ABSTRACT
This chapter represents a drawing together. In Chapters 1 to 3 we discussed the various communication skills that might be developed, explored ideas about nonthreatening learning environments, developed activities about grouping, roles and norms. In this chapter we pull all these aspects together within the National Curriculum. The chapter is a series of tasks which teachers from each key stage might try. The tasks build on the ideas developed in other chapters, but put them all together to meet the requirements of particular ‘acts of communication’ as defined within the programmes of study. We have not tried to develop tasks for all of them partly because to do so would be repetitive in many cases, partly also because some of them occur only once in each statement, or are so self-evident as to need no explanation. We have chosen to develop the nine most commonly occurring acts of communication in the National Curriculum as tasks which teachers might want to use in developing communication in science. In developing the tasks, we have sometimes returned to the 1989 wording where particular attainment targets require a particular communication skills at particular levels. We have developed tasks suitable for the relevant key stages.
