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Welcome to the Autumn Term
Primary Science Subject Leader meeting
September 2013
Please help yourself to a
drink. We will start at 9.15a.m.
What’s the quote?
Programme for the day9.15-9.45 Celebrations, Innovations and Key questions
9.45-10.45 Ofsted updates, reflection + discussions (Jane Lodge)
10.45 –11.00
11.00–11.45 Assessment and Accountability consultation (Jinny Crossley- Klinck)
11.45-12.30 EYFS and Profile data (Angela Jones)
12.30-1.15 1.15-1.30 Science Updates- data1.30- 2.45 Progression in Working Scientifically2.45-3.00
3.00-3.30 Working scientifically cont.-Implications for subject leaders in school / Action Planning
3.30-3.45 Summary and evaluations
Celebrations, challenges and questions
Sharing previous celebrations What ideas can you take from these for your school?
Questions and challenges re assessment and developing consistency across the school and scientific enquiry?
Further challengesWhat questions do you have about today? or in further meetings to discuss on your table?
What are your priorities for Science this year?
Feedback your ideas
Action/ target boardKey points
Key actions
Priorities
Top Priority
Session 1
OfSTED
Session 2
Assessment/ accountability
Session 3
EYFS profile data
Session 4
Science Updates
Session 5
Working scientifically
Ofsted Updates
Jane Lodge
Refreshment Break
Assessment and Accountability consultation
Jinny Crossley-Klinck
National Curriculum Updates
EYFS and Profile data
Angela Jones
Lunch and Networking
Science Updates.....
UpdatesResponse to the NC Science (Aug
2013)
•Purposes of study and aims for the science national curriculum in the statement includes that pupils “are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.” … no content links to this or reference to contemporary issues.
•Teachers who may not have a science background could have difficulties interpreting the notes and guidance and following the content.
•Secondary teachers may not be aware of scientific enquiry learnt at Primary. (Transition 2-3-4)
•In order to ensure that pupils are given the optimum practical science experience SCORE suggests that the Department for Education highlights the SCORE equipment and consumables benchmarks to primary and secondary schools.
Continuing Professional Development
• What CPD are you leading in school for your own staff? Could this be supported by -
• Improvement and Learning CPD offer• TSA CPD offer?
Subject specific
Progression in Working
Scientifically
What are we doing;and why?
Objectives- what’s the point?
Key Questions were identified in the Qs from last session around the following questions:-
• What can we do re Working scientifically and science enquiry?- ideas
• How will we know children are making progress?
• How can we assess it?• What records should we keep?
…and to help you and your staff with the Big picture re progression in Working Scientifically
Intended outcomes
• Identify the progression of key skill areas in the Working Scientifically
• Exemplify the progression in an area of Working scientifically and explain this to our peers
• Appraise key actions back in school for staff training.
• Prioritise key actions for helping children make progress in science.
What do you think these areas are?
• Give us a clue………….
Working Scientifically
Working Scientifically
• Look at the Working Scientifically sheet- highlight the progression in:-
Questioning/Planning
Observing/ carrying out
Recording
Analysing/ explaining/ reporting using the findings to explain……)
Working Scientifically
• Look at the Working Scientifically sheet- highlight the progression in:-
– Questioning/Planning
– Observing/ carrying out
– Recording
– Analysing/ explaining/ reporting – (using the findings to explain……)
So What would we expect?
Working Scientifically
– Questioning/Planning– Observing/ carrying out– Recording– Analysing/ explaining/ reporting
In EYFS; KS1; KS2 ?
http://weirdsciencekids.com/Lavalamp.html
Lather lamp!
Working Scientifically
Explain like I’m 5………
Here’s one I prepared earlier!
Now it’s your turn.Bouncing balls- enquiry!
Explain like I’m 5Bouncing balls
Using the new POS and the draft progression document how would children progress in your given aspect of science enquiry?Explain to your peers (Like they are 5) what progression in this area would look like. Progression in:-
1. Measuring
2. Tables
3. Graphs and charts
4. Explaining results
Bouncing balls enquiry
How could you use this, as a Leader of science back in
your schools?
Think;Pair;Share
Gap taskDelivering whole school trainingIdeas:-Starting point- • Same science investigation for whole school?
(To support the staff re expectations for different key stages)
• Writing in some scientific enquiry into existing schemes with expectations.
• Assessment focus of scientific skill development in:-– measuring; – developing tables; – charts and graphs; – explaining results;
Next time we will ask you what you have done back in schools re Working Scientifically.
How would you know children were making
progress?
How could you you record progress?
SoWs?Observations; learning walks; pupil
voice; class display evidence?Moderation evidence;
What records may you keep?
What ideas do you have?T;P;S
How will you measure and share the impact?
How effective are your action plans and the actions identified?
‘Subject Leaders needs to be aware that they need to have evidence of actions
taken and signs of impact.’
Recent Subject Leader quote after Ofsted
Is this true of Science Action plans ?
‘Subject action plans in English are often rather vague about how to improve classroom teaching and tend to rely on changes to assessment alone.’
‘Clear and specific actions to enhance teaching in English.’
Moving English forward report (March 2013)
Science
Science
Is this true of Science Action plans ?
‘Subject action plans in English are often rather vague about how to improve classroom teaching and tend to rely on changes to assessment alone.’
‘Clear and specific actions to enhance teaching in English.’
Moving English forward report (March 2013)
Science
Science
Action Plans - discussion
What are the key headings on your action plans? Who is involved in the monitoring of the action plans? How often does this happen?How do you evaluate the impact of the
objectives?Are these flexible and updated depending on the changing needs of the school?Do you write these in isolation or with other SLs/SMT in the school?
Evaluating the impact- thinking about last year
• What were you evaluating against?• Was the strategy/action effective? • Does/did it need a flexible approach? • What is the data telling you? • Did/do you gather a range of views – SMT,
teachers, Governors, other SLs, TAs, pupils?
• Are the next steps indicated and noted?• How are the impact findings shared with
staff etc during the year/end of the year?
Examples
Action Planning- Review
• Based on the key actions last time what is the impact so far?
• Do you need to make any adaptations based on today’s workshop.
• How will you measure impact? • What are your next steps?Be prepared to
share your ideas
Action/ target boardKey points
Key actions
Priorities
Top Priority
Session 1
OfSTED
Session 2
Assessment/ accountability
Session 3
EYFS profile data
Session 4
Science Updates
Session 5
Working scientifically
Summary and Evaluations
• Are there any implications from today that you need to consider as a Subject Leader?
• Are there any questions that you need to know the answers to (in/out of school) as a Subject Leader?
• What are your next steps?
Science web sites for enquiry ideas
• http://www.brainboxx.co.uk/a4_resource/pages/sci-box/Aaa_main.htm
• http://weirdsciencekids.com/FunExperiments.html
• http://www.scholastic.com/teachers/article/40-cool-science-experiments-web
What do you think these areas are?
• Give us a clue………….
Working Scientifically
Questioning and Planning
Working Scientifically
Observing/ carrying out
Working Scientifically
Recording
Working Scientifically
Analysing/ explaining/ reporting using the findings to explain……
Celebrations, challenges and questions
Feedback your ideas
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