Competences

a. Organise and outline the respective science topics in the area of physics, chemistry and biology;

b. Plan primary science lessons that align objectives, methods, and assessments;

c. Synthesize concepts in science and apply these concepts to the teaching of science in the primary;

d. Use diverse resources to support effective teaching of science;

e. Design and carry out effective field and classroom activities that engage students to be involved in science;

f. Devise suitable investigations related to topics in Primary Science;

g. Discuss common science misconceptions held by children and be able to utilize strategies to minimize and remove such misconceptions.

Knowledge 

a. Critically analyse a wide variety of approaches and content organisation of areas in primary science. Students will be able to evaluate notions of the importance of science at this level and assess Eurobarometer studies on science across Europe and the wider global region;

b. Describe and show scientific understanding of the human body: including cells, tissues, organs & systems, main body organs and systems, eating a balanced diet, teeth structure and health;

c. Analyse the characteristics of living things and the seven vital functions;

d. Apply taxonomy skills and the use of keys;

e. Demonstrate an understanding of local and global ecosystems;

f. Critically analyse fieldwork activities in Natura 2000 sites and MPA’s;

g. Demonstrate an understanding of the Dynamic Earth – interior earth structure and plate tectonics;

h. Infer results from a seismograph;

i. Critically analyse and link atmospheric composition, ocean pollution and land pollution;

j. Measure and interpret readings from instruments that measure atmospheric and oceanic characteristics;

k. Systematically understand weather and climate basic patterns and conditions;

l. Appreciate the beginnings of the universe, galaxies, stars, planets and the solar system;

m. Systematically understand key aspects of the nature of matter and important chemical equations;

n. Critically evaluate classification of rocks and minerals, their everyday use in devices and their chemical and physical properties;

o. Expand understanding of Energy and Forces including potential, kinetic, chemical, solar, wind, nuclear and Renewable and non-renewable sources of energy;

p. Critically analyse the basic principles of light and sound;

q. Measure and interpret readings of the speed of sound through air;

r. Systematically understand electricity and magnetism including static and current electricity and parallel and series circuits;

s. Systematically carry out experiments focusing on temporary and permanent magnets;

t. Demonstrate an understanding of pollution issues, conservation issues, deforestation, global warming, ozone depletion and aquafer depletion;

u. Create relevant fieldwork activities and investigations in Local Natura 2000 sites and Marine protected areas, electricity generation plants, sewage treatment plants and reverse osmosis plants.

Skills

a. Utilise scientific skills and scientific instruments and make them accessible to all students;

b. Understand, organise, plan and develop science-based lessons with the covered content;

c. Engage students with the dynamic nature of science and its scientific method;

d. Use a variety of scientific instruments and experiments to maximise student understanding;

e. Support students in interpreting and building understanding and skill in science.