primary science quality mark - · pdf filesc1 targets” teacher survey, may 2014 peer...
TRANSCRIPT
Primary Science Quality Mark
Primary School
Leadership: A1 A2 A3 A5 B1
‘Pupils taking the lead –
working scientifically course’
gave me many practical
ideas to share with staff, to
make learning engaging and
accelerate progression inline
with the new curriculum.
Yr 5 book scrutiny
Learning walks, book trawl and pupil/staff
voice allow me to gather a broad picture of
science and address areas of need.
Assessment: A3 B2 C2 A5
Yr 2
Pre and post learning
tasks are used across
the school to assess
children’s initial
understanding then
gained knowledge,
and to identify
misconceptions.
Yr 5
Assessment: A3 B1 C2 A5
Marking moves
children forward in
their learning, Year 2.
Year 3
Pupil voice from, May 2014, showed
that pupils were unaware of their
strengths and weaknesses and the
next steps in their learning. After the
implementation of peer and self
assessment, and use of pupil targets,
pupil voice, Jan 1015, showed that
children could discuss their learning in
terms of scientific enquiry strengths
and weaknesses and were aware of
their targets or where to locate them.
“we need assessment to show
progress across the school including
Sc1 targets” teacher survey, May 2014
Peer assessment Yr 6
Assessment: A3 B1 C2 A5 Staff surveys showed a
need for assessment
inline with the new
curriculum.
Staff feel the 9 point
system “allows you to
track progress and see
areas for development
which informs
planning”
Planning & CPD: A1B1 B2 A3 B1C2 D1 Staff surveys, May 2014, staff wanted more
guidance with planning and felt that to
improve science there needed to be “more
explorative, investigative practical learning”
The Engaging Science Scheme was bought
and combined with 2 staff insets.
“The plans
are engaging
and practical
with many
investigation
ideas” staff
survey
Yr 5
Yr 1
“There are some
excellent lesson ideas
which can really inspire
the children” staff survey
Half term task wheels make
curriculum links with science
Planning & CPD: A1A2 A3B1B2 C2 C3 D1 Pupil voice, May 2014, children
wanted “more experiments”
Children in Yr 4 investigating
the tongue and taste buds
“I like experiments, I
understand it more”
Yr 2 investigating
waterproof materials
NQT science training at local secondary
schools, “we were showed many
interesting ideas and what makes an
outstanding science lesson”
The training was “genuinely inspirational
because of the range of creative ways
science was taught” These activities have
been fed back to the whole staff.
Staff Survey
Planning & CPD: A1 B1 B2 A3 C2 D1 Book scrutiny Jan 2014,
showed differentiation was
evident across all year groups
with a mix of learning styles
and practical tasks covered.
Staff felt the new curriculum lacked ideas for
differentiation. Lack of differentiation was
evident in book scrutinises, Nov 2014,
differentiation training given to staff Nov
2014.
Differentiated
learning Year 5 -
Blood
Cross Curricular: A2 A4 B2 C1 C3 D1 The year’s topics are organised by the Deputy Head and liaised
with the Science Coordinator so topics are cross curricular
Year 4 Rainforest topic has
Maths, Geography and
Science links.
Year 5 Fit for Life topic
links maths and Science
Year 6 Life Cycles is
linked to diary writing -
pupils write the diary of
a seed.
Cross Curricular: A2 A4 B2 C1 C3 D1
Pupil Voice May 2014, children were
asked how to improve science –
“Science homework”
Yr 3
Displays around the school show cross
curricular science learning and raise
the profile of science
Outside Learning: A2 A4 B2 B3 C1 D1 D2
Yr 1 Forest
School
“Science
is fun
when we
make
things
and learn
new
things”
Yr 2
Yr 5
“I like predictions
and then seeing if
we got it right”
Nursery “The ice is
cold and
shinny”
Science
Club
“Awesome”
Rec.
Our Learning:A2 A4 B2 B3 C1 C2 C3Yr 6 using drama to
explore pollinationYr 4 salt dough models
of the tongue and
teeth.
Yr 2 working in groups to
investigate the strength of
rope
Reception investigating
natural items
Pupil Voice Jan 2015 – “I enjoy testing my ideas”
“science has fun, interesting ,practical tasks”
“I like experiments and learning new things”
“I like finding things out with my friends”
Pupil Voice May 2014 –
pupils asked for:
“more science”
“more practical lessons”
“more experiments”
“group work”
Our Learning:A2 A4 B2 B3 C1 C2 C3
Corridor displays
share learning
with the school
Yr 5
Children work
collaboratively to
record their learning
CPD has
lead to
more pupil
lead
enquiry
“How do
wires
work?”
Yr1
“How can
we increase
the speed of
a car?” Yr 3
Staff training used
‘interest by disgust’
to engage children
in learning. Yr 4
children taking part
in a demonstration
of the digestive
system.
Events: A4 B2 B3 C1C3 D2 School Council/Pupil voice asked
for an afterschool science club.
Science Club: Flight Fantastic
Yr 1 Cadbury
visit before
they make
their own
chocolate at
school.
Pupil voice Nov 2014 –
“more science trips”
Yr6 finding out
about careers in
science, at The
Skills Show.
Science Club
investigating forces
at the ThinkTank
Events: A4 B2 B3 C1C3 D1 D2
Children receiving Science
Awards, in a special assembly,
after science week.
Science assemblies raise the profile of science and
share science learning with children and parents
Yr 4 Rainforest Assembly“we had fun when we
were teaching them” Yr 4
“really enjoyable, we
learnt a lot to do with
my topic, it was really
useful” Yr 6
Yr 4 Sound Assembly“It was good
because you
interacted with
the audience, it
taught me about
sound” yr 5
“I enjoyed
the
assembly,
learning
about what
other
classes did”
Yr 3
Events: A4 B2 B3 C1C3 D2
“All the experiments were
really cool” Yr 3
“ I learnt more about my
topic Electricity” Y4
It was really fun we learnt
new facts and were able
to present them to the
class” Yr6
Yr 1: “I liked
looking at the
combinations of
stars” Ben
“learning about
the planets”
Robert. “Going
into space and
seeing all the
planets in the
dome” Hayden
Termly science
weeks are held
with events from
external providers
as well as led by
the science
coordinator to
enrich the science
curriculum
Children
working in
chemistry labs
at a local
secondary
school
Working with Science
ambassadors at another
local Secondary School
Science community links A4 B2 C1C3 D2
Science Week;
children had their
curriculum enriched
by parent visitors who
had careers in
science. Children
formed their own
questions to lead
their learning
“realising that science
is needed for certain
jobs that I didn’t know
before” Matilda Yr 5
Yr 6: “How
science is used
in everyday
life”
Yr5“learning
about
scientists’ jobs”
Yr 4“Thinking about the
science all around us”
Yr 3 “science in the real
world”
What did you enjoy? How did these
events help your understanding?
Sharing Science with our community
A4 B2 C1C3 D2 Strong links with the
community have
been set up to
enhance the
science curriculum in
our school, parents
with science
professions and local
secondary science
schools.
Climate Change scientist & Parent
Nurse & Parent
Clinical Scientist & Parent
Sharing Science with our community A4 B2 C1C3 D2
Science is communicated
to our community via the
school website and our
weekly Clarion newsletter.
Informing about recent
events or advertising
upcoming events that they
can be involved in, this has
allowed me to make links
with parents who have
helped to enrich science
learning for our children.