Book
Unit plan
The unit plan
outlines the
learning
content and
available
resources for
each topic.
The approximate teaching

time for each topic helps
teachers plan a sequence of
lessons.

Teacher’s Resource
Starting a topic – Teacher’s Resource
Learning objectives feature
provides the Cambridge
International learning objectives
as well as the learning intentions
and success criteria.
In Language support, important

unit-specific words are
highlighted, and ideas for
teaching new vocabulary are
provided.
Common misconceptions associated

with particular topics are identified,
along with suggestions for eliciting
evidence of these and how to
overcome them.

Language awareness
WRITING
READING

Starting a topic – Learner’s Book
Important topic-
specific words are
This list sets
highlighted.
out what
learners will
learn in each
topic. Think like a
scientist:
investigations
Getting started are meant to
contains carry out with
questions or a partner or in
activities to help groups.
find out what
learners already
know about this
topic.
Learner’s Book

Encouraging learners to think like a scientist
You will find lots of great

ideas for Thinking like a
Scientist in Cambridge
Primary Science!
Cambridge University Press resources contain lots of ‘Think like a

Scientist’ activities. These activities engage learners as well as
promote active learning and deep understanding.

Think like a scientist: Model day and night
WRITING
READING

Learner’s Book
Ending a topic
End-of-topic Self-assessment
activities require provides the
learners to apply opportunity for learners
what they have to assess their own or
learnt in the session. others’ work.
Reflection Summary checklist

questions helps learners reflect
encourage on what they have
learners to think achieved.
about their
learning.
Learner’s Book

Reflections on topics
Learner’s Book

Ending a unit: Check your progress
End-of-unit
quizzes help
teachers
check their
learners’
progress.
A more formal
end-of-unit test
is available to
download in the
Teacher’s
Resource.
Building Brighter Futures Together Learner’s Book

Ending a unit: Projects
WRITING
READING
Learner’s Book

Workbook for practice and consolidation
Challenge questions
to encourage further
learning and
extension.
Practice
questions for WRITING
reinforcement
of content
READING
Building Brighter Futures Together Workbook

Assessment opportunities
Extra
assessment
materials are
available to
download. Teacher’s Resource

Learner’s Book
How Cambridge Primary Science works
Active learning A variety of starter, main lesson and
plenary ideas are included to help
learners develop and demonstrate their
Assessment for knowledge and skills.
learning
Opportunities for learners to reflect on
their learning and how well they
Differentiation
understood the unit content and
develop reflection skills are provided.
Language
awareness Subject-specific vocabulary,
teaching skills and common
misconceptions are highlighted.
Metacognition
Opportunities to further develop
scientific enquiry skills are provided in
Skills for life ‘Think like a scientist’ activities.

Quiz time!
1 Which of these are features of Cambridge Primary Science?

a Thinking and working like a scientist is at the core
b Active learning is a key approach to learning and teaching
c Learners are expected to self-assess and reflect on their learning
2 The units within Primary Science include projects that allow
learners to
recognise how science relates to the real world.
o TRUE/ FALSE
3 All activities from the book must be taught

o TRUE/ FALSE
These materials are in draft form and part of a pilot. They are not for sharing outside of schools with which they are shared. All copyright belongs to Cambridge University Press 2019
Reflection
What do you think will be the main benefit of

using the Cambridge Primary Science
resources:
• For your learners?
• For you as a teacher?

Session 2 of 4
Setting up for success

Session 1:
Introducing
Cambridge
Primary Science
1.5 – 2 hours 1.5 – 2 hours 1.5 – 2 hours 1.5 – 2 hours

Active Learning: What are you already doing?
Primary Science moves away from: Primary Science teaching moves towards:
Teacher talks more than learners. Learners engage in on-task discussion in pairs and small
groups.
Classrooms are mainly quiet. Questions and debate are evident.
Learners learn by memorisation. Learners learn from a range of sources.
Mistakes are seen as negative. Mistakes are an opportunity to learn.
Lessons focus on the completion of written tasks. Lessons focus on working towards clearly understood
learning outcomes.
Teacher talk is usually information and instructions. Teacher talk is with learners to confirm understanding and
support learner-to-learner discussions.

Is your classroom set up for active learning?
Flexible seating Teacher position
means that learners during the lesson is
can interact with important – are you able
each other in pairs, in to move around the
groups and as a classroom?
class.
Classroom displays
in Science support
?
learners with their work.

Ideas for an active learning classroom
Create routines to help

Start a portfolio for each learners transition between
Have a display area for learner to show key pieces different types of activity
learner work and
of work and progress at efficiently (e.g. a clapping
vocabulary flashcards. parent-teacher days.
days
parent-teacher rhythm / a saying like ‘123,
eyes on me!’)
?
Use mini-whiteboards Make seating suitable for
to get rapid learner pair and group work.
feedback
feedback.

Example routine for active learning
The ‘No hands up’ approach Learners know that they The teacher has a random
may be asked a question selection technique for
at any time – it does not taking answers – for
depend on them putting example, using 'lolly
their hand up. sticks' with
learners' names on them.

Unit structure and timetabling options
Each stage
has six
units.
Consider:
• Does this plan work for your school?
• What challenges will you face?

Creating a scheme of work
The unit plan at

the start of each
unit can be
adapted to form a
scheme of work
for your school.

Other ideas for developing Science in context
Local and Invite

Science
Field trips regional scientists to
competitions
activities school.
Invite
Special
workers who
Parent school
What will use science
involvement Science
as part of
you try in their job.
events
your
school?

Preparing parents & school leaders for
Cambridge Primary Science
The following questions may be worth discussing
with parents and leaders before the start of term:
How can Primary

Why don’t learners
Why are there a Science work
complete all the What is the format
wider variety of alongside the
questions in the of homework?
tests? national
Learner’s Book?
curriculum?

Setting up for success checklist
• Identify some strategies for making your teaching more active.
• Plan how you will set up your classroom to encourage learner interaction.

• Use the Teacher’s Resource to create a scheme of work.

• Think of ways to develop learners’ Science skills outside the classroom.
• Prepare to communicate with parents.

Reflection
How confident do you feel:

• setting up your classroom
WRITINGfor active
learning? READING
• adapting the scheme of work?
• answering questions from parents?

Session 3 of 4
Lesson planning
demonstrations

Session 1: Session 2: Session 3: Session 4:

Introducing Setting up for Lesson planning Lesson planning
Cambridge success demonstrations practice
Primary Science
1.5–2 hours 1.5–2 hours 1.5–2 hours

1.5–2 hours

Lesson planning demonstrations
1. Face-to-face lesson – Unit 3 Materials: Topic 3.1 Materials,

substances and particles (Chemistry and Thinking and
Working Scientifically)
2. Online lesson – Unit 1 Living things: Topic 1.4 Different kinds

of skeleton (Biology and Thinking and Working Scientifically)


resource book with with digital classroom
with digital digital access
access access

Lesson 1 - Face-to-face context
Materials, substances and particles

Stage 4 Unit 3 Topic 3.1

Lesson planning checklist
1. Plan learning intentions and success criteria.
2. Plan language support.
3. Plan starter activities.
4. Plan main activities.
5. Plan assessment for learning and differentiation.
6. Plan reflection and plenary.
7. Plan homework.

Preparing to teach the unit
Common
misconceptions
for each
Background session.
knowledge for
each unit.

Step 1: Plan learning intentions and success
criteria
Recommended
number of
learning
minutes per
Primary
Science ‘Topic’

criteria
These are the
learning objectives The success
from the Cambridge criteria help you to
International know when a
Curriculum learning objective
Framework from has been
2020. achieved.
The learning
intentions describe
what learners should
know, understand and
be able to do.

criteria
Teacher-facing
learning
intentions
Learner-
friendly
learning
intentions
Teacher’s Resource Learner’s Book


criteria
Teacher’s initials: RL School: Cambridge School
Subject/age group: Stage 4 Date: 1.9.20

Learning objectives (from the Cambridge Curriculum Framework from 2020):
4Cm.01 Describe the particle model for solids and liquids.
4Cm.02 Understand the difference between materials, substances and particles.
4Cm.03 Know that particles are in constant motion, even when in a solid.
4TWSm.03 Draw a diagram to represent a real-world situation and/or scientific idea.
4TWSc.08 Collect and record observations and/or measurements in tables and diagrams.
4TWSm.02 Use models to show relationships, quantities or scale.
Topic/Session/ Learning intentions: Success criteria:
Unit/lesson: Learn that the particle model describes the Learners can understand that the particle model
differences between substances that are solids, describes the differences between substances
Unit 3 Materials Topic liquids and gases. that are solids, liquids and gases.
3.1 Materials, Be able to describe the particle model for solids Learners can describe the particle model for
substances and and liquids. solids and liquids.
particles Be able to find out the difference between Learners understand the difference between
(Cambridge Primary materials, substances and particles. materials, substances and particles.
Science Stage 4) Be able to show that particles move all the time. Learners know that particles move all the time.
Play a game to demonstrate movement in solids Learners can demonstrate in a game the
and liquids. movement in solids and liquids.

Step 2: Plan language support
Important
words for
the topic
Learner’s Book

Step 3: Plan starter activities
Learners
are
engaged
by an
active
starter
activity.
Building Brighter Futures Together Teacher’s Resource Learner’s Book

Resources:
Stage 4 Learner’s Book
Stage 4 Teacher’s Resource
Stage 4 Workbook
1 Stage 4 Unit 3 Language worksheets
Digital Classroom
General classroom resources, including glass of water and fizzy drink
Beaker, water, liquid food dye/colouring and measuring spoon/cup (each per group)
Large empty space (ideally outside or a hall/sports court)
Language support, including any key vocabulary:

Use everyday examples to explain the meanings of these words used in the topic: materials, substances, particles,
compare.
2
For example, concrete is a material we use for building. Concrete is made of other substances,
such as cement powder, water and sand. Sand is made of small grains or particles.
Language worksheet 1 can be used as appropriate to assist with vocabulary building for some learners.
Introducing the lesson:

Timing:
3 Getting started activity from the Learner’s Book
Followed by questions and think-pair-share 10 minutes

Step 4: Plan main activities: Main teaching idea 1
The teacher chooses

to use main teaching
idea 1.

Step 4: Plan main activities: Main teaching
idea 3
The teacher also

chooses to use main
teaching idea 3..

Step 4: Plan main activities
Timing:
Main activities:
Teacher’s Resource Main teaching idea 1: Think like a scientist: Demonstrate that 20 minutes
particles of liquids move.
4
Teacher’s Resource Main teaching idea 3: Activity: Play the particle game.
10 minutes
Take class to a large open space (school hall?) to demonstrate the relationship between
the arrangement of particles in solids and liquids.

Step 5: Plan assessment for learning and
differentiation
Assessment opportunities:
• In the starter: listen in on conversations

about and use of key vocabulary during the
think-pair-share activity; correct
misconceptions.
• Through the drawing diagrams exercise and
corresponding sentences, you can check for
understanding. Ideas in the Teacher's
• During the particle games activity, look and Resource can be

adapted to suit the
listen to learners’ actions and talk. teacher and class.

Step 5: Plan assessment for learning
and differentiation
Differentiation opportunities:
Consider a combination of the Teacher’s Resource ideas,
alongside your own ideas:
• Certain learners might find the pair speaking activity
challenging, so you could sit with them while they
summarise their understanding for their partner.
• Prompt and help e.g., with keywords.
• Some learners might benefit from increased exposure to
new vocabulary, which may include using flashcards, or
having alternative explanations or practical Ideas in the Teacher's
explanations/demonstrations Resource can be
adapted to suit the
• The Cambridge University Press Language vocabulary teacher and class.
development worksheets may be useful for some Teacher’s Resource
learners.

differentiation
In the starter activity, listen to conversations and use of key vocabulary, and in think-pair-share, listen for understanding
5
and misconceptions.
Learners can work in pairs to explain to a partner how their drawing in the Think Like a Scientist activity shows that
particles move on their own.
Listen to learners’ action and talk in the particle game.
Provide support for individuals/groups during the pair speaking activity to prompt and help with keywords.
6
Use Language worksheet 1 or flashcards to help with vocabulary development.
Think like a scientist: ask more confident learners to predict what would happen if they put the food dye into warm water
(the colour spreads faster). If time permits, they can find out for themselves. In this case, provide beakers of warm water
for learners.

Step 6: Plan reflection and plenary
Traffic lights plenary
The teacher reads out statements about states of

matter. Learners have to decide if the statements
relate to a solid, a liquid or both.
Learners hold up a green card if they

know the answer, a yellow card if they are not sure
and a red card if they don’t know the answer.
Learners’ responses allow the teacher to identify

who needs additional support.

Step 6: Reflection
How did the activities

in the topic help you
to understand the
particle model?

Plenary and reflection:

Traffic lights plenary for the Teacher’s Resource.
Provide each learner with red, yellow and green cards/cups.

Call out the following statements:
• There are spaces between the particles. Timing:
• The particles move very little. 5 minutes
7
• The particles are quite close together.
• The particles are very close together.
• The particles can slide past each other. Lesson total – 50
• The particles are arranged in a regular pattern. mins

Use learners’ responses to identify who needs additional support.

Reflection: Ask learners: How did the activities in the topic help you
understand the particle model?

Step 7: Plan homework
Focus activity:
This helps learners Challenge
who need to activity: This
master the basics makes
of the differences learners think
between solids, harder
liquids and gases. about particles
.
Practice activity:
This can be set to
help learners
become more
confident in their
understanding of
the differences
between the
particles.

Homework (if required):

Workbook pages 30-32 (differentiate with practice/challenge exercises as appropriate)
• Set 3.1 A for learners who need to master the basics of the differences between solids, liquids and
8 gases.
• Set 3.1B for learners who need help to become more confident in their understanding of the
differences between the particles.
• Set 3.1C for learners who need more challenge.

What will be new
for your teachers?

What is the same as
current practice?
What will be
improved?
7. Plan homework.

Lesson 2 – Online learning
Different kinds of skeletons

Stage 4 Unit 1 Topic 1.4

7. Plan homework.

Preparing to teach the unit
Background
knowledge for
each unit.
Common
misconceptions
for each
session.
Building Brighter Futures Together Teacher’s Resource

criteria
Term 1 – Stage 4 Science – 2 lessons/week (online teaching)
Date Topic and Learning Learning Intentions Success Criteria Resources

minutes
21.09.20 1.3 Skeletons and • Be able to explain how muscles • Learners can understand that Learner’s Book 4
Week 1 work to make us move. muscles work in pairs.
Movement • Be able to observe how muscles • Learners can explain how
Workbook 4
50 minutes change when we move. muscles work by pulling on Teacher’s Resource 4
• Be able to find out that bones. Digital classroom
movement is good for our • Learners can say how movement
health. keeps us healthy.
1.4 Different kinds of • Find out the difference between • Learners can identify vertebrates Learner’s Book 4
vertebrates and invertebrates. as animals with a backbone.
skeletons • Learn about different kinds of • Learners can identify
Workbook 4
50 minutes skeletons. invertebrates as animals without Teacher’s Resource 4
• Learn how to use an a backbone. Digital classroom
identification key. • Learners can identify animals that
• Be able to use observations to have an exoskeleton.
group animals with and without • Learners can use an identification
an exoskeleton. key.
Consider which • Be able to understand how
using a key helps scientists sort
• Learners can group animals with
and without an exoskeleton.
Learning Intentions are living things into groups. • Learners can say how using a
key helps scientists to sort living
going to work in an things into groups.
online context.

criteria
These are the The Success criteria
learning help you to know
objectives from when a learning
the Cambridge objective has been
International achieved.
curriculum
framework
The learning
intentions
describe what
learners should
know, understand
and be able to do.

criteria
Teacher’s initials: RL School: Cambridge International School
Subject/age group: Stage 4 Date: 23.09.20
Learning objectives (from the Cambridge Curriculum Framework from 2020):

4Bs.05 Identify vertebrates as animals with a backbone and invertebrates as animals without a backbone.
4Bs.04 Know that some animals have an exoskeleton.
4TWSc.02 Use keys to identify objects, materials and living things.
4TWSc.01 Use observations and tests to sort, group and classify objects.
4TWSp.02 Know that there are five main types of scientific enquiry (research, fair testing, observing over time, identifying and
classifying, and pattern seeking).
Learning intentions: Success criteria:

• Find out the difference • Learners can identify vertebrates as
between vertebrates and animals with a backbone.
Topic/Session/ invertebrates. • Learners can identify invertebrates as
Unit/lesson: • Learn about different kinds of animals without a backbone.
skeletons. • Learners can identify animals that have
• Learn how to use an an exoskeleton.
Unit 1 Living things, Topic 1.4 Different kinds of
identification key. • Learners can use an identification key.
skeletons
• Be able to use observations • Learners can group animals with and
(Cambridge Primary Science Stage 4)
to group animals with and without an exoskeleton.
without an exoskeleton. • Learners can say how using a key
• Be able to understand how helps scientists to sort living things into
using a key helps scientists groups.
sort living things into groups.

Step 2: Plan language support
The teacher adapts this
activity for an online
lesson by showing
pictures of the outside of
buildings to demonstrate
the meaning of ‘exo’.

Step 3 Plan starter activities
Before starting the lesson
activities, the teacher
makes sure that all the
learners are ready for
their online lesson.
The teacher asks learners

to show their notepad and
pencil to the camera.

The teacher adapts this activity for

an online lesson by asking learners
to type their answers into a chat
box, or show their handwritten
answers to their camera.

1
Resources:
Learner’s Book, Teacher’s Resource, Workbook, Unit 1 Worksheets
Language support, including any key vocabulary:

Learners will use the following words in the topic: vertebrate, invertebrate, exoskeleton, identification
key

2
Help learners to understand the meanings of some of the words by linking them with the words they
may know.
For example, ‘exo’ means outside. Talk about the exterior or outside of a building. So, an exoskeleton
is a skeleton on the outside of the body.
Explain that the backbone is made of bones called vertebrae. This is why an animal that has a
backbone is called a vertebrate.
Introducing the lesson:

Getting started activity from Teacher’s Resource
3 Timing:
Modify for online lesson: use chat box functionality/breakout rooms for
10 minutes
think/pair/share

Step 4: Plan main activities: Main teaching idea 1
Adapting the activity for

an online lesson:
• Read aloud together.

• Nominate a peer to
carry on the next
sentence.
• Use chat tool for
comments/questions.
• Learners hold up
notepad to screen to
show responses.
• Use breakout rooms
if available.

Step 4: Plan main activities – Main teaching idea 2
'Think like a
scientist' activity
in the Learners'
Book

Step 4: Plan main activities
Main activities:
1. Teacher’s Resource 1.4, Main teaching idea 1: Vertebrates and invertebrates. Identify
vertebrates as animals with a backbone and invertebrates as animals without a
backbone.
Read pages of the Learner’s Book aloud together. Nominate a learner to read a
Timing:
sentence. After this, learners can nominates other learners to carry on.
Ask learners to use the chat tool for any comments or questions. 1. 20 minutes
4 3. 15 minutes
Learners answer the questions on the following page using the chat function, or for
shorter answers using a notepad held to the screen (or a mixture of both). For Question
5, place learners in online breakout rooms to support increase in difficulty.
2. Teacher’s Resource 1.4, Main teaching ideas 3: Read through and demonstrate the
identification key on page 19. Follow this with Think like a scientist: Identifying
vertebrates and invertebrates (pages 20 and 21). Learners to submit their finished work
by uploading/posting a photograph of their answers or by using online poll function.

and differentiation
How can these

assessment ideas be
modified for use during
an online lesson?

and differentiation
The teacher will ask
learners to show their
answers to questions 1
and/or 2 to the camera,
before assigning question 3
and for more challenge.

differentiation
During the first main activity, listen to answers given to check for understanding of vertebrates versus invertebrates.
5 Following this, set up breakout rooms where learners can read aloud their work and check each other’s answers.
Ask learners to use the ‘How am I doing?’ feature in the Learner’s Book to assess how well they feel they are able to
use an identification key.
During the first main activity, all learners should be able to answer questions 1-4. More confident learners should be able
to answer question 5.
6 In the second main activity, all learners should be able to answer questions 1 and 2. More confident learners should be
able to answer question 3.
Use Language worksheet 2 (skills development) (from the Teacher’s Resource) for learners who need extra language
support.

Adapting this activity for an online
lesson:
• Sentences are shared on the

teacher’s screen.
• Learners type words that need

underlining in a chat box or
write on their notepad and
show to the camera.

Learners can type

responses into a chat
box.

Plenary and reflection:

Use the Correct the sentences activity (plenary activity 2 from the Teacher’s
Resource). Modify for online lesson by sharing the sentences on screen, then Timing:
asking learners to type the words that need underlining in a chat box or write 5 minutes
7
the word on their notepad and show it to the camera.

Reflection: Ask the learners: Lesson total – 50
What did I find difficult today? mins
What things were fun?
What do I need to practice more?

Learners take
The teacher a photo of
summarises the their
workbook completed
activities before homework
the end of the and send it to
lesson so the teacher.
learners can ask
any questions,
and
misconceptions
can be
addressed.
Workbook

Homework (if required):

Set Workbook exercises from this topic.

Set practice question for learners who need to become more confident in using identification keys to
classify invertebrates and vertebrates.
Set challenge question for learners who can be made to think harder by devising their own questions
8
to complete the key.

Summarise the content of the workbook activities before the end of the lesson so that learners can
ask questions and any misconceptions can be addressed.

Tell learners that we will review the answers to the questions at the start of the next lesson.

Ask learners to take a photo of their answers and send to me.

Reflection
• How will your lesson planning change as a

WRITING
result of this course?
• How will this affect your learners?
READING
@CUPeducation #TeachCambridge

Session 4 of 4
Lesson planning practice

Session 1:
Introducing
Cambridge
Primary Science


resource Book with with digitial classroom
with digital digitial access
access access

Planning template
Section headings:
• Learning intentions
• Success criteria
• Resources
• Language support, including key
vocabulary
• Introducing the lesson
• Main activities
• Assessment opportunities
• Differentiation opportunities
• Plenary and reflection
• Homework (if required)
• Notes

Over to you!
2 3 4
1
Work in Choose a Refer to the Share your
pairs, unit −we lesson plan lesson plan
preferably suggest one template with a
with a near the and use it to colleague –
colleague beginning. ‘plan for reflect on
teaching the learning’. each other’s
same level. lessons.

7. Plan homework.

Section summary / quiz
1 Which of these should be in lesson plans for Cambridge Primary
Science?
a lesson objectives
b success criteria
c timings for each part of the lesson
2 Planning for differentiation means all learners need an individual

plan.
○ TRUE/ FALSE
3 Planning a number of lessons at the same time can enable you
to see
how one leads into another.
○ Together
Building Brighter Futures
TRUE/ FALSE
Further support for you and your teachers
Please contact your local representative or visit www.cambridge.org/education/pd
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on how to get the best out of our resources.
Connect with Cambridge mentors, who can offer
specific advice to help you deliver better learning.

Good luck!
We hope you enjoy teaching

Cambridge Primary Science
Don't forget to share your thoughts @CUPeducation #TeachCambridge


Preparing To Teach Cambridge Primary Science: Building Brighter Futures Together

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Preparing To Teach Cambridge Primary Science: Building Brighter Futures Together

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Preparing to Teach

Building Brighter Futures Together

© Cambridge University Press 2021

Welcome to the community of Cambridge

Building Brighter Futures Together

© Cambridge University Press 2021

1.5–2 hours 1.5–2 hours 1.5–2 hours 1.5–2 hours

Can be run as a whole day course or as 4 shorter sessions

Building Brighter Futures Together

© Cambridge University Press 2021

© Cambridge University Press 2021

Introducing: • Active learning Planning for: Teachers plan

Building Brighter Futures Together

© Cambridge University Press 2021

Building Brighter Futures Together

© Cambridge University Press 2021

Building Brighter Futures Together

© Cambridge University Press 2021

1.5–2 hours 1.5–2 hours 1.5–2 hours 1.5–2 hours

Can be run as a whole day course or as 4 shorter sessions

Building Brighter Futures Together

© Cambridge University Press 2021

Building Brighter Futures Together

© Cambridge University Press 2021

How is the curriculum framework content organised?

Building Brighter Futures Together

© Cambridge University Press 2021

Science in context shows

Building Brighter Futures Together

© Cambridge University Press 2021

Building Brighter Futures Together

© Cambridge University Press 2021

Earth and Thinking and Models and Science in Clear

Building Brighter Futures Together

© Cambridge University Press 2021

Building Brighter Futures Together

© Cambridge University Press 2021

Building Brighter Futures Together

© Cambridge University Press 2021

Stages Learners’ Learners’

1-3 experiences surroundings

Stages Broader local Country and

4-6 contexts region

Building Brighter Futures Together

© Cambridge University Press 2021

Topics are revisited

© Cambridge University Press 2021

Earth and Space now a separate strand

Thinking and working scientifically

Models and representations

Clear progression through the stages

Building Brighter Futures Together

© Cambridge University Press 2021

Building Brighter Futures Together

© Cambridge University Press 2021

Teacher’s Learner’s Workbook Digital

© Cambridge University Press 2021

Active Assessment Differentiation Language Metacognition Skills

Building Brighter Futures Together

© Cambridge University Press 2021

Opportunities for learners to reflect on their

Building Brighter Futures Together

© Cambridge University Press 2021