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ERIC Number: EJ1156779
Record Type: Journal
Publication Date: 2016-Jan
Pages: 3
Abstractor: ERIC
ISSN: ISSN-0269-2465
DIMS-Does It Make Sense?
Sheppey, Julie
Primary Science, n141 p27-29 Jan 2016
Thorntree Primary is a small school in Greenwich, London, with strong links to the local community and an appealing village feel that is unusual in its inner London setting. The children come from a mix of cultural and economic backgrounds, with those entitled to free school meals being higher than average. The school has a strong inclusive and nurturing ethos where every child is valued for their strengths. Making links with a local secondary school comes highly recommended for the benefits it offers to children and teachers alike. Julie Sheppey, Assistant Head Teacher and Curriculum and Provision leader at Thorntree describes a project coordinated by Andy Smythe, Head of Science at Thomas Tallis Secondary School, Blackheath, London. The project had a key action research element to it, and Sheppey was able to use Smyth's expertise in the areas of physics and chemistry when planning her science topics for the autumn term. Smyth would come in to do some investigative science with the year 5 (ages 9-10) students for their topic of "Materials and their Properties". After being treated to a fireworks demonstration, the class was able to view the remains of the chemicals, which led to a discussion of reversible and irreversible changes. In class discussions Smyth frequently challenged the students with the acronym "DIMS"- Does It Make Sense? Sheppy enthusiastically recommends making links with local secondary schools. She feels the approach has enabled her to develop her own science expertise and teaching strategies and given the students a memorable experience that will motivate them to further pursue science when they undergo the transition to secondary school.
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)
Grant or Contract Numbers: N/A